1. CHAPTER 2
Data Gathering
Table 1. shows the distribution of student-respondent per section.
Siovin's Formula
Table 1
Population and sample size
Table 1 shows that the selected year level have a total population 50, 41 whom were female and 9
were male students.Of the total population , 44 students were chosen as sample for the study using
stratified sampling. Of these, 47 were female and 11 were male student
Sampling of Technique
Stratified random sampling technique usingfishbowl method was adopted so that each
individual had an equal and idependent chance of being selected. Each student name was written on
a piece of paper and placed inside acomtainer. The container was then thoroughly shaken and slips
of paper were selected until the desired number of respondent was reached.
Description of Respondents
There were two sets of respondent for this study. First, the 44 student respondents who provided
the demographic as to age, gender, monthly family income and parental presence. These are the
business administration students of Philippine College of Science and Technology, the teacher-
respondent academic behavior.
Instrumentation
The instruments used in this study include the survey questionnaire to determine the age,
gender, monthly family income parental presence of the student-respondents (appendix C). Form
137 also known as the students permanent record which provided the grade point average of the
student-respondents for SY 2013-2014 and, a behavior rating scale to determine the behavior of the
student-respondents inside the classroom. To ensure its validity, it was presented to three (3) experts
for face validation. To ensure its reliability, cronbach's alpha reliability analysis was used. with the
30 items in the scale and an average inter item covariance of 0.372806, ascale reliability coefficient
of 0.9805 was obtained. Thus the reliability of the questionnaire used is deemed excellent.

2. Positively and negatively stated behaviors were include in this rating scale. The positively stated
items are 2,3,4,5,6,8,9,11,12,13,14,15,21,26,29 and 30 while the negative statement are items
1,7,10,16,17,18,19,20,22,23,24,25,27, and 28.
Data Gathering Procedure
As an initial move,the writer sougth the permission of the Schools Management (Appendex A)
and the Dean of the College of Accountancy and Business Program (Appendex B) to conduct the
study at the school and allow the research to seek the cooperation of the teachers of the
management subjects in filling up the behavior rating scale for the student respondents. The
researcher also asked the permission of the Dean to allow the students to provide their demograhic
profile thought the completion of a Survey Questionnaire and for the researcher to secure the
permanent records of the student-respondents in order to obtain their grade point average. The
researcher personally administered the research instrument. Both sets of respondents were property
on entered before they were set to the tasks. Each item was explained for futher understanding.
Then all data wre gathered, classified and tabulated.
Statistical Treatment of Data
In analyzing the data gathered, frequency counts, percentage, range, mean, Likert Scale,
Pearson's correlation coefficient were used.
Percentage was used to determine the percent of total observations falling under a given
category.
p = f / n x100
where;
p = sample proportion
f = frequency of observation, or value of the sample
n = sample size
Mean was used to detemine the scores of the student-respondents.
where;

3. x = sample arithmetic mean
x = each individual in the sample
n = sample size
For the response on the Behavior Rating Scale, a five-point Likert Scale was adopted for the
purpose for the purpose of interpretation.
Five-Point Rating Scale
Scale Interpretation
1 Never
2 Rarely
3 Sometimes
4 Often
5 Always
To interpret the values obtained for acadamic behavior, a five-point Likert scale was also
utilized.
Academic Behavior Scale
Rating Interpretation
4.50 - 5.00 Extremely Acceptable
3.50 - 4.49 High Acceptable
2.50 - 3.49 Acceptable
1.50 - 2.49 Slightly Unacceptable
1.00 - 1.49 Not Acceptable
As for the acadamic performance which was based on the student-respondents grade point average
(GPA) for SY 2013-2014, the following rating scale was used.
Academic Performance Scale
Percentile Racing Adjectical Racing
95 and higher Excellent

4. 89 - 94 Very Good
83 - 88 Good
77 - 82 Fair
71 - 75 Needs Improvement
Pearson correlation coefficient and Pearson chi-test were used to determine the relationship
betweeb the variablkes leted. The formula for the Person product moment correlation coefficient is.
where;
x and y are the sample means AVERAGE(array1) and AVERAGE (array2).
Array1 is a set of independent values.
Array2 is a set dependent values.
PRESENTATION , ANALYSIS AND INTERPRETATION OF DATA
This chapter present the analyses and interpretation of result of the data gathered from the
study to identify the demographic profile of the student-respondents, the academic behavior and
academic performance of the 2nd , 3rd and 4th year students of the Business Administration major
in Marketing Management of Philippine College of Science and Technology, and the relationship
between these variebles.
I. Demographic Profile of the student-respondents
Thee demographic characteristics of the studnts-respondents included in this study
included age, gender, monthly family income, and parental presence.
Table 2
Frequency and Percent Distribution of the Student-Respondents by Age

