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Sunday, March 26, 2017

Regression Analysis Chapter 4 2016




THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters - Chapter 1; CHAPTER IICHAPTER IIIChapter -4Chapter V

CHAPTER IV - Table 16
Presentation, Analysis and Interpretation of Data
Table 16
Regression Analysis Showing Factors Associated With Disruptive Behaviour Affecting Most The School Performance Of The Pupils.


Unstandardized Coefficients
Standardized Coefficients
t
Sig.

B
Std. Error
Beta



(Constant)
3.358
1.240

2.708
0.010
Overt Inattentiveness
-0.221
0.286
-0.128
-0.773
0.444
Aggressiveness
0.136
0.231
0.102
0.588
0.560
Persistent Tardiness & Laziness
-0.595
0.235
-0.434
-2.527
0.016
Misbehavior
0.410
0.290
0.280
1.412
0.166

R = 0.424            R Square = 0.180             F = 2.081           Sig. = 0.102

As presented in table 16,the only predictor variable on school performance isPersistent Tardiness & Laziness with the beta weight of -0.434, p = 0.016. This means that school performance is most affected by Persistent Tardiness & Laziness. The null hypothesis of there is no variable that affects school performance is rejected.
            The R squared value of the variable was 0.180. This indicates that 1.8% of the school performance is affected by the Persistent Tardiness &Laziness while 98.2% can be explained by other variables not included in the regression model.
            The result of the relationships of the variables is given through the following equation:
            Y = 3.358 + (-0.595) X1, where Y = School Performance and  X1 = Persistent Tardiness & Laziness.
Null Hypothesis:
The following null-hypotheses were formulated to guide the study:
H01:   The disruptive behavior  has no significant effect on the school performance of Grade IV & V pupils in District of Cabanglasan.
H02:  There is no significant difference on profile of the Grade IV and V in Cabanglasan District in terms of the following a) gender, b) age, c) educational attainment of the parents and d) family economic background e) number of children in the classroom.


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