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This chapter presents the data gathered from the respondents, including graphic presentations.

It
also presents the analysis and interpretation of the data collected.

Table 3.1 Distribution of respondents based on their Quality Point Index (QPI) for the first
semester of SY 2015 - 2016
QPI
A (4.0)
B+ (3.5 3.99)
B (3.0 3.49)
C+ (2.5 2.99)
C (2.0 2.49)
D (1.0 1.99)
F (0 0.99)
TOTAL

Frequency
0
3
7
10
0
1
0
21

Quality Point Index (QPI) of Selected Working Students in Ateneo de Davao University

5% 14%
A

B+

B
48%

C+

C
33%

Table 3.1 exhibits the Quality Point Index of the respondents. Based on the pie chart
presented above, majority of the respondents (48%) has a QPI of C+. Based on the interpretation
of the level of academic performance presented in table 2.1, majority of the working students has
an average level of academic performance. 33% of the respondents have a QPI of B, which
interprets as a high level of academic performance. 14% has a QPI of B+ with a high level of
performance. 5% has a QPI of D with a low level of academic performance. Also, based on the
results presented on the pie chart above, none from the respondents has a very high and very low
level of academic performance.

Table 3.2 Distribution of respondents according to their behavior in their respective office
assignments.

Frequency
%
Frequency
%
Frequency
%
Frequency

0
0
1
4.67
2
9.52
0

1
4.76
3
14.29
3
14.29
1

Neither
Agree
Nor
Disagree
4
19.05
4
19.05
6
28.57
2

4.76

9.52

33.33

52.38

100

Frequency
%

0
0

0
0

3
14.29

7
33.33

11
52.38

21
100

Strongly
Disagree
Disagree

QUESTIONS

1
2
3
4
5

I am happy with my
office assignment.
I render four (4)
hours of service a day.
I am allowed to study
during working hours.
My immediate
superior is
approachable.
I get along with all the
people in the office.

Agre
e

Strongly
Agree

Total

6
28.57
8
38.10
5
23.81
7

10
47.62
5
23.81
5
23.81
11

21
100
21
100
21
100
21

10

11
12
13
14

15

16

17
18

The people in the


office are very
supportive,
approachable and
friendly.
Attendance
(absences/tardiness) in
working hours is NOT
a big deal.
My working schedule
is flexible.
I am allowed to be
absent whenever I have
exams, quizzes or
projects to make.
I am always asked to
do personal
favors/errands not
related to work.

Frequency

21

4.76

9.52

14.29

38.1

33.33

100

Frequency

21

33.33

38.1

14.29

9.52

4.76

100

Frequency
%
Frequency

0
0
1

3
14.29
1

8
38.1
4

6
28.57
6

4
19.05
9

21
100
21

4.76

4.76

47.62

23.81

19.05

100

Frequency

10

21

4.76

4.76

47.62

23.81

19.05

100

I enjoy working in the


office.
I like my work in the
office.
I do a lot of errands in
the office.
The office I am
assigned to is always
busy.
I DON'T get
intimidated to the
people working in the
office.
The working
environment in the
office is conducive for
growth.
I learned a lot in the
office.
The tasks in the office
are light and easy for
me.

Frequency
%
Frequency
%
Frequency
%
Frequency

1
4.76
1
4.76
1
4.76
1

0
0
1
4.76
0
0
0

7
33.33
4
19.05
4
19.05
5

8
38.1
7
33.33
9
42.86
9

21
100
21
100
21
100
21

4.76

23.81

42.86

100

Frequency

5
23.81
8
38.1
7
33.33
6
28.35
7
9

21

14.29

33.33

42.86

9.52

100

Frequency

21

33.33

33.33

33.33

100

Frequency
%
Frequency

0
0
0

1
4.76
4

1
4.76
6

4
19.05
3

15
71.43
8

21
100
21

19.05

28.57

14.29

38.1

100

19

20

21

I CAN say NO
whenever asked to
render overtime work.
Being a working
scholar DOESN'T take
my time from studying
or doing academic
related activities.
I STILL have time to
join club/organizations
in school.

Frequency

21

9.52

23.81

23.81

23.81

19.05

100

Frequency

21

19.05

19.05

38.1

14.29

9.52

100

Frequency

21

23.81

28.57

19.05

19.05

9.52

100

In the part 1 with a 21-item questionnaire given out, item 1 has a mode score of 5 which means
that majority of the respondents are happy with their office assignment. Item 2 has a mode score
of 4 which means that most of the respondents follow the policy of working four (4) hours a day.
Item 3 has a mode score of 3 which means that being allowed to study during working hours
does not happen very often in their offices. Item 4 has a mode score of 5 which means majority
agrees that their office superior is approachable. Item 5 has a mode score of 5 which means that
majority get along with the people they work in the office. Item 6 has a mode score of 4 which
means that most respondents find the people in the office very supportive, approachable and
friendly. Item 7 has mode score of 2 which means that attendance during working hours is
important in their office. Item 8 has a mode score of 3 which means that the working hours of
working students are not that flexible. Item 9 has a mode score of 5 which means that most of the
respondents are allowed to be absent during working hours whenever they have quizzes, exams,
or projects to comply. Item 10 has a mode score of 3 which means that doing personal errands
for their superiors only happen often. Item 11 has a mode score of 5 which means that most
respondents enjoy working in the office they are assigned to. Item 12 has a mode score of 4
which means that most respondents like the nature of their works in the office. Item 13 has mode
score of 5 which means that most respondents do a lot of errand in the office. Item 14 has mode
score of 5 which means that the office they are assigned to always busy. Item 15 has mode score
of 5 which means that most working students do not get intimidated by the people in the office

they are assigned to. Item 16 has a mode score of 5 which means that the office they are assigned
to is conducive for growth. Item 17 has a mode score of 5 which means that working students
learn a lot at the office they are assigned to. Item 18 has a mode score of 5 which means that the
tasks in the office of working students are light and easy for them to do. Item 19 has a mode
score of 3 which means that it is not easy for them to say no to their superiors whenever asked to
render overtime work. Item 20 has a mode score of 3 which means that being a working scholar
somehow takes their time doing academic related activities. Item 21 has a mode score of 2 which
means that being a working student is a hindrance for them to join clubs and organizations.

