CHAPTER 4

RESULTS AND DISCUSSION

This chapter deals with the presentation of data, interpretation, and tabular

analysis of the research findings done through a survey questionnaire administered to

the participants from Grade 11 Pre-bacc Maritime cadets. The results are based on the

major research questions which serve as the guide for the study. These include; the

profile of the respondents in terms of gender and academic performance level; the

perception level of the respondents towards discipline; the implications of the perception

level of the respondents when connected to profile (gender and academic performance

level). The research data are represented in tables, frequencies, and percentages.

4.1. Profile of the Respondents

This section describes the background characteristics of the respondents through

gender and academic performance level.

TABLE 4.1: DISTRIBUTION OF RESPONDENTS RESPONDED BY GENDER

SEX RESPONDENTS PERCENTAGE
Male 145 96.7%
Female 5 3.3%
Total 150 100%
Source: Field Survey, 2014

Out of the 150 grade 11 Pre-bacc Maritime cadets who participated in the study,

145 or 96.7% were male while the remaining are only 5 or 3.3% were female. It can be
shown in table 4.1 that more of the respondents were male and indicates that male

cadets dominated relatively in the study. Males normally dominate females in secondary

schools according to enrolments by Ministry of Education and Sports Report (2010).

TABLE 4.2: DISTRIBUTION OF RESPONDENTS RESPONDED BY ACADEMIC PERFORMANCE

LEVEL

GENERAL RESPONDENT PERCENTAGE

AVERAGE
Male Female
90% - 100% 25 2 27 18%
85% - 89% 53 2 55 36.7%
80% - 84% 36 1 37 24.7%
76% - 79% 19 - 19 12.7%
75% below 12 - 12 8%
TOTAL 145 5 100%

Source: Field Survey, 2014

Table 4.2 depicts that there are 25 male and 2 female respondents have a

general average grade of 90% - 100%, 53 male and 2 femalerespondents have a

general average grade of 85% - 90%, 36 male and 1 female respondent have a general

average grade of 80% - 85%, 19male respondents have a general average grade of

75% - 80%, 12 male respondents have a general average grade of 75% below. This

further showed that the respondent’s academic performance level is significant to the

success of the study.

TABLE 4.3: GENERAL AVERAGE GRADE OF 90%-100%

Student Views Strongly Agree Disagree Strongly

Agree Disagree
n=27 N % N % N % N %
 Discipline helps me focused more in 22 81.5 4 14.8 - - 1 3.7
class

Discipline helps me control my 21 77.8 5 18.5 - - 1 3.7

behavior
Discipline helps me make better 22 81.5 4 14.8 - - 1 3.7
choices
Discipline helps me avoid doing 25 92.6 1 3.7 - - 1 3.7
unnecessary things
Discipline helps me become a 24 88.9 2 7.4 - - 1 3.7
responsible cadet
Discipline helps me develop a good 21 77.8 5 18.5 - - 1 3.7
personality
Discipline helps me obey rules 21 77.8 5 18.5 - - 1 3.7
Discipline helps me achieve my goals 22 81.5 4 14.8 - - 1 3.7
Discipline motivates me to strive 22 81.5 4 14.8 - - 1 3.7
harder
Discipline makes me stay active in 21 77.8 4 14.8 1 3.7 1 3.7
school activities
Discipline helps me manage my time 21 77.8 5 18.5 - - 1 3.7
well
Discipline is necessary to achieve 22 81.5 4 14.8 - - 1 3.7
good performance in school
Discipline plays a significant role on 21 77.8 5 18.5 - - 1 3.7
the academic performance of cadets
Total 285 81.5 52 14.8 1 0.29 13 3.7
Source: Data Field, 2015

The above findings in table 4.3 are supplemented by quantitative responses from

Grade 11 Pre-bacc Maritime Cadets. It shows that 81.5% of the 27 respondents

strongly agree, 14.8% agree, 0.29% disagree, and 3.7% strongly disagree. This could

perhaps imply that majority of the respondents having a general average grade of 90%-

100% strongly agrees to the given indications and believes that discipline has an impact

towards the cadet’s academic performance.