5. Table 2 shows that the total 162 student-respondents, 122 or 75.31% belonged to the
youngest age bracket of 14 to 16 years old, 37 or 22.84% have ages ranging from 17 to 19 years old
, and the remaining 3 or 1.85% are 20 years old and older.The minimun age of the student-
respondents is 14 years while the maximum age is 27 years,.Thus, the average of the student-
respondents is 16 years.
The result implies that not all 3rd year students of SY 2014-2015 were of the right age
of the year level they're in at present.This may have been because some students were reapeters or
have dropped out of school at an earlier time.
Table 3
Frequency and Percentage Distribution of the Student-Respondents by Gender
As shown in Table 3, 87 or 53% of the student-respondents were male and 75 or
46.30% were female. Data on the Table shown that the male students slightly outnumbered the
female students.

6. Table 4
Frequency and Percent Distribution of the Students-Respondents by Monthly Family Income
Table 4 shows that more than half of the respondents, 82 or 50.62%, have monthly family incomes
ranging from Php 1,000 to Php 7,999 monthly, 21 or 12.96% have income ranging from Php 15,000
to Php 21,999 per month, while 7 or 4.32% of the student-respondents reported monthly family
incomes ranging from Php 22,000 to Php 28,999.Of the total number of student-respondents, 8 or
4.94% claimed to have monthly family incomes ranging from Php29,000 and higher.
The table also shows that the minimum monthly family income reported by the student-
respondents is Php1,000 while the highiest monthly family income reported is Php70,000.Thus the
average income of the student-respondents' family is about Php10,0234 per month.
Results would show that a great number of the student-respondents have family income
that can be deemed as belonging to the low to middle income bracket.
Table 5
Frequency and Percent Distribution of the Student-Respondents by Parental Presence
As shown in Table 5, more than three-fourths,124 or 75.54%,of the student-respondents

7. reportedly live with both parents.Eighteen or 11.11% lived with thier mothers only while 9 or
5.56% have only thier father to raise them.The remaining 11 or 6.79% of the student-respondents
reportedly are without both parents.Findings would shows that a great majority of the student-
respondents have the benifit of living in a two parent household.Only a few were orphan
II. Academic Behavior
The academic behavior of the student-respondents are the ratings obtained after
statistical analysis were imployed on the Behavior Rating Scale administered to the teacher-
respondents.
Table 6
Academic Behavior of the Student-respondents
Data on Table 6 would show that student-respondents' academic behavior fell under
three ratings only,"Acceptable","Slightly Unacceptable".and "Unacceptable".No student-respondent
attained the ratings "Hihgly Acceptable" and "Extremely Acceptable" in terms of academic
behavior as perceived by the teacher-respondents.
Of the total number of student-respondents, a mean rating from 1.40 to 1.49,which is
interpreted as "Not Acceptable",was obtained by 46 or 28.40% of the student-respondents, 115 or
70.99% of the student-respondents,on the other hand, obtained a mean rating of 1.50 or 2.49%
which correspond to "Slightly Unacceptable" academic behaviors.Only one respondent attained a
mean rating of 3.388 corresponding to an "Acceptable" academic behavior,the highest rating among
the 162 student-respondents included in the study.
This average mean ratingin terms of academic behavior of the student-respondents was
2,223.Thus, it can be assumed that, according to the perception of the teacher-respondents,in
general,the academic behavior of the student-respondents from Philippine College of Science and
Technology was "Slightly Unacceptable".
The results imply that the 3rd year students of SY2014-2015 were perceived to manifest
behaviors in the classroom that are somewhat undesirable to their teachers and/advisers.Some
factors that maybe attributed to this results maybe that colleges in the country are overcrowded ,and
generally lack facilities for a more conductive social interaction.The hihg number ot students per
teacher ratios may have likewise hindered attempts and efforts on monitoring and guidance.

