Statistical Treatment of Data

To interpret result of the existing and proposed Enrolment system the percentage,
weighted means are the statistical tools or techniques will be used.
Percentage
This is a ration of a part to a whole. This was used to present the profile of the
respondents. The formula is
P (%) = (n / N) * 100 %
Where:

P (%) = Percentage
n = Frequency scores on a particular response category
N = Total number of respondents

Weighted Mean
The Weighted Mean is a measure of central tendency. This was used to determine the
effectiveness of the proposed Study Habits of Marketing students. The weighted mean gives the
point of composite rating of the groups. The formula is:
WM = fx
N
Where:
WM = Weighted Mean
= Symbol of Summation
f = Frequency of Responses
x = Scale Value
The mean values obtained were interpreted using a Likert Scale. The descriptive interpretation
was based on the following:

Mean Range Weight

Interpretation

4.2 5.0

Strongly Agree

3.4 4.1

Agree

2.6 3.3

Neutral

1.8 2.5

Disagree

1.0 1.7

Strongly Disagree

PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

This chapter answers the statement of the problem as the topics were analyzed,
interpreted, presented the usage, process, and flow of the Enrolment System, Student Monitoring
Website and Mobile application.

To determine the assessments of the respondents in having a good Study Habits

Question 1:
Positive

Negative

TOTA

WA

SA

Frequenc

20

20

D
0

A
2

D
0

50

y
Percentag

55

36

100%

4.6

The table shows 57% (60 out of 106) STRONGLY AGREED that having good study
habits has accurate information, 43% (40 out of 106) AGREED that the Study Habits has
accurate information. The weighted Arithmetic Mean of 4,6 which falls on the scale under
Strongly Agree(SA). It means that the respondents had STRONGLY AGREED that the
Enrolment System has accurate informa
Question 2:
POSITIVE

NEGATIVE
SA

A
8

TOTA

WA

D
0

50
100%

Frequenc

33

D
0

y
Percentag

59

31

4.7

The table shows 61% (71 out of 106) STRONGLY AGREED that Study Habits System
is effective when they do have strict professor, 33% (35 out of 106) AGREED.
The weighted Arithmetic Mean of 4.7 which falls on the scale under Strongly Agree(SA).
It means that the respondents had STRONGLY AGREED that the Study Habits System is
reliable.

Question 3:
POSITIVE

Negative
SA

TOTA

WA

S
D

4.7

Frequenc

31

50

y
Percentag

61

29

100%

The table shows 68% (68 out of 106) STRONGLY AGREED that Study Habits System
is progressive because of activities 32% (34 out of 30) AGREED.
The weighted Arithmetic Mean of 4.7 which falls on the scale under Strongly Agree(SA).
It means that the respondents had STRONGLY AGREED that the Study Habits System is
progressive because of activities.

Question 4:
POSITIVE

NEGATIVE
SA

A
10

TOTA

WA

D
0

50
100%

Frequenc

39

11

D
0

y
Percentag

37

54

4.4

The table shows 46% (49 out of 106) STRONGLY AGREED that giving plus
points make students active 54% (57 out of 106) AGREED. The weighted Arithmetic Mean of
4.4 which falls on the scale under Strongly Agree(SA). It means that the respondents had
AGREED that plus points make students active.

Question 5:
POSITIVE

NEGATIVE

TOTA

WA

SA

Frequenc

23

17

D
0

A
0

10

D
0

50

y
Percentag

75

16

100%

4.7

The table shows 75% (79 out of 106) STRONGLY AGREED that having books is a big
help to enhance knowledge 25% (27 out of 106) AGREED. The weighted Arithmetic Mean of
4.7 which falls on the scale under Strongly Agree(SA). It means that the respondents had
STRONGLY AGREED that having books is a big help to enhance knowledge.

Question 6:
POSITIVE

NEGATIVE

TOTA

WA

SA

Frequenc

11

29

D
0

A
8

D
0

50

y
Percentag

63

27

100%

4.7

The table shows 70% (69 out of 106) STRONGLY AGREED that planning specific time
in studying Runs Smoothly and Accessibly. 29% (31 out of 106) AGREED.
The weighted Arithmetic Mean of 4.7 which falls on the scale under Strongly Agree(SA).
It means that the respondents had STRONGLY AGREED that the planning specific time in
studying Runs Smoothly and Accessibly.

Question 7:
POSITIVE

NEGATIVE
SA

Frequency 26
Percentage 76

14
15

U
0
0%

SD S

0
0

A
0
10
0% 9

0
0

0
0

0
0

D
0
0

TOTA

WA

M
4.8

50
100%

The table shows 85% (90 out of 106) STRONGLY AGREED that Technology helps a
lot to Easy to understand and operate. 15% (16 out of 106) AGREED that Technology helps a
lot to Easy to understand and operate. The weighted Arithmetic Mean of 4.8 which falls on the
scale under Strongly Agree(SA). It means that the respondents had STRONGLY AGREED that
Technology helps a lot to Easy to understand and operate.

Question 8:
POSITIVE

NEGATIVE
SA

TOTA

WA

S
D

4.6

Frequenc

24

16

50

y
Percentag

57

34

100%

The table shows 64% (68 out of 106) STRONGLY AGREED that the seminars serve as
resource materials. 36% (38 out of 106) AGREED that the seminars serve as resource materials.
The weighted Arithmetic Mean of 4.6 which falls on the scale under Strongly Agree(SA).
It means that the respondents had STRONGLY AGREED that seminars serve as resource
materials.