TABLE 4.4: GENERAL AVERAGE GRADE OF 86%-89%

Cadet’s Views Strongly Agree Disagree Strongly

Agree Disagree
n=55 N % N % N % N %
Discipline helps me focused more in 34 61.8 18 32.7 3 5.4 - -
class
Discipline helps me control my 34 61.8 16 29.1 5 9.1 - -
behavior
Discipline helps me make better 31 56.4 20 36.4 3 5.4 1 1.8
choices
Discipline helps me avoid doing 34 61.8 18 32.7 3 5.4 - -
unnecessary things
Discipline helps me become a 36 65.6 16 29.1 - - 2 3.6
responsible cadet
Discipline helps me develop a good 36 65.6 15 27.3 4 7.3 - -
personality
Discipline helps me obey rules 36 65.6 13 23.6 6 10.9 - -
Discipline helps me achieve my goals 33 60 16 29.1 6 10.9 - -
Discipline motivates me to strive 33 60 16 29.1 6 10.9 - -
harder
Discipline makes me stay active in 34 61.8 21 38.2 - - - -
school activities
Discipline helps me manage my time 38 63.6 17 30.9 - - - -
well
Discipline is necessary to achieve 34 61.8 21 38.2 - - - -
good performance in school
Discipline plays a significant role on 35 63.6 20 36.4 - - - -
the academic performance of cadets
Total 445 62.7 227 31.7 36 5.0 3 0.004
Source: Data Field, 2015

Table 4.4 indicates that out of 55 respondents having a general average grade of

85%-89%, there are 62.7% who strongly agree with the given indications regarding

discipline, 31.7% agree, 5.0% disagree and only a portion of 0.004% strongly disagrees.

TABLE 4.5: GENERAL AVERAGE GRADE OF 80% - 85%

Cadet’s Views Strongly Agree Disagree Strongly

Agree Disagree
n=36 N % N % N % N %
Discipline helps me focused more in 21 58.3 14 38.9 1 2.7 - -
class

Discipline helps me control my 18 50 16 44.4 1 3 1 2.7

behavior
Discipline helps me make better 18 50 17 47.2 - - 1 2.7
choices
Discipline helps me avoid doing 23 63.9 9 25 4 11.1 - -
unnecessary things
Discipline helps me become a 19 52.8 15 41.7 2 5 - -
responsible cadet
Discipline helps me develop a good 19 52.8 16 44.4 1 2.7 - -
personality
Discipline helps me obey rules 25 69.4 10 27.8 1 2.7 - -
Discipline helps me achieve my goals 17 47.2 16 44.4 3 8.3 - -
Discipline motivates me to strive 25 69.4 10 27.8 - - 1 2.7
harder
Discipline makes me stay active in 24 66.7 12 33.3 - - - -
school activities
Discipline helps me manage my time 22 61.1 14 38.9 - - - -
well
Discipline is necessary to achieve 21 58.3 14 38.9 1 2.7 - -
good performance in school
Discipline plays a significant role on 30 83.3 6 16.7 - - - -
the academic performance of cadets
Total 282 60.3 169 36.1 14 3 3 0.006
Source: Data Field, 2015

From the table 4.5, 60.3% of the respondents with an 80%-85% average grade

strongly agree to the given indications on discipline that serves as their viewpoint or

perception. It is also shown that 36.1% agree, 3% disagree, and 0.006% strongly

disagree.

TABLE 4.6: GENERAL AVERAGE GRADE OF 76% - 79%

Cadet’s Views Strongly Agree Disagree Strongly

Agree Disagree
n=19 N % N % N % N %
Discipline helps me focused more in 11 57.9 7 36.8 1 0.5 - -
class