8. Findings of previous researchers agree with the results of this study. Akey,(2006) and
Barnga et al (2002) suggested that students who exhibit maladaptive behaviors throughout the early
years of school are more likely to gravitate to other students also engaging in negative
behaviors,and have trouble interacting with their peers.Without inbterventoin,these negative
behaviors can persist and appear to be fairly stable over time.
Alsa with male students outnumbering female students,the possibility of arriving with a
"Slightly Unacceptable" behavior rating is somewhat higher.A study by Walker and Berthelsen
(2009) affirmed that girls tend to display more positive classroom behaviors and positive approach
to learning than boys.Additionally ,Ennis (2012),in expiring gender differences,also averred that
because of the stereotypes placed on boys,they are associated with physical and relational
aggression while girls are stereotyped as more likely to exhibit some form of pro social behavior.
III. Academic Performances
The student-respondents academic performance was determined through their GPA for
School Year2014-2015 obtained from their Form 137.
Table 7
Academic Performance of the Student-Respondents
Table 7 shows that no students was able to obtain a rating of "Excellent" with
corresponding average grade of 95 and higher.However,14 or 8.64% of the student-respondents
were able to attain an average grade rating from 89-94 interpreted as "Very Good" in terms of
academic performance,67 or 41.36% obtained average grades ranging from 83-88 corresponding
to"Good" rating,while 75 or 43.3% of the student-respondent obtained grade averages of 77-82 or
"Fair" ratings for their academic performance for SY2014-2015.
The lowest average grade obtained by the student-respondents was 75 while the highest
average grade was 92.With a mean rating of 82.76%,it cam be deduced that the academic
performance of the 3rd year students of Philippine College of Science and Technology for SY2014-
2015 was generally "Good".
Researching focusing on academic achievement revealed that various variables had
been identified as correlates of academic achievement (Habibollah,2004,Hulya.2004 ,Abar,Carter &
Winsler,2008,Curcio,Ferrera, & De Gennaro,2006,Schlee,Mullis, & Shiner,2008);these are

9. behavior ,age,gender,socio-economic status,and parenting styles, the independent and intervening
variables included in this study.As such,these variables may have influenced the student-
respondents academic achievements.
IV. Demographic Profile and Academic Behavior
Table 8
Test of Significance Between Demographic Profile and Academic Behavior
Table 8 shows that with a correlation coefficient of .2201 and a p-value of .0049,at 0.05
level of significance ,there is a significant relationship between age and academic behavior.Thus,the
null hypothesis is rejected.It can be asserted that there is a positive weak relationship between age
and academic behavior.That is, as the age of student-respondents increases,his/her academic
behavior is affected positively.This can be interpreted that as the student becomes older,more
likely,he or she will manifest better acedemic behaviors(Ukueze,2007).
Asa shown in the Table,the computed p-value of 0.000 is significantly lower than the
assumed level of significance at 0.05.Hence,there is a very sinificant relationship between gender
and academic behavior.The null hypothesis is therefore rejected.Interpreting the Cramer's v,a very
strong relationship between the gender and academic behavior of the student-respondents is
likewise observed.
This finding agreed with the result of the study by Walker and Berthelsen(2009) wich
revealed that girls are more likely to exhibit some form of pro social to feel more accepted among
their peers while boys are stereotyped as more likely to be physically and relationally aggressive.
In terms of monthly family income,Table 8 shows a computed correlation coefficient of
0.01791 and a p-value of .0226.With a p-value less than the assumed level of significance,there is a
significant relationship betweent monthly family income and academic behavior.Thus,the null
hypothesis is again rejected.Result shows a negative weak relationship between the monthly family
income and academic behavior.That is,as the family's monthly income increases,the acedemic
behavior of the student-respondent is affected negatively.Findings would imply that students
coming from families that are well-off financially are more likely to exhibit undesirable academic
behavior.
Result however,contradict the findings of Bradley and Corwyn (2002) wherein it was
found out that lower socio-economic status seems to be associated with a lower rate of attendance
(absenteeism) and fewer years of school completed.

10. Lastly,with a p-value of 0.024 at an assumed level significance relationship exist
between parental presence and academic behavior of the student-respondents.Hence,the null
hypothesis stating that no relationship exist between the two variable is
rejected.Likewise,interpreting the Cramer's v, there is a strong relationship between parental
presence and academic behavior of the student-respondents.Results imply that parental presence is a
significant factor that may or may not enhance a student's academic behavior.
Previous research by Topor at al(2011) hypothesized that parents who have a positive
attitute towards their child's education,school,and teacher are able to positively influence their child
promoting a stronger and more positive student-teacher relationship.