Question 9:
POSITIVE

NEGATIVE
SA

A
5

TOTA

WA

D
0

50
100%

Frequenc

30

10

D
0

y
Percentag

74

16

4.8

The table shows 79% (84 out of 106) STRONGLY AGREED that the Prof who accept
payment from student is appropriate to pass in the subjects. 21% (23 out of 106) AGREED that
the Prof who accepts payment from student is appropriate to pass in the subjects. The weighted
Arithmetic Mean of 4.8 which falls on the scale under Strongly Agree(SA). It means that the

respondents had STRONGLY AGREED that the Prof who accept payment from student is
appropriate to pass in the subjects
.
Question 10:
POSITIVE

NEGATIVE
SA

SA

10

TOTA

WA

D
0

50
100%

Frequenc

20

10

D
0

y
Percentag

50

50

5.0

The table shows 100% (50 out of 50) STRONGLY AGREED that time management is
very useful in having good study habits.
The weighted Arithmetic Mean of 5.0 which falls on the scale under Strongly Agree(SA). It
means that the respondents had STRONGLY AGREED that time management is very useful in
having good study habits.

WHO IS RESPONSIBLE FOR DEVELOPING GOOD STUDY HABITS?

The responsibility for developing good study habits is the equal responsibility of teachers,
students and parents. Teachers should assign only meaningful and achievable worked geared to
the interests, talents and abilities of students. Students must learn the value of serious study, how
to work independently and to manage their time wisely. Parents should provide a quiet place for
study and create an environment conducive to learning.
WHEN IS REQUIRED STUDY AN INSULT TO STUDENTS?
Mere busywork with too much repetition tries the mental health of students. It turns off their
enthusiasm and does little stimulate learning. Such required study is usually a source of

contention between parents who insist that children finish the assignment and students who
dawdle rather than do the repetitious tasks. Some assignments are too vague or too broad in
scope and leave students wondering what really is expected of them. This causes wasted study
time and confuses students and parents. The resulting confusion in no way improves study
habits.
DOES HOMEWORK AS PUNISHMENT IMPROVE STUDY HABITS?
NO, homework as punishment does not improve study habits; rather, it can have the opposite
effect. Homework used as punishment can confuse students by making the positive experience
of learning a negative event. Students who come to view learning as a negative event are in
danger of decreasing their studying or of developing ineffective study habits.
WHEN SHOULD GOOD STUDY HABITS BEGIN?
Good study habits begin the first time an adult reads to a child. Learning to listen to a story,
discussing it and remembering details are important beginnings of developing good study
habits. In nursery school, daycare or kindergarten, children continue to develop good study
habits by completing small tasks on their own, by following simple directions, by deciding how
to do little tasks and by building an enthusiasm for learning. Good study habits grow each year
of school, when children have positive attitudes and when schoolwork is challenging but not
overwhelming. They also grow when their honest effort is praised and rewarded frequently.
WHERE IS THE BEST PLACE TO STUDY?
Most homes can provide a quiet place with good lighting and a desk or table upon which to
work. This can be in the students room, in a den, a study, a dining room or in any place that is
away from noise and activity. Younger children, of course, will want to be near parents for
security and help. The important thing is to provide a place where students can concentrate
without interruption. The telephone, television, music and other outside influence should be
strictly off-limits during the time set aside for study.
WHEN IS THE BEST TIME TO STUDY?
The best time to study depends on the student in question. Since individuals differ, their best
time for study also may differ. Some students work best during the morning, while others work
better later in the day or during the evening. Students should have study time set aside WITHIN
their most productive time periods. For example, students who are morning people might plan
to become early risers and study before school begins. This eliminates spending unproductive
time at night when their energy is low.
HOW MUCH TIME SHOULD BE DEVOTED TO STUDYING?
Remember that the ability to complete an assignment differs from student to student. Some
students will complete their assignments before the school bus arrives home, others will struggle
for an hour after supper and still others may require more time. Generally, however, students

from kindergarten through third grade should devote 15 to 20 minutes to studying, students from
grades four through six can usually cope with 30 to 40 minutes and more time for older students
according to their abilities to master their homework without experiencing stress.
DEVELOPING GOOD STUDY HABITS
AT SCHOOL
Students who develop good study habits at school increase the potential to complete their
assignments successfully and to learn the material they are studying. They also reduce the
possibility of not knowing what is expected and of having to spend time studying at home.
LISTEN CAREFULLY WRITE DOWN USE STUDY HALLS BRING HOME
TO ASSIGNMENTS ASSIGNMENTS & STUDY PERIODS ASSIGNMENTS
LISTEN CAREFULLY WHEN ASSIGNMENTS ARE GIVEN All students must be sure of
their actual assignments. This requires carefully listening to the teacher and understanding what
exactly is expected. Such careful listening is the first step toward developing good study habits
and may be the most important.
WRITE DOWN SPECIFIC ASSIGNMENTS Every student should keep a notebook of
assignments. Putting notes on scraps of paper is poor practice because they are easily lost.
Trying to remember exact assignments also can be a mistake because page numbers, important
instructions and other information can be confused or forgotten.
USE STUDY HALLS AND STUDY PERIODS WISELY Every school or class provides
study halls or study periods. When students use study halls and study periods wisely, many
assignments can be completed or started in school. This reduces or eliminates homework.
BRING HOME ALL BOOKS AND MATERIALS NOT COMPLETED IN SCHOOL Be
sure to bring home assignments not completed at school. Bring home assignments that need
checked or reviewed. Establish the habit of being thorough in the completion of assignments.