GROUP NAME: HOUSE GREYJOY DATE ACCOMPLISHED: April 09, 2023

Marata, Vhexy Mae P.

Matuguina, Althea Nicole D.
Escala, John Keith S.
Mercader, Dian B.
Nebato, Georgette H.
GRADE/STRAND/SECTION: 12 HUMSS B - HOPE SUBJ.TEACHER: SIR RICHARD ARDENIO
Class Adviser: Ms. Rachel Mae Catipay-Abendan S.Y. 2022 - 2023

4th Quarter

THE EFFECTS OF VICES ON SENIOR HIGH SCHOOL AND COLLEGE STUDENTS'

ACADEMIC PERFORMANCE AND DAILY LIVES

CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathering of the study, analysis, and interpretation of data.
These are presented in chart form, presenting the data that correlates to the problem this research
had established. The data are presented in chart form to correlate with the research problem, with
particular attention given to determine the common vices that Senior High School (SHS) and
College students have been exposed to and their potential effects on academic performance and
daily lives.

I. Common Vices among Grade 12 Senior Hgh School and College Students
 Common Vices

15% 18%
10%

58%

Smoking Cigarettes Drinking Liquor

Gambling Vaping

Figure 2. Common Vices of Senior High School Students

Common Vices
10%
18%

18%

53%

Smoking Cigarette Drinking Liquor

Gambling Vaping

Figure 3. Common Vices of College Students

The two graphs above shows the results of the survey conducted among SHS and College
students to identify the common vices they have been exposed to. Based on the results, the most
common vice that SHS students have been exposed to is drinking liquor with a percentage of
57%, followed by smoking cigarettes with 18%, vaping with 15%, and gambling with 10%. On
the other hand, the most common vice among college students is drinking liquor with a
percentage of 54%, followed by gambling and vaping with a percentage of 18% each, and
smoking cigarettes with 10%. These results support the idea that vices such as drinking liquor,
smoking cigarettes, vaping, and gambling are prevalent among both SHS and college students.

These findings are consistent with the study of (Bachman et al., 1997; Johnston et al.,
2009) that states that risks of onset of alcohol dependence peaks at age 18 years, and rates of
heavy episodic drinking peak at 25% of graduating high school seniors, but rise to 40% after
graduation and remain stable through age 24.

II. The Main Causes of Vices among Grade 12 Senior High School and College Students

Main Causes of Vices

26%
33%

21%
20%

Academic Pressure Family Problems Peer Pressure Personal Problems

Figure 4. Main Causes of Vices among Senior High School Students

Figure 4 shows the main causes of vices among Grade 12 senior high school and college
students. The first pie graph shows that 33% out of 50 respondents in senior high school chose
personal problems as their main cause of doing vices, followed by academic pressure with 26%,
family problems with 21%, and peer pressure with a percentage of 20%.
 Main Causes of Vices

21%

44%

17%

17%

Academic Pressure Family Problems Peer Pressure Personal Problems

Figure 5. Main Causes of Vices among College Students

On the other hand, figure 5 shows that out of 50 respondents in college, 44% had chosen
personal problems as their main cause of doing vices, followed by academic pressure with a
percentage of 21%, family problems with 18%, and lastly, peer pressure with a percentage of
17%. The results imply that most Grade 12 senior high school and college students' main cause
of their vices is personal problems.

According to the data collected, the majority of the respondents’ main cause for doing
their vices is personal problems. This is supported by the study of Labrie et al. (2007), which
states that drinking became their mood enhancement and coping mechanism if the students are
having a bad day. This result is supported by another study by Bada and Adebiyi (2005), which
states that the consumption of alcoholic beverages could be attributed to adolescent curiosity, an
irresistible urge, emotional disturbances such as anxiety, the subculture, and the influence of
advertisements.
III. Level of Academic Performance of Grade 12 Senior High School and College Students

Level of Academic Performance

30 27
25
20
15 12 10
10
5
0
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0-9 4-8 6-7 elo
0 (9 (8 b
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Figure 6. Level of Academic Performance of Grade 12 Senior High School Students

Level of Academic Performance

30 25
25 21
20
15
10
5 2 2
0
5) 7) 5) w
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0-9 4-8 6-7 lo
(1
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Figure 7. Level of Academic Performance of College Students

 The two graphs above shows the level of academic performance of Grade 12 Senior
High School and College Students. Figure 6 shows that 54% out of 50 respondents in senior high
school has an above average level in their academic performance despite being exposed to vices,
followed by excellent level with a percentage of 24%, average level with 20%, and failing level
with a percentage of 2%.