Discipline helps me control my 10 52.6 8 42.1 1 0.5 - -

behavior
Discipline helps me make better 10 52.6 9 47.4 - - - -
choices
Discipline helps me avoid doing 11 57.9 7 36.8 1 0.5 - -
unnecessary things
Discipline helps me become a 9 47.4 10 52.6 - - - -
responsible cadet
Discipline helps me develop a good 13 68.4 5 26.3 1 0.5 - -
personality
Discipline helps me obey rules 12 63.2 7 36.8 - - - -
Discipline helps me achieve my goals 10 52.6 7 36.8 2 10.5 - -
Discipline motivates me to strive 11 57.9 5 26.3 3 15.8 - -
harder
Discipline makes me stay active in 11 57.9 6 31.6 2 10.5 - -
school activities
Discipline helps me manage my time 12 63.2 7 36.8 - - - -
well
Discipline is necessary to achieve 12 63.2 7 36.8 - - - -
good performance in school
Discipline plays a significant role on 11 57.9 8 42.1 - - - -
the academic performance of cadets
Total 143 57.9 93 37.6 11 4.5 0 0
Source: Data Field, 2015

The data in table 4.6 clearly shows that 57.9% strongly agree while 37.6% of the

respondents are of the similar views, 4.5% disagree, and none of the respondents

strongly disagree to the given indications.

TABLE 4.7: GENERAL AVERAGE GRADE OF 75% below

Cadet’s Views Strongly Agree Disagree Strongly

Agree Disagree
n=12 N % N % N % N %
Discipline helps me focused more in 6 50 6 50 - - - -
class

Discipline helps me control my 9 75 2 16.7 1 8.3 - -

behavior
Discipline helps me make better 5 41.7 4 33.3 3 25 - -
choices
Discipline helps me avoid doing 9 75 1 8.3 2 16.7 - -
unnecessary things
Discipline helps me become a 9 75 2 16,7 1 8.3 - -
responsible cadet
Discipline helps me develop a good 4 33.3 5 41.7 3 25 - -
personality
Discipline helps me obey rules 4 33.3 3 25 5 41.7 - -
Discipline helps me achieve my goals 4 33.3 2 16.7 3 25 3 25
Discipline motivates me to strive 6 50 2 16.7 4 33.3 - -
harder
Discipline makes me stay active in 4 33.3 5 41.7 - - 3 25
school activities
Discipline helps me manage my time 4 33.3 6 50 2 16.7 - -
well
Discipline is necessary to achieve 8 66.7 4 33.3 - - - -
good performance in school
Discipline plays a significant role on 6 50 6 50 - - - -
the academic performance of cadets
 Total 78 50 48 30.8 24 15.4 6 3.8
Source: Data Field, 2015

In table 4.7, there are 50% of the respondents having a general average grade of

75 below responded that they strongly agree to the indications regarding discipline,

30.8% agree, 15.42% disagree, and 3.83% strongly agree.

4.2. Perception Level of the Respondents towards Discipline

In this part, the perception or viewpoints of the respondents towards discipline

will be discussed and analysed through their mean scores and range of; (1) strongly

agree 1-1.75, (2) agree 1.80-2.55, (3) disagree 2.60-3.35, (4) strongly disagree 3.40-

4.
TABLE 4.8: MEAN SCORES OF THE RESPONSE OF THE RESPONDENTS
INDICATOR MEAN SCORE EQUIVALENCE
Discipline helps me focused more in class 1.41 Strongly Agree
Discipline helps me control my behavior 1.44 Strongly Agree
Discipline helps me make better choices 1.49 Strongly Agree
Discipline helps me avoid doing unnecessary things 1.39 Strongly Agree
Discipline helps me become a responsible cadet 1.52 Strongly Agree
Discipline helps me develop a good personality 1.44 Strongly Agree
Discipline helps me obey rules 1.43 Strongly Agree
Discipline helps me achieve my goals 1.56 Strongly Agree
Discipline motivates me to strive harder 1.46 Strongly Agree
Discipline makes me stay active in school activities 1.41 Strongly Agree
Discipline helps me manage my time well 1.37 Strongly Agree
Discipline is necessary to achieve good performance in 1.36 Strongly Agree
school
Discipline plays a significant role on the academic 1.29 Strongly Agree
performance of cadets
TOTAL 1.43 Strongly Agree

A total of 150 respondents were given questionnaires to give their views or

perception towards discipline. From the results shown in table 4.8, it is clear that
majority of the respondents strongly agreed that the indicators given regarding discipline

is helpful to their everyday life at school or helpful in a way as being a maritime cadet.

