CHAPTER 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter deals with the analysis and interpretation of data which resulted from
the application of the various statistical treatments.
Frequency and Percentage Distribution of the Respondents
Table 1 represents the frequency and percentage distributions of the
respondents.
Respondents
Frequency
Percentage
BS-Psychology 2nd year
45
47.87
BS-Psychology 3rd year
49
52.13
94
100
TOTAL
The table showed that from a total of 94 respondents, 45 were identified as 2nd
year BS Psychology students, of which this population represents 47.87 percent of the
total respondent count. The 49 of the respondents were identified as 3rd year BS
Psychology students, who comprised about 52.13 percent of the total respondent count.
All respondents included in the study answered the presented questionnaire to
conclusively measure all respondents’ levels of psychological anxiety with respect to
motivation, self-efficacy, attention, and level of physiological in respect to breathing
difficulty, heartbeat, and sleeping disturbances. Reviewing the identified respondents for
this study, it became imminent that the 3rd year Psychology students in this study would
be more than the other respondents.
Computed Mean on the Level of Psychological Anxiety with Respect to its
Variables.
Table 2 represents the computed mean on the level of psychological anxiety to
Motivation.
The table shows that the …
Table 2
Computed Mean on The Level of Psychological Anxiety in relation to Motivation
STATEMENTS
I don’t like to learn mathematics topics, especially the
difficult ones.
Studying mathematics makes me bored.
I don't understand my mathematics homework.
Mean
Verbal
Rank
Interpretation
3.07
Undecided
4
2.94
Undecided
6
2.81
Undecided
8
Getting a bad grade from mathematics class makes me
very sad.
I don’t want to show my friends and family that I can’t be
successful in mathematics class.
I can't use what I learned in a mathematics class in other
classes.
I am not studying hard to understand the topics in my
mathematics class.
If I cannot learn the subjects in mathematics class, that is
my fault.
I am not sure I understand the most difficult topics the
professor teaches in mathematics.
I don't like the subjects of mathematics class because it's
boring.
AVERAGE
3.66
Agree
1
3.04
Undecided
5
2.93
Undecided
7
2.70
Undecided
9
3.49
Agree
2
3.34
Undecided
3
2.66
Undecided
10
3.06
Undecided
The average mean ……
Table 3 presents the computed mean on the level of psychological anxiety in
relation to self-efficacy.
The table shows that regarding the level of psychological anxiety in relation to selfefficacy due to mathematics-related courses by BS Psychology students, item number 2,
"I get tense when I prepare for mathematics test." with the mean of 3.84. Verbally
interpreted as "Agree." Furthermore, item number 10, "I am afraid to give an incorrect
answer during my mathematics class." with the mean of 3.68, verbally interpreted as
"Agree, "are the two items that rank the highest.
Item number 5, "I don't believe I can complete all of the assignments in the
mathematics course," with the mean of 2.67 and verbally interpreted as "Undecided."
Another item, number 8, "I believe I can't understand the content in the mathematics
course." with the mean of 2.98 and verbally interpreted as"Undecided," are the last two
items that ranked the lowest. The average mean of the level of psychological anxiety
regarding self-efficacy due to mathematics-related courses of Bs Psychology students
showed a result of 3.38, was verbally interpreted as"Undecided."
The average level of psychological anxiety regarding self-efficacy due to
mathematics-related courses of BS Psychology showed a result of 3.38 was verbally
interpreted as "Undecided."
Table 3
Computed Mean on the Level of Psychological Anxiety in Relation to Self-efficacy
STATEMENTS
I don’t feel confident enough to ask questions in my
mathematics class.
I get tense when I prepare for a mathematics test.
I don’t believe I can do well on a mathematics test.
I am worried that I will not be able to use mathematics in my
future career when needed.
I don’t believe I can complete all of the assignments in a
mathematics course.
I am worried that I will not be able to do well on mathematics
tests.
I believe I am not the kind of person who is good at
mathematics.
Mean
Verbal
Rank
Interpretation
3.54
Agree
4
3.84
3.28
Agree
Undecided
1
7.5
3.28
Undecided
7.5
2.67
Undecided
10
3.48
Agree
5
3.62
Agree
3
I believe I can’t understand the content in a mathematics
course.
I believe I can’t get an “A” when I am in my mathematics
class.
I am afraid to give an incorrect answer during my
mathematics class.
AVERAGE
2.98
Undecided
9
3.40
Agree
6
3.68
Agree
2
3.38
Undecided
Table 4 presents the computed mean on the level of psychological anxiety in
relation to attention.
The table shows that for the level of psychological anxiety in relation to attention
due to mathematics-related course by BS Psychology students, Item number 1, "It is very
hard for me to concentrate on a difficult task when there are noises around," with the
mean 3.39, and verbally interpreted as "Always." Furthermore, Item number 5, "When I
am reading or studying, I am easily distracted if there are people talking in the same
room.", with the mean of 3.10, and verbally interpreted as "Often," are the two items that
ranked the highest.
