Chapter 4 1client
Chapter 4 1client
Chapter 4 1client
In this pivotal chapter, the researchers delve into the heart of the data exploration journey, where
raw information transforms into actionable insights. This chapter provides answers to each statement of the
problem cited in this study through presenting the analysis and interpretation of the data collected by the
researchers from the respondents’ answers to the survey questionnaire, specifically research-made
questionnaire. Moreover, infographics were presented by the means of using tabular method that includes
the results and findings where the varied statistical tools and instruments were utilized.
This chapter, therefore, acts as interpretative phase where the researchers scrutinize the
implications of data, discerning the significance of the observed patterns within the broader context of the
study.
Table 1.a
The table provides a breakdown of the respondents' ages who participated in the research study on factors
influencing mobile payment for online transactions among High school teachers in Bayambang. The distribution
appears relatively balanced across different age groups, which is positive for the generalizability of the study's
findings. It includes perspectives from teachers at various career stages. The largest group falls within the age range
of 36 to 50 comprising of 84 respondents of 36.8 percent, indicating that a significant portion of respondents are in
the early to mid-career stage. Another substantial percentage of 36 percent or 82 respondents falls within the age
range of 26 to 35 years old, suggesting a balanced representation of mid-career to experienced teachers. A relatively
smaller percentage of 15. Percent or 36 respondents fall into 25 years old and below group, suggesting that a smaller
proportion of younger teachers participated in the study. A smaller but still noteworthy percentage of 11.4 percent or
26 respondents are 51 years old and above, indicating the participation of some senior and experienced teachers.
The age distribution of respondents in the study provides valuable insights for designing targeted
interventions, training programs, and policies that can better address the diverse needs of high school teachers in
Bayambang regarding mobile payment for online transactions.
Table 1.b
Profile of the Respondents According to Sex
N = 228
Male 79 34.6
Female 149 65.4
Total 228 100
Moreover, in table 1.b that presented the profile of the respondents according to sex, females outnumbered
males. The majority of respondents are female, suggesting that female high school teachers make up a significant
proportion of the participants in the study. Specifically, females consisted of 149 students, or 65.4 percent, while
males consisted of 79 respondents, or 34.6 percent. It shows that female respondents outnumbered male
respondents by 29.2 percent. According to the study of Indarwati and Sista (2019) about Gender Difference Between
Payment Point Online Banking Users, women pay more attention online than men. Thus, this only explain the high
number of the female respondents of this study.
Table 1.c
Profile of the Respondents According to School
N = 228
Furthermore, the table 1.c above presented the profile of the respondents according to the school
last attended. It was shown that the majority of respondents are affiliated with Bayambang National High
School, with 12 respondents or 53%, comprising more than half of the total participants. This suggests that
the study's sample is heavily weighted towards teachers from this particular institution. Mosies B.
Rebamontan National High School is one of the schools with a relatively higher representation, making up
7.0% of the total respondents. Similar to Mosies B. Rebamontan National High School, Tococ National High
School also represents 7.0% of the total respondents. Saint Vincent’s Catholic School is the third-highest
represented school, but its percentage is significantly lower compared to Bayambang National High School.
This indicates a notable disparity in the representation of teachers from different schools. Furthermore,
Sanlibo National High School, Tanolong National High School, and Hermosa National High School each
represent 5.0% of the respondents, indicating a moderate level of representation. Also, Beleng National
High School has a slightly lower representation at 4.0%. Moreover, A.P. Guevarra Integrated School and PSU
Laboratory Integrated School both represent 3.0% of the total respondents, indicating a lower level of
representation. Lastly, Emmanuel’s Way Educational Institute Inc. and Marianne College of Science and
Technology have the lowest representation, each comprising 1.0% of the total respondents.
The significant over-representation of teachers from Bayambang National High School suggests that
findings from the study might be more reflective of the experiences and perspectives of teachers from this
school. Generalizing the results to all high schools in the area should be done cautiously. The lower
representation of teachers from some schools may limit the study's ability to capture the full diversity of
experiences across different institutions. Future research should aim for a more balanced distribution.