Based on the mean scores computed, it was shown that indicator from numbers 1-13

has a total mean score 1.43 (strongly agree) which is the highest possible score. On the

other hand, the other 3 mean scores are not relevant to the results from the data being

gathered by the researchers.

4.3. RESEARCH FINDINGS

TABLE 4.9: OVERALL TABULATION OF QUESTIONNAIRES

INDICATOR Strongly Agree Disagree Strongly

Agree Disagree
n=150 N % N % N % N %
Discipline helps me focused more in 94 62.7 49 32.7 5 3.3 1 0.006
class

Discipline helps me control my 92 61.3 46 30.7 8 5.3 2 1.3

behavior
Discipline helps me make better 86 57.3 54 36 6 4 3 2
choices
Discipline helps me avoid doing 102 68 36 24 10 6.7 1 0.006
unnecessary things
Discipline helps me become a 97 64.7 45 3 3 2 8 5.3
responsible cadet
Discipline helps me develop a good 93 62 46 30.7 9 6 1 0.006
personality
Discipline helps me obey rules 98 65.3 38 25.3 12 8 1 0.006
Discipline helps me achieve my goals 86 57.3 45 3 14 9.3 4 2.7
Discipline motivates me to strive 97 64.7 37 24.7 13 8.7 2 1.3
harder
Discipline makes me stay active in 91 60.7 48 32 3 2 4 2.7
school activities
Discipline helps me manage my time 97 64.7 49 32.7 2 1.3 1 0.006
well
Discipline is necessary to achieve 97 64.7 50 34 1 0.006 1 0.006
good performance in school
Discipline plays a significant role on 103 68.7 45 3 0 0 0 0
the academic performance of cadets
Source: Data Field, 2015
 The analysis of the primary data as shown in table 4.9 in this study

generated the following findings:

1. Over 62.7% of the respondents strongly agreed that discipline helps them

focused more in class.

2. Significant proportion of the respondents (61.3%) strongly agreed that discipline

helps them control their behavior.

3. It indicates that 57.3% of the respondents strongly agreed that discipline helps

them make better choices.

4. There is a 68% of the respondents strongly agreed that discipline helps them

avoid doing unnecessary things.

5. Out of 150 respondents, 64.7% strongly agreed that discipline helps them

become a responsible cadet.

6. More than 62% of the respondents strongly agreed that discipline helps them

develop a good personality.

7. 65.3% of the respondents strongly agreed that discipline helps them obey rules.

8. 57.3% of the respondnets strongly agreed that discipline helps them achieve

their goals.

9. There are respondents (64.7%) who strongly agreed that discipline motivates

them to strive harder.

10. Moreover, 60.7% of the respondents strongly agreed that discipline makes them

stay active in school activities.

11. 64.7% of the respondents strongly agreed that discipline helps them manage

their time well.

 12. Almost 64.7% of the respondents strongly agreed that discipline is necessary to

achieve good performance in school.

13. Further findings revealed that 68.7% of the respondents strongly agreed that

discipline plays a significant role on the academic performance of cadets.

14. Lastly, the study demonstrated that majority of the respondents strongly agreed

that the indicators given on the questionnaires regarding discipline is significantly

helpful to their everyday life at school or helpful in a way as being a maritime

cadet.

4.4 Summary of Findings

The chapter presented the profile of the respondents through (gender and

academic performance level) and responses on the indicators given regarding their

perception towards discipline. Majority of the respondents are male cadets which

significantly dominated the research having 96.7% of the total respondents.

Furthermorer, the present findings revelead that majority of the respondents has a high

perception level regarding discipline which they believed that it is significant to attain a

good character and performance in school. However, the respondent’s level of

academic performance does not show any relevance with regards to the indications.

Therefore, based on the respondent’s perception academic performance level is less

related to discipline.
 CHAPTER 5

SUMMARY, CONCLUSION, RECOMMENDATIONS

The preceeding four chapters dealt with several aspects pertaining to the

research problem. This chapter presents the summary of the study, conclusions and

recommendations based on the data gatherd.