Item number 7, "It is difficult for me to coordinate my attention between the listening
and writing required when taking notes during lectures.", with the mean 2.48, and verbally
interpreted as "Sometimes." Moreover, Item number 3, "I can't concentrate if there is
music in the room around me," with the mean of 2.43, and verbally interpreted as
"Sometimes," are the last two items that ranked the lowest. The average mean of the
level of psychological anxiety regarding attention due to mathematics-related courses of
BS Psychology students showed a result of 2.79, and it was verbally interpreted as
"Often."
The average level of psychological anxiety regarding attention due to
mathematics-related courses of BS Psychology students showed a result of 2.79, and it
was verbally interpreted as "Often."
Table 4
Computed Mean on the Level of Psychological Anxiety in Relation to Attention
Mean
STATEMENTS
It’s very hard for me to concentrate on a difficult task when
there are noises around.
When I need to concentrate and solve a problem, I have
trouble focusing my attention.
I can’t concentrate if there is music in the room around me.
When concentrating, I can't focus my attention because I'm
aware of what's going on in the room around me.
When I am reading or studying, I am easily distracted if
there are people talking in the same room.
When trying to focus my attention on something, I have
difficulty blocking out distracting thoughts.
It is difficult for me to coordinate my attention between the
listening and writing required when taking notes during
lectures.
When I am working hard on something, I still get distracted
by events around me.
After being interrupted or distracted, I can’t easily shift my
attention back to what I was doing before.
I can't become interested in a new topic immediately when I
need to.
AVERAGE
Verbal
Rank
Interpretation
3.39
Always
1
2.81
Often
5
2.43
Sometimes
10
2.82
Often
4
3.10
Often
2
2.85
Often
3
2.48
Sometimes
9
2.72
Often
6
2.63
Often
7
2.61
Often
8
2.79
Often
Computed Mean on the Level of Physiological Anxiety with Respect to its
Variables.
Table 5 presents the computed mean on the level of physiological anxiety in
relation to breathing difficulty.
The table shows the level of physiological anxiety as to breathing difficulty due to
a mathematics-related course by Bs Psychology students. Item number 8, "I was called
during recitation," with the mean 3.96, and verbally interpreted as"often. "Furthermore,
item number 7, "the time is up while I still answering math exam" with the mean of 3.89,
and verbally interpreted as "often" are two items that ranked the highest.
Item number 9 "the professor is discussing new math lesson" with the mean of
2.78 and verbally interpreted as "Sometimes." Moreover, item number 5, "I hear a word
related to mathematics," with the mean 2.45 and verbally interpreted as rarely are the last
two items that ranked the lowest. The average mean of the level of psychological anxiety
regarding breathing difficulty due to the mathematics-related course of Bs Psychology
students showed a result of 3.22. It is verbally interpreted as "Sometimes."
The average level of psychological anxiety regarding breathing difficulty due to
mathematics-related courses of BS Psychology students showed a result of 3.22, which
was verbally interpreted as "Sometimes."
Table 5
Computed Mean on the Level of Physiological Anxiety in Relation to Breathing Difficulty
I experienced breathing difficulty when…
I get excited to participate in the mathematics discussion.
I have confusion with the topic being discussed.
Verbal
Rank
Interpretation
2.82
Sometimes
8
3.19
Sometimes
5
Mean
the professor in mathematics walk into the classroom.
the next subject is mathematics.
I hear a word related to mathematics.
I am called to answer mathematical problem on the
chalkboard.
the time is up while I still answering math exam.
I was called during recitation.
the professor is discussing new math lesson.
I have a hard time understanding the lesson.
AVERAGE
3.12
2.94
2.45
Sometimes
Sometimes
Rarely
6
7
10
3.86
Often
3
3.89
3.96
2.78
3.22
3.22
Often
Often
Sometimes
Sometimes
Sometimes
2
1
9
4
Table 6 presents the computed mean on the level of physiological anxiety in
relation to the heartbeat.
The table shows the level of physiological anxiety in relation to heartbeat due to
mathematics-related courses by BS Psychology students, Item number 7, "My professor
is randomly calling names to answer his/her question." with the mean of 4.28. Verbally
interpreted as "Always." Moreover, item number 6, "I am next to recite to the oral
recitation." with the mean of 4.17, verbally interpreted as "Often, "are the two items that
rank the highest.
Item number 8, "The date for the final examination is announced," with the mean
of 3.11 and verbally interpreted as "Sometimes." Another item, number 2, "The exam in
mathematics is about to start." with the mean of 3.84 and verbally interpreted as"Often,"
are the last two items that ranked the lowest. The average mean of the level of
physiological anxiety regarding heartbeat due to mathematics-related courses of BS
Psychology students showed a result of 3.90 and was verbally interpreted as"Often."
The average level of physiological anxiety regarding heartbeat due to
mathematics-related courses of BS Psychology showed a result of 3.90 was verbally
interpreted as "Often."
