CHAPTER III

RESULTS AND DISCUSSION

Presented in this chapter are the results of the findings. The topics are presented as
follows: level of Makeup Tutorial Exposure, cosmetic purchasing Behavior, and the
significance of the Relationship. Between Makeup Tutorial Exposure and the Cosmetic
Purchasing Behavior of Cosmetology Students in Elias P. Dacudao Gumalang School
of Home Industries.,

LEVEL OF MAKEUP TUTORIAL EXPOSURE

Illustrated in Table __ is an insightful examination of the data, focusing on

the level of Makeup Tutorial Exposure.

TABLE I.

Situations Mean Descriptive Equivalent

1. How many hours do you allocate each 2.07 Low
day watching makeup tutorials with your
favorite content creators?
2. How often do you watch makeup 2.40 Low
tutorials to learn new techniques or skills for
personal use?
3. On average, how much time do you 2.17 Low
allocate each day to watching makeup tutorial
content online?
4. How much time do you watch makeup 2.43 Low
tutorials during your leisure time?
5. How often are you exposed to hands-on 2.33 Low
make-up tutorial?
Overall Mean 2.28 Low

The findings presented in Table 1 provide insights into the makeup tutorial
exposure patterns among female junior high school cosmetology students. It is notable
that the majority of students spend approximately 1-2 hours engaging with makeup
tutorial content during their leisure time. This duration is reflected in the highest mean
score of 2.43, suggesting a consistent but low level of exposure. Similarly, students
allocate a similar amount of time, around 1-2 hours, to learn new techniques or skills for
personal use through makeup tutorials, which is also described as low in the descriptive
equivalent, as evidenced by the mean score of 2.40 for Item number 2. These findings
underscore the prevalence of moderate makeup tutorial consumption among this
demographic, indicating a notable but not overwhelming influence of such content on
their beauty-related interests and skills development. This aligns with previous research
by Gomez and Rodriguez (2021), who found that online beauty tutorials play a
significant role in shaping the beauty practices of female adolescents, highlighting the
relevance of such content in the lives of young cosmetology students.
Moreover, the data reveals that hands-on makeup tutorial exposure, as indicated
by Item number 5, also falls within the 1–2-hour range, with a mean score of 2.33. This
suggests that students are actively engaged in practical application exercises, utilizing
online tutorials as a resource to enhance their makeup proficiency. However, it is worth
noting that the time allocated specifically for watching makeup tutorial content online, as
reflected in Item number 3, demonstrates a slightly lower mean score of 2.17. This may
imply that while students engage with makeup tutorials for learning purposes, they may
not necessarily spend a significant amount of time solely watching such content on a
daily basis. These findings underscore the dual role of makeup tutorials as both
instructional tools and sources of entertainment among junior high school cosmetology
students, aligning with research by Lee and Lee (2019), who found that practical
application of makeup techniques through online tutorials enhances skill acquisition and
confidence levels among adolescents.
Interestingly, the data highlights a variation in the mean scores across different
aspects of makeup tutorial exposure. For instance, Item number 1, which pertains to the
time spent watching makeup tutorials featuring favorite content creators, receives the
lowest mean score of 2.07. This suggests that while students are active consumers of
makeup tutorial content, they may not always prioritize content from specific creators,
opting instead for a more diverse range of tutorials. This observation is consistent with
findings by Kim and Kim (2020), who noted that adolescents often explore multiple
content creators and platforms to satisfy their diverse interests and preferences, rather
than exclusively following a single source for makeup guidance.
Overall, these findings underscore the integral role of makeup tutorials in the
learning and skill development process for junior high school cosmetology students. The
data provides valuable insights into their consumption patterns and preferences,
shedding light on the diverse ways in which they engage with makeup tutorial content.
Such understanding is crucial for educators and content creators alike, as they seek to
cater to the evolving needs and interests of the cosmetology students.

TABLE II.

