CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter highlights the presentation, analysis and interpretation of the data gathered.
Table 1.1 Frequencies and percentages of age
f
Demographic variables R
(%)
Age
3
15 3
(6)
2
16 4
(4)
25
17 1
(50)
19
18 2
(38)
1
19 5
(2)
50
Total
(100)
Table 1.1 showing the frequency and percentage of the age of respondents reveals that among the
50 respondents, 25 respondents representing 50% are 17 years old, 19 respondents representing 38% are
18 years old, three respondents representing 6% are 15 years old, two respondents representing 4% are 16
years old, and the last one respondent representing 2% is 19 year old.
Table 1.2 Frequencies and percentages of sex
f
Demographic variables R
(%)
Sex
18
Male 2
(36)
32
Female 1
(64)
50
Total
(100)
Table 1.2 showing the frequency and percentages of the sex of the respondents indicate that
among the 50 respondents, thirty two of them representing 64% are female and eighteen of them
representing 36% are male.
Table 1.3 Frequencies and percentages of the levels of awareness about the effects of visual
impairment on teenage learners
Levels of awareness about the effects of visual impairment in Total
teenage learners
Moderately Slightly Not at
Sex Extremely
Very aware aware aware all
15 aware
(4) (3) (2) aware
(5)
(1)
2
4
(4)
25
17 1
(50)
19
18 2
(38)
1
19 5
(2)
50
Total
(100)
Table 1.3 showing the frequency and percentages
Table 2.1 Frequencies and percentages on items on effects of visual impairment
on teenage learners
Effects Extreme High Moderate Low No
of visual impairment effect effect effect effect effect Total
on teenage learners (5) (4) (3) (2) (1)
f f f f f f
(%) (%) (%) (%) (%) (%)
1. The affected learner 12 15 17 5 1 50
has low self- esteem. (24) (30) (34) (10) (2) (100)
2. The affected learner 5 22 21 1 1 50
has a diminished (10) (44) (42) (2) (2) (100)
self-control in able
to control only
his/her inner world.
3. The affected learner 9 20 16 4 1 50
suffers from (18) (40) (32) (8) (2) (100)
impaired motor
development.
4. The affected learner 9 14 17 5 5 50
is unable to be (18) (28) (34) (10) (10) (100)
independent.
5. The affected learner 13 15 14 5 3 50
is hesitant to explore (26) (30) (28) (10) (6) (100)
things around
him/her for fear of
the unknown.
6. The affected learner 16 14 11 8 1 50
misreads reading (32) (28) (22) (16) (2) (100)
materials.
7. The affected learner 22 11 9 7 1 50
is being confused (44) (22) (18) (14) (2) (100)
about letters, words,
and sentences.
8. The affected leaner 24 10 6 10 0 50
is unlikely to see far (48) (20) (12) (20) (100)
objects.
9. The affected learner 15 7 15 8 5 50
is unable to perform (30) (14) (30) (16) (10) (100)
daily tasks well.
10. The affected learner 10 18 10 10 2 50
has difficulties in (20) (36) (20) (20) (4) (100)
manipulating
objects.
11. The affected learner 10 15 15 5 5 50
is afraid of (20) (30) (30) (10) (10) (100)
committing errors in
both academic and
non-academic
activities.
12. The affected learner 9 11 14 8 8 50
is bullied. (18) (22) (28) (16) (16) (100)
13. The affected learner 10 10 7 10 13 50
is likely to drop from (20) (20) (14) (20) (26) (100)
his/her class.
14. The affected learner 8 11 14 12 5 50
has less participation (16) (22) (28) (24) (10) (100)
in both community,
and
organizational
activities.
15. The affected learner 10 8 14 10 8 50
has a poor social (20) (16) (28) (20) (16) (100)
relationship.
Table 2.2 Mean rating of the statements on effects of visual impairment
Effects Mean rating Verbal Meaning
of visual impairment on (MR) interpretation (Description) R
teenage learners
1. The affected learner has 3.64 4.5
low self- esteem.
2. The affected learner has a 3.58 7
diminished self-control in
able to control only his/her
inner world.
3. The affected learner 3.64 4.5
suffers from impaired
motor development.
4. The affected learner is 3.34 11
unable to be independent.
5. The affected learner is 3.60 6
hesitant to explore things
around him/her for fear of
the unknown.
6. The affected learner 3.72 3
misreads reading
materials.
7. The affected learner is 3.92 2
being confused about
letters, words, and
sentences.
8. The affected leaner is 3.96 1
unlikely to see far objects.
9. The affected learner is 3.38 10
unable to perform daily
tasks well.
10. The affected learner has 3.48 8
difficulties in manipulating
objects.
11. The affected learner is 3.40 9
afraid of committing errors
in both academic and non-
academic activities.
12. The affected learner is 3.10 12.5
bullied.
13. The affected learner is 2.88 15
likely to drop from his/her
class.