Table 6
Computed Mean on the Level of Physiological Anxiety in Relation to Heartbeat
I experienced my heart pounding when…
my professor looked at me while discussing mathematics
class.
the exam in mathematics is about to start.
I am in front of the chalkboard and the entire class was
looking at me.
my professor called my name during mathematics recitation.
my professor is announcing the score in our math exam.
I am next to recite to the oral recitation.
my professor is randomly calling names to answer his/her
question.
the date for final examination is announced.
there is a surprise math quiz.
my professor tells me that I will be the next reporter.
AVERAGE
Mean
Verbal
Rank
Interpretation
3.68
Often
7
3.84
Often
9
4.07
Often
4
4.14
3.85
4.17
Often
Often
Often
3
8
2
4.28
Always
1
3.11
3.94
3.96
3.90
Sometimes
Often
Often
Often
10
6
5
Table 7 presents the computed mean on the level of physiological anxiety in
relation to sleep disturbances.
The table shows the level of physiological anxiety in relation to sleeping
disturbances due to mathematics-related courses by BS Psychology students, Item
number 10, "I get negative feedback about my performance in mathematics class." with
the mean of 3.70, verbally interpreted; as "Often." Further, item number 4, "I need to finish
my activities in mathematics." Also, item number 9, "I get pressure into the math task."
Both items have a 3.63 mean and are verbally interpreted as "often," which are the three
items that rank the highest.
Item number 2, "My professor announced the date of the examination," with the
mean of 3.11, verbally interpreted as "sometimes." Additionally, item number 1, "I didn't
understand the last topic." with the mean of 3.14 and verbally interpreted as"sometimes,"
are the last two items that ranked the lowest. The average mean of the level of
physiological anxiety regarding sleeping disturbances due to mathematics-related
courses of Bs Psychology students showed a result of 3.45, was verbally interpreted
as"often."
The average level of physiological anxiety regarding sleeping disturbances due to
mathematics-related courses of BS Psychology showed a result of 3.45, which was
verbally interpreted as "often."
Table 7
Computed Mean on the Level of Physiological Anxiety in Relation to Sleeping
Disturbances
I experienced sleeping disturbances when…
Mean
I didn’t understand the last topic.
my professor announces the date of the examination.
the said date of the exam is near.
I need to finish my activities in mathematics.
I have to do math homework.
I do not pass the math quiz.
I need to maintain high grade in mathematics.
I need to review the last topic in math.
I get pressured into the math task.
I get negative feedback about my performance in
mathematics class.
AVERAGE
3.14
3.11
3.32
3.63
3.53
3.56
3.44
3.45
3.63
Verbal
Rank
Interpretation
Sometimes
9
Sometimes
10
Sometimes
8
Often
2.5
Often
5
Often
4
Often
7
Often
6
Often
2.5
3.70
3.45
Often
Often
Computed Pearson r Between the Variables of the Level of Psychological and
Physiological Anxiety.
Table 7 shows the correlation between motivation and breathing difficulty
The table shows that …
Table 7
Correlation of Motivation and Breathing Difficulty
Coefficient r
N
T-test
DF
p-value
-0.16
10
-0.47
8
0.65
1
Table 8 shows the correlation between motivation and heartbeat.
The table shows that …
Table 8
Correlation of Motivation and Heartbeat
Coefficient r
N
T-test
DF
p-value
-0.42
10
-1.30
8
0.23
Table 9 shows the correlation between motivation and sleeping disturbances.
The table shows that …
Table 9
Correlation of Motivation and Sleeping Disturbances
Coefficient r
N
T-test
DF
p-value
0.19
10
0.55
8
1.40
Table 10 shows the correlation between self-efficacy and breathing difficulty.
The table shows that …
Table 10
Correlation of Self-efficacy and Breathing Difficulty
Coefficient r
N
T-test
DF
p-value
0.26
10
0.77
8
1.54
.463
Table 11 shows the correlation between self-efficacy and heartbeat.
The table shows that …
Table 11
Correlation of Self-efficacy and Heartbeat
Coefficient r
N
T-test
DF
p-value
0.37
10
1.14
8
1.71
.289
Table 12 shows the correlation between self-efficacy and sleeping disturbances.
The table shows that …
Table 12
Correlation of Self-efficacy and Sleeping Disturbances
Coefficient r
N
T-test
DF
p-value
-0.28
10
-0.84
8
0.43
Table 13 shows the correlation between attention and breathing difficulty.
The table shows that …
Table 13
Correlation of Attention and Breathing Difficulty
-.445
Coefficient r
N
T-test
DF
p-value
0.45
10
-1.41
8
0.20
Table 14 shows the correlation between attention and heartbeat.
The table shows that …
Table 14
Correlation of Attention and Heartbeat
Coefficient r
N
T-test
DF
p-value
-0.31
10
-0.92
8
0.38
Table 15 shows the correlation between attention and sleeping disturbances.
The table shows that …
Table 15
Correlation of Attention and Sleeping Disturbances
Coefficient r
N
T-test
DF
p-value
-0.34
10
-1.02
8
0.34