5.1. Summary of the Study

The main purpose of the study was to determine the perception level of grade 11

Pre-bacc Maritime cadets towards discipline. The study sought to find the following; the

profile of the respondents in terms of gender and academic performance level; the

perception level of the respondents towards discipline; the implications of the perception

level of the respondents when connected to profile (gender and academic performance

level).
 This study employed a descriptive survey design since it facilitates adequate

data collection basically by the use of questionnaires. The design accomodates

quantitative approaches of the data collection and analysis. The target population of this

study consisted of 150 grade 11 Pre-bacc Maritime Cadets in Capitol University. The

study is consist of 145 male and only 5 female cadets as the respondents.

Due to shortage of time, convenience sampling was used to sample cadets. The

instrument that was used for this study is a 13 item questionnaire using Likert Scale.

The collected data was coded and tallied with the help of Field Survey (2014) and Data

Field (2015). The data collected was analyzed using descriptive statistics such as

mean, frequencies and percentages and summarized in tables. The analysis revealed a

number of findings. These are summarized in chapter 4 based on the research

objectives.

5.2. Conclusion

The following conclusions are based on the major findings of the study and in line

with the major research questions:

 Majority of the respondents has a high perception level towards discipline in

which they strongly agreed to the indicators given on the questionnaires. They

believed that it is helpful to their everyday life at school or helpful in a way as

being a maritime cadet.

 Cadets who performed well in class are expected to have a positive reaction

towards discipline. However, it was not clearly shown in data that the academic
 performance level of cadets with regards to discipline is directly related to the

perception of the respondents towards discipline.

 The study does not imply that academic performance increases among the

cadets with increase in level of discipline.

5.3. Recommendations

Based on the outcome of the research, the following recommendation has been

made:

 Discipline should be enhanced among Grade 11 Pre-bacc Maritime Cadets to

improve their academic performance.

 School management should organize seminars and forum for students on the

importance of obeying rules and regulations.

 Through discipline, Cadets must strive harder in order to achieve a good

performance level in school.

 Further studies on the challenges facing education managers in enhancing student

discipline should be carried out in all institutions of learning in order to have more

comprehensive/ universal findings.

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APPENDIX A

Letter of Permission

February 18, 2020

Ma’am Maria Conchita P. Bas

Assistant Principal

Capitol University

Corrales Ext, Cagayan de Oro City

Dear Ma’am Bas,

Greetings of Peace!
 We are grade 12 Pre-bacc Maritime students from the section of Eridanus. As a subject
requirement for our Practical Research 2, this month of Februarywe would like to ask
permission to conduct a research within the campus with the intention of acquiring
valuable information that would help our research entitled “The Perception Level of
Grade 11 Pre-Baccalaureate MaritimeCadets towards Discipline”.

In line with this, the survey will only take 5-10 minutes and would be arranged at a time
convenient to the student’s schedule to avoid any class distractions. Rest assured that
the data collected will remain absolutely confidential and to be used on academic
purposes only.

We are looking forward a favourable response regarding this matter.

Respectfully yours, Noted by:

Marc Lou G. Apdian MarieJulyZozanne Evangelista

SHS Student Subject Teacher

Approved by:APENDIX B

Maria Conchita P. Bas

School Principal
Survey Questionnaire

Name (Optional):________________________________________

Note: Put check mark on the space provided

1. Gender: Male ( ) Female ( )

2. General Average Grade (last semester):

75% below ( ) 80% - 85% ( ) 86% - 89% ( )
76% - 79% ( ) 86% - 89% ( )

INDICATIONS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
3. Discipline helps me focused more
in class

4. Discipline helps me control my

behavior
5. Discipline helps me make better
choices
6. Discipline helps me avoid doing
unnecessary things
7. Discipline helps me become a
responsible cadet
8. Discipline helps me develop a
good personality
9. Discipline helps me obey rules
10. Discipline helps me achieve my
goals
11. Discipline motivates me to strive
harder
12. Discipline makes me stay active
in school activities
13. Discipline helps me manage my
time well
14. Discipline is necessary to achieve
good performance in school
15. Discipline plays a significant role
on the academic performance of
cadets

CURRICULUM VITAE