Table 2.a
Respondent’s Preferences in Online Transaction
N = 228 (Multiple Responses)
Load 95 41.7
Loans 37 16.2
Others 0 0
The table presented above shows the respondents’ preferences in online transaction. The majority
of respondents (79.8%) prefer online transactions for bills payment. This indicates that a significant
proportion of high school teachers in Bayambang use mobile payments for settling bills, such as utilities,
credit cards, or other regular payments. While a substantial percentage (68.9%) of respondents engage in
online transactions for shopping. This suggests that a significant number of high school teachers use mobile
payments for making purchases through online platforms. Load transactions, referring to mobile phone
credit or data recharges, are preferred by 41.7% of respondents. This indicates that a notable proportion of
teachers use mobile payments for recharging their mobile phones. Moreover, a smaller but still significant
percentage (16.2%) of respondents engage in online transactions for loans. This suggests that a portion of
high school teachers utilizes mobile payments for loan-related transactions. Lastly, no respondents
reported using mobile payments for "Others," indicating that the specified categories (bills payment, online
shopping, load, loans) cover the major preferences for online transactions among the participants.
Table 2.b
Respondents’ Frequencies in Online Transaction
N = 228
Daily 34 14.9
The table above shows the respondents’ frequencies when it comes to online transaction.
According to the data presented in table 2.b, The majority of respondents (55.2%) engage in online
transactions several times a month. This suggests that a significant portion of high school teachers in
Bayambang use mobile payments regularly but not on a daily or weekly basis. Nearly one-third of
respondents (29.9%) use mobile payments several times a week. This indicates a substantial frequency of
online transactions among a significant portion of teachers. Finally, a smaller but still notable percentage
(14.9%) of respondents engage in online transactions on a daily basis. This suggests that a portion of high
school teachers relies on mobile payments as a daily means of conducting transactions.
Understanding the frequencies at which high school teachers engage in online transactions provides
valuable insights for designing targeted marketing strategies, user engagement initiatives, and educational
programs. It also emphasizes the need for flexibility in mobile payment services to accommodate diverse
user behaviors and preferences.
Paymaya 55 24.1
Venmo 0 0
Others 6 2.6
The table 2.c above presented the respondents’ preferences in terms of mobile payment
applications. The majority of respondents (91.2%) prefer Gcash as their mobile payment application. Gcash
is the most popular choice among high school teachers in Bayambang. Shopee Pay is the second most
preferred mobile payment application, with 35.1% of respondents using it. This indicates a significant
proportion of teachers who use Shopee Pay for their transactions. Paymaya is the third most popular
choice, with 24.1% of respondents using it. While it has a lower percentage than Gcash and Shopee Pay, it
is still a notable preference among the respondents. Palawan Pay is used by 14.0% of respondents, showing
a moderate level of preference for this specific mobile payment application. Lazada Pay is chosen by 13.6%
of respondents, indicating that a significant portion of teachers uses this platform for mobile payments.
Paypal is preferred by 10.5% of respondents, suggesting that some teachers use it for international
transactions or other specific purposes. Google Pay is chosen by 7.0% of respondents, suggesting a
preference for Android-based mobile payment solutions. A small percentage of respondents (3.5%) prefer
Apple Pay, indicating that some teachers use iOS devices for mobile transactions. A small percentage (2.6%)
of respondents prefer other mobile payment applications not specified in the list. Lastly, Samsung Pay has
the lowest preference, with only 0.4% of respondents using it while Venmo was not the option for mobile
payment.
Understanding the preferences for mobile payment applications among high school teachers
provides insights for service providers, policymakers, and developers to tailor their strategies, enhance user
experiences, and foster innovation in the mobile payment landscape.
The tables below show the factors that influence the use of mobile payment for online transactions
according to their average weighted mean with its corresponding interpretation.
Legends
Table 3.a
Average Weighted Mean of the Respondents’ Convenience in Online Transaction
Convenience AWM Interpretation
In table number 3.a, the findings of the study stated the influence of mobile payment for online
transaction in terms of convenience among the selected 228 respondents. The respondents find the
convenience of cashless payment highly influential, with an AWM of 3.35. This suggests that the ability to
make transactions without using physical cash is a significant factor influencing their convenience in online
transactions. For indicator 2, the convenience of having no hassle in terms of time is highly influential, with
an AWM of 3.33. This implies that the efficiency and time-saving aspect of online transactions contribute
significantly to the convenience experienced by the respondents. For indicator number 3, the ability of
online transactions to work with all types of devices is highly influential, with an AWM of 3.30. This
indicates that the compatibility and accessibility of online transaction platforms across various devices
contribute significantly to convenience. Access to mobile internet and network coverage or indicator
number 4 is highly influential in the convenience of online transactions, with an AWM of 3.48. This
highlights the importance of reliable connectivity for a seamless online transaction experience. The last
indicator, the low transaction fee compared to traditional payment methods, is highly influential, with an
AWM of 3.27. This suggests that the cost-effectiveness of online transactions contributes significantly to the
convenience perceived by the respondents.