14. The affected learner has 3.10 12.5
less participation in both
community, and
organizational activities.
15. The affected learner has a 3.04 14
poor social relationship.
Table 3.1 Frequencies and percentages on items on helpful suggestions to minimize the effects
of visual impairment on teenage learners
Helpful suggestions to Extremely Very Moderately Slightly Not a
minimize the effects helpful helpful helpful helpful helpful Total
of visual impairment suggestion suggestion suggestion suggestion suggestion
on teenage learners (5) (4) (3) (2) (1)
f f f f f f
(%) (%) (%) (%) (%) (%)
1. The affected learner 9 15 16 7 3 50
has to use phones (18) (30) (33) (14) (6) (100)
with large key pads.
2. The affected learner 14 10 17 4 5 50
needs to move (28) (20) (34) (8) (10) (100)
closer to the object
he/she looks at
(e.g., the
television).
3. The affected learner 13 16 20 1 0 50
must put (26) (32) (40) (2) (100)
contrasting-colored
strips on his/her
materials for
studying, including
notebooks, pens,
etc.
4. The affected learner 18 14 14 4 0 50
must be (36) (28) (28) (8) (100)
knowledgeable in
using adaptive
software on his/her
computer to help
with his/her writing
tasks.
5. The affected learner 17 16 12 4 1 50
should try to (34) (32) (24) (8) (2) (100)
enhance the other
senses such as
hearing, and
touching
6. The affected learner 18 16 13 3 0 50
must allow extra
time to orient (36) (32) (26) (6) (100)
himself/herself as
he/she moves
around unfamiliar
spaces.
7. The affected learner 19 14 13 1 3 50
must consistently (38) (28) (26) (2) (6) (100)
orient
himself/herself
about the effects of
visual impairment.
8. The affected learner 32 9 4 3 2 50
needs to wear (64) (18) (8) (6) (4) (100)
eyeglasses
prescribed by
optometrists.
9. The affected learner 27 15 4 3 1 50
should have free (54) (30) (8) (6) (2) (100)
eye check-up yearly
by an optometrist in
school.
10. The affected learner 32 9 6 2 1 50
has to update (64) (18) (12) (4) (2) (100)
his/her prescription
glasses for his/her
best possible vision.
11. The affected learner 19 17 12 1 1 50
should politely (38) (34) (24) (2) (2) (100)
request teachers’
intervention in
provision of his/her
special needs.
12. The affected learner 20 19 9 2 0 50
must not hesitate to (40) (38) (18) (4) (100)
tell the teachers to
hesitate to have
larger fonts for
reading materials.
13. The affected learner 14 18 16 2 0 50
needs to accept (28) (36) (32) (4) (100)
service by teachers
who have
undergone training
on looking after
students with visual
impairment.
14. The affected learner 12 23 10 5 0 50
needs to call the (24) (46) (20) (10) (100)
teachers’ attention
that he/she prefers
the use of digital
resources.
15. The affected learner 15 15 11 5 4 50
must request the (30) (30) (22) (10) (8) (100)
school
administrators to
make electronic
information
resources available
in school.
Table 3.2 Mean rating of the statements on helpful suggestions to minimize the effects
of visual impairment on teenage learners
Helpful suggestions to Mean rating Verbal Meaning
minimize the effects (MR) interpretation (Description) R
of visual impairment on
teenage learners
1. The affected learner has to 3.40 15
use phones with large key
pads.
2. The affected learner needs 3.48 14
to move closer to the
object he/she looks at (e.g.,
the television).
3. The affected learner must 3.82 12
put contrasting-colored
strips on his/her materials
for studying, including
notebooks, pens, etc.
4. The affected learner must 3.92 7
be knowledgeable in using
adaptive software on
his/her computer to help
with his/her writing tasks.
5. The affected learner 3.88 9.5
should try to enhance the
other senses such as
hearing, and touching
6. The affected learner must 3.98 6
allow extra time to orient
himself/herself as he/she
moves around unfamiliar
spaces.
7. The affected learner must 3.90 8
consistently orient
himself/herself about the
effects of visual
impairment.
8. The affected learner needs 4.32 2
to wear eyeglasses
prescribed by optometrists.
9. The affected learner 4.28 3
should have free eye
check-up yearly by an
optometrist in school.
10. The affected learner has to 4.38 1
update his/her prescription
glasses for his/her best
possible vision.
11. The affected learner 4.04 5
should politely request
teachers’ intervention in
provision of his/her special
needs.
12. The affected learner must 4.14 4
not hesitate to tell the
teachers to hesitate to have
larger fonts for reading
materials.
13. The affected learner needs 3.88 9.5
to accept service by
teachers who have
undergone training on
looking after students with
visual impairment.
14. The affected learner needs 3.84 11
to call the teachers’
attention that he/she
prefers the use of digital
resources.
15. The affected learner must 3.64 13
request the school
administrators to make
electronic information
resources available in
school.