On the other hand, figure 7 shows that 50% out of 50 respondents in college has an
above average level in their academic performance despite being exposed o vices, followed by
average level with 42%, excellent level with 4%, and failing level with a percentage of 4%.

According to the data collected, the majority of the respondents’ academic level is
above average despite being exposed to vices. Moreover, heavy alcohol use, alcohol-related
problems, and drinking opportunities do not appear to have a significant impact on student’s
academic performance; however, more research with longitudinal data from the representative
student, samples are required to confirm these findings (Paschall & Freisthler, 2003).

IV. Scale of Vice-Related Behavior among Grade 12 Senior High School and College
Students

Scale of Vice-Related Behavior

6%
10%

50%

34%

LOW MILD MODERATE SEVERE

Figure 8. Scale of Vice-Related Behavior among Senior High School Students

 Scale of Vice-Related Behavior

2% 14%

38%

46%

LOW MILD MODERATE SEVERE

Figure 9. Scale of Vice-related Behavior among College Students

The two charts above shows the scale of vice-related behavior among Grade 12 Senior
High School and College Students. Figure 8 shows that out of n=50 respondents in senior high
school, majority of the respondents fall under the low level with a percentage of 50%. In
comparison, second comes the level: mild, with a percentage of 34%, followed by moderate with
a percentage of 10% and lastly, the severe level with 6%.

Meanwhile, figure 9 shows that out of 50 respondents in college students, the majority of
them fall under the mild level with a percentage of 46%. Second, the moderate level with a
percentage of 38%. Followed by low with 14%, and the severe level with only 2%.

The results gathered by the researchers could be implied that Grade 12 Senior High
School and college students have different results in their scales of vice-related behavior. The
majority of Grade 12 Senior High School students' scale of vice-related behavior is low, while
college students’ have the scale of mild level of vice-related behavior. This contrasts the study of
(Viner et al., 2012) that states that adolescence is a crucial time for the establishment of
behaviors related to one’s health since puberty and rapid brain development result in a new set of
behaviors, including social, emotional, physical, and cognitive development.
V. Relationship between Effects of Vices on Academic Performances and Daily Lives of
Grade 12 Senior High School and College Students

r-value T-STAT DF P VALUE Alpha Decision

0.152101 1.523449 98 0.130867 0.05 Accept Ho

N 100

Table 1. Relationship between Effects of Vices on Academic Performance and Daily Lives of
Grade 12 Senior High School and College Students

The relationship between the three variables was determined using the Spearman
correlation. The effects of vices on academic performance and daily lives of Grade 12 Senior
High School and College students are not significantly correlated, the data indicates. Although
there is a positive correlation between the variables given by the value of r=0.152101, the
relationship is weak since the closer a value is to zero, the weaker the relationship is. This
indicates that the effects of vices on the academic performance and daily lives of Grade 12
Senior High School and College students who are exposed to vices are not significantly
correlated.

According to the Behavioral Theory by John B. Watson of 1913, he stated in his learning
theory that all behaviors are learned through conditioning, which takes place as a result of
interactions with the environment. Behaviorists contend that environmental cues influence how
we behave. This school of thought, also known as behavioral psychology, holds that behavior
can be studied methodically and objectively regardless of one’s internal mental state. The
behavioral theory also contends that only objectively observable behavior should be studied
because cognition, emotions, and mood are far too subjective.

Generally, students who engage in vices do not have any effect on their academic
performance and daily lives. Also, there is no significant relationship between the effects of vices
on academic performance and the daily lives of Grade 12 senior high school and college students
that are exposed to vices. This is supported by Watson's (1913) behavioral theory, which states
that all behaviors are learned from their environment and that innate or inherited factors have
very little influence on behavior because cognition, emotions, and mood are far too subjective to
study.