The overall convenience, considering all factors, has an AWM of 3.35, indicating that, on average,
the convenience of online transactions is highly influential according to the respondents.
Table 3.b
Average Weighted Mean of the Respondents’ Security in Online Transaction
Security AWM Interpretation
Table 3.c
Average Weighted Mean of the Respondents’ Rewards/Discounts in Online Transaction
next purchase.
Table 3.d
Average Weighted Mean of the Respondents’ Speed in Online Transaction
Table 4.a
Significant relationship between the factors that influence mobile payment for online transaction among
High School teachers in Bayambang in terms of Convenience across the Respondents’ Profiles
α = 0.05
Legends
DF - degrees of freedom
Table 4.a presents the results of a chi-square analysis examining the relationship between various
factors influencing mobile payment for online transactions among High School teachers in Bayambang,
specifically focusing on the factor of Convenience across different Respondents' Profiles. The significance
level (α) is set at 0.05. In variable age, since the p-value of 0.000 is less than 0.05, this suggests that there is
a significant relationship between the age of High School teachers in Bayambang and their preference for
mobile payment for online transactions in terms of Convenience. The p-value being less than the
significance level suggests that the association is not likely due to chance. Similarly, there is a significant
relationship between the sex (gender) of High School teachers in Bayambang and their inclination towards
mobile payment for online transactions in terms of Convenience. The p-valueof 0.000 being less than the
significance level indicates that this association is unlikely to be a random occurrence. While for the third
variable which is the school, there is no significant relationship between the school affiliation of high school
teachers in Bayambang and their choice of mobile payment for online transactions in terms of
Convenience. The p-value of 0.434 being greater than the significance level suggests that any observed
association in this case could likely be due to chance, and the variable "school" is not a significant factor in
influencing mobile payment preferences.
The findings suggest that age and gender are influential factors when considering High School
teachers' preferences for mobile payment in online transactions. On the other hand, the lack of
significance in the relationship between school affiliation and mobile payment preferences implies that the
convenience factor is relatively consistent across various schools.
Table 4.b
Significant relationship between the factors that influence mobile payment for online transaction among
High School teachers in Bayambang in terms of Security across the Respondents’ Profiles
α = 0.05
Table 4.b presents the results of a chi-square analysis examining the relationship between factors
influencing mobile payment for online transactions among High School teachers in Bayambang, specifically
focusing on the factor of Security across different Respondents' Profiles. The significance level (α) is set at
0.05.
Table 4.d
Significant relationship between the factors that influence mobile payment for online transaction among
High School teachers in Bayambang in terms of Speed across the Respondents’ Profiles
α = 0.05
Streamline the app's interface to make it more user-friendly, intuitive, and visually appealing.
Simplify the navigation process for users to easily access key features.
Conduct user testing to gather feedback and identify areas for improvement in the user experience.
Ensure that the mobile payment app is compatible with a wide range of devices and operating systems,
including both Android and iOS platforms.
Optimize the app for various screen sizes to provide a consistent experience across different devices.
Enhance the speed and efficiency of transactions to provide a seamless experience for users.
Invest in robust backend infrastructure to handle transaction volumes efficiently and ensure high system
reliability.
4. Advanced Security Measures:
Provide a transparent and easily understandable fee structure for users. Clearly communicate any fees
associated with transactions.
Consider offering competitive and flexible fee options to attract and retain users.
Introduce features that allow users to personalize their app settings and preferences.
Implement customization options for notifications, transaction categories, and other relevant settings.
Integrate an offline mode feature that allows users to perform basic functions even in areas with limited or
no internet connectivity.
Ensure that transactions conducted offline sync seamlessly when the device reconnects to the internet.
8. Incorporate AI and Machine Learning:
Implement artificial intelligence (AI) and machine learning algorithms to analyze user behavior and provide
personalized recommendations.
Leverage AI for fraud detection and prevention to enhance security.
9. Educational Resources:
Develop and provide educational resources within the app to help users understand the features, benefits,
and security measures associated with mobile payments.
Offer tutorials and tips to guide users through various aspects of the app.
Collaborate with merchants to expand the network of businesses accepting mobile payments.
Offer incentives and promotions to encourage both users and merchants to adopt the mobile payment
system.
Provide regular updates to the mobile app, introducing new features and addressing any bugs or security
vulnerabilities promptly.
Keep users informed about updates and improvements through release notes.
By focusing on these recommendations, a mobile payment provider can significantly enhance the
functionality, security, and appeal of their system, leading to improved user satisfaction and increased
adoption.