CHAPTER IV

Data Discussion and Analysis

This chapter presents the raw data from the respondents, the scatter plot
diagram, the application of statistics and the step-by-step procedure of
analyzing the given data by the respondents.

# x Y x2 y2 xy
1 3 50 9 2500 150
2 3 51 9 2601 153
3 3 52 9 2704 156
4 3 55 9 3025 165
5 2 46 4 2116 92
6 2 48 4 2304 96
7 3 54 9 2916 162
8 4 65 16 4225 260
9 5 78 25 6084 390
10 4 60 16 3600 240
11 2 40 4 1600 80
12 3 49 9 2401 147
13 4 60 16 3600 240
14 4 59 16 3481 236
15 5 80 25 6400 400
16 3 48 9 2304 144
17 2 44 4 1936 88
18 4 56 16 3136 224
19 5 67 25 4489 335
20 4 50 16 2500 200
21 3 50 9 2500 150
22 2 45 4 2025 90
23 3 49 9 2401 147
24 4 56 16 3136 224
25 4 50 16 2500 200
26 3 50 9 2500 150
27 4 56 16 3136 224
28 5 85 25 7225 425
29 5 90 25 8100 450
30 5 94 25 8836 470
Σx=¿106 Σy=¿1 737 2
Σ x =404 Σ y 2=106 281 Σxy = 6 488

The Table 1 above is the raw data coming from the thirty (30) respondents. x
is the variable for study hour habit of the respondents and y is the result of
their examination. This raw data added three (3) columns for the x and y be
squared and multiplied. After this, summation of each is given below. These
columns are added to apply the Pearson Product-Moment Correlation Coefficient. On
the other side, the researcher can also use Microsoft Excel Correlation Formula
for double-checking.

n ( Σxy ) −( Σx ) (Σy)
r= 2 2
√ [nΣx ¿ ¿ 2−( Σx ) ][nΣy ¿ ¿ 2− ( Σy ) ]¿ ¿
 Plot Diagram of the Data
Relationship of Study Hour Habit and Exam Result
100

90

80

70

60

50

40

30

20

10

0
1.5 2 2.5 3 3.5 4 4.5 5 5.5

The scatter plot diagram shows that the two variables have strong positive
relation with one another.

Hypotheses of the Study

H0 = There is no significant relationship between study hour and examination

result.

H1 = There is a significant relationship between study hour and examination

result.

Significance Value of the Data

The researcher used the Table R which shows the critical values for
correlation coefficients. With the 30 paired samples with the alpha level (∝¿
at .05.

df = n - 2

df = 30 – 2

df = 28

rcritical = ±0.361

Pearson Product-Moment Correlation Coefficient (using Excel Formula)

Using the Pearson Product-Moment Correlation Coefficient Formula,

the answer will be shown below:

n ( Σxy ) −( Σx ) (Σy)
r= 2 2
√ [nΣx ¿ ¿ 2−( Σx ) ][nΣy ¿ ¿ 2− ( Σy ) ]¿ ¿
 30 ( 6488 )− (106 ) (1737)
r= 2 2
√ [ 30 ( 404 )−( 106 ) ] [ 30(106281)−( 1737 ) ]
194640−184122
r=
√ [ 12120−11236 ] [3188 430−3 017 169]

10 518
r=
√(884)(171261)

10 518
r=
√ 151394 724

10 518
r=
√ 151394 724

10 518
r=
12 304

r =0.8548

For double-checking of the values of r, the researcher used the Microsoft

Excel Correlation Formula. The researcher encoded the x and y data in excel.
After this, the researcher clicked the tab “FORMULAS” and clicked “Insert
Function.” The researcher selected the category “Statistical” and also selected
the function “Correl.” After this, the researcher encoded the array 1 (A1:A30)
and array 2 (B1:B30). Finally, the result is 0.854.

Therefore, both methods yield the same result.

Hypotheses Decision

Since 0.361¿0.854, reject the null hypotheses.

Conclusion

In the interpretation of Pearson’s r value, there is a high positive

correlation. Therefore, there is a significant relationship between study hour
habit and examination result. The more time you spend in studying, the greater
chance to have better results in examinations.
 Chapter V

Conclusion and Recommendation

Conclusion

The researcher concludes that time has something to do with the results of
one’s achievement: be it in studying subject areas or in answering examinations.
The more time a certain individual gives to his/her studying, the bigger the
chance he/she will pass the examination of a certain subject.

To support this result, according to the study of Asuncion (2002), time

spent by the students …

Recommendations

The researcher recommends that the students… parents… teachers… future

researchers…
 REFERENCES

BIBLIOGRAPHY