Strongly
Disagre
e

Disagre
e

Frequency
%
Frequency

2
9.52
3

1
4.76
6

Neither
Agree
Nor
Disagre
e
4
19.05
6

14.29

28.57

28.57

23.81

4.76

100

Frequency

21

4.76

14.29

28.57

42.86

9.52

100

Frequency
%
Frequency

2
9.52
2

0
0
4

4
19.05
9

10
47.62
5

5
23.81
1

21
100
21

9.52

19.05

42.86

23.81

4.76

100

Frequency
%
Frequency
%

4
19.05
3
14.29

8
38.10
8
38.10

6
28.57
7
33.33

3
14.29
1
4.76

0
0
2
9.52

21
100
21
100

QUESTIONS

1
2

6
7

I am happy with my
course.
I am having
difficulties with my
course.
My teachers
understand my status
(as a working
student).
My major subjects are
difficult/demanding.
I DON'T have
difficulty balancing
my work schedule and
academic activities.
I have enough time to
study.
I DON'T find it
difficult to match my
working schedule with
group activities

Agre
e

Strongl
y Agree

Total

9
42.86
5

5
23.81
1

21
100
21

outside class.
I can still manage to
study at home.

I DON'T have
difficulty complying
requirement.
I DON'T have
1 difficulty studying
0 though I don't a have a
book.
I can still attend some
of the activities even
11
if it conflict with my
working schedule.
9

Frequency
%

3
14.29

9
42.86

4
19.05

4
19.05

1
4.76

21
100

Frequency

21

9.52

14.29

38.10

33.33

4.76

100

Frequency

10

21

4.76

19.05

47.62

19.05

9.52

100

Frequency

21

23.81

38.10

28.57

9.52

100

In the part 2 of our questionnaire, there were 11 items on it. Item 1 has a mode score of 4 which
means that most respondents are happy with the course they have chosen. Item 2 has a mode
score of 3 which means that the courses that respondents have chosen are not that difficult and
not too simple well. Item 3 has mode score of 4 which means that teachers understand the
situation of working students. Item 4 has a mode score of 4 which means that major subjects of
respondents are difficult and demanding. Item 5 has a mode score of 3 which means that
respondents are somehow having difficulty balancing their working schedule with their studies.
Item 6 has a mode score of 2 which means that respondents do not have time to study. Item 7 has
a mode score of 2 which means that respondents find it difficult to balance their working
schedule whenever there are out of school related activities such as class video shoots for movietype requirements. etc. Item 8 has a mode score of 2 which means that respondents has less or no
time for studying at home. Item 9 has a mode score of 3 which means that some respondents has
a bit of difficulty complying requirements for. Item 10 has a mode score of 3 which means that
respondents may or may not have difficulty studying because they have no book. Item 10 has a
mode score of 3 which means that respondents can or cannot attend some of the school activities
because is conflicts with their working schedule.

Activities of Working Students during Activity Period


Attend extraccurricular activities

Watch movies

Kalasag

Family Affair
2%
3% 5% 2% 2% 2%

Render service at the office

Attend
(meetings, etc.)
25% clue related activities30%

Study

Class related activities (group practices, meetings, paperworks, etc.)


11%
19%

Go to malls

Socialize with friends

Table 3.3 Activities of Working Students

As seen in table 3.3, the top three activities that working students do during activity period is to
(1) 30% of the respondents say they would render service at their office, (2) 25% said that they
use the activiey period class related activities such as group meetings for paperworks etc. and
(3) 19 % attends club related activities.

Table 3.4 Distribution of respondents based on the QPI minimum requirement of 2.5

Minimum QPI Requirement (2.5) is too high

YES; 15%

NO; 85%

As exhibited in table 3.4, 85%, which is majority of the respondents said that the current WSP
policy of maintaining a minimum QPI of 2.5 is considered to be a fair minimum requirement.
Only 15% of the respondents said the 2.5 minimum requirement is too high.

Table 3.5 Distribution of respondents based on their coping mechanisms

Coping Mechanisms to have a better Academic Performance


11

6
1

As seen in table 3.5, most of the respondents have picked the other options. 4
respondents out of 11 that chose the other option suggested that to have a better academic
performance, they must improve on how they manage their time working and studying as well.
Among the other suggested coping mechanisms was that the scholarship program should include
in its policy an allowance for books. 2 respondents said that they must study harder to have a
better academic performance.

1 respondent chose Ask for office re-assignment as an option. This may have been
caused by negative responses (disagree and strongly disagree) on part 1 of the questionnaire.
Negative answers included, (1) respondent is not happy with the office assignment, (2)
respondent is not allowed to study during working hours, (3) respondent is intimidated by the
people in the office and they are not approachable and supportive, (4) attendance is important in

the office, (5) working schedule is not flexible, (6) respondent does not like the nature of the
work in the office, (7) the office where the respondent is assigned to is always busy, (8)
respondent cannot refuse when asked to render overtime work.

Another respondent chose the Apply for change of course as an option. This may
have been cause by negative responses to some of the questions in part 1 and part 2. Negative
answers included (1) respondent is having difficulties with the course chosen, (2) respondents
major subjects are demanding, (3) respondent do not have time studying, (4) respond has
difficulty

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