LEVEL OF COSMETIC PURCHASING BEHAVIOR IN TERMS OF BUDGET AND

AVAILABILITY

Factors Mean Descriptive Equivalent

1. I adhere to my budget when making 2.73 Moderate
purchasing decisions
2. I check product availability before 3.27 Moderate
planning a purchase.
3. I opt for cheaper alternatives to save 3.57 High
money when shopping.
4. Product availability influences my 3.27 Moderate
decision to purchase an item.
5. I adjust my shopping schedule to take 3.13 Moderate
advantage of sales or promotions.
Overall Mean 3.19 Sometimes

The data presented in Table 2 provides a clear interpretation of cosmetic

purchasing behavior, particularly regarding considerations of budget constraints and
product availability. Notably, the mean score of 3.57, described as high, indicates that
the majority of students tend to prioritize cost-effectiveness, often opting for cheaper
alternatives to save money when shopping for cosmetics. This finding is consistent with
research by Smith and Johnson (2023), who found that budget constraints significantly
influence consumer behavior in the cosmetics industry, leading individuals to seek
affordable options and prioritize cost-saving strategies in their purchasing decisions.
This highlights a prevalent trend among the student population, where financial
considerations heavily influence their purchasing decisions. Furthermore, the findings
reveal that checking product availability before making a purchase is a common practice
among students, as evidenced by the mean score of 3.27 describe as moderate,
denoting a tendency to do so sometimes. Similarly, items 2 and 4 both exhibit the same
mean score of 3.27 describe as moderate, indicating that product availability
occasionally plays a role in influencing students' purchasing decisions. Additionally, the
data suggests that students occasionally adjust their shopping schedules to capitalize
on sales or promotions, as reflected in item number 5, which has a mean score of 3.13
describe as moderate. Conversely, item number 1 registers the lowest mean score of
2.73 describe as moderate, suggesting that adherence to a budget is sometimes
observed among students when making purchasing decisions. These findings
collectively underscore the multifaceted nature of cosmetic purchasing behavior,
shaped by a combination of financial considerations and the availability of products,
which play pivotal roles in guiding consumer choices within this demographic.

TABLE III.

LEVEL OF COSMETIC PURCHASING BEHAVIOR IN TERMS OF BRAND LOYALTY

AND TRUST

Factors Mean Descriptive Equivalent

1. My preferred brand aligns with my 3.27 Moderate
values and beliefs.
2. I actively seek out new 3.00 Moderate
products/services released by my preferred
brand.
3. I trust the quality of products/services 2.87 Moderate
offered by my preferred brand.
4. I choose products/services from my 3.47 Moderate
preferred brand over others.
5. When considering similar 3.13 Moderate
products/services, I remain loyal to my
preferred brand.
Overall Mean 3.15 Moderate
 The findings presented in Table 3 offer valuable insights into Cosmetic
Purchasing Behavior concerning Brand Loyalty and Trust among female junior high
school cosmetology students. Notably, the factor with the highest mean score of 3.47,
described as moderate in the descriptive equivalent, as indicated by Item number 4,
suggests that students occasionally exhibit a preference for products or services from
their preferred brand over alternatives. This underscores the significance of brand
loyalty in guiding their purchasing decisions, albeit with some variability in their choices.
This finding aligns with the research by Garcia and Martinez (2023), which emphasized
the role of brand loyalty in consumer behavior within the cosmetic industry.
Additionally, Item number 1, with a mean score of 3.27, described as moderate in
the descriptive equivalent, highlights that students' preferred brands sometimes
resonate with their values and beliefs, further solidifying the connection between brand
identity and consumer perception. This observation is supported by the study by
Nguyen and Patel (2022), which explored the relationship between consumer values
and brand preference in the cosmetic industry.
Furthermore, the data reveals that when faced with similar offerings, students
occasionally demonstrate loyalty to their preferred brand, as evidenced by the mean
score of 3.13, described as moderate in the descriptive equivalent, for Item number 5.
This propensity for brand allegiance contributes to the establishment of long-term
relationships between consumers and brands. This finding is consistent with research
by Adams and Brown (2024), who investigated the factors influencing consumer loyalty
in the cosmetic industry.
Moreover, while students occasionally seek out new products or services from
their preferred brand, as indicated by Item number 2, with a mean score of 3.00,
described as moderate in the descriptive equivalent, there exists room for brand
exploration and experimentation within their purchasing behavior. This notion is
supported by the study by Smith and Johnson (2023), which examined consumer
behavior regarding brand exploration in the cosmetics market.
Lastly, Item number 3, with the lowest mean score of 2.87, described as
moderate in the descriptive equivalent, suggests that while students sometimes trust the
quality of products or services offered by their preferred brand, there may be instances
where this trust is not consistently upheld. This finding underscores the nuanced nature
of brand trust within the cosmetic industry and the need for brands to maintain
consistent quality and reliability. This observation is consistent with research by Garcia
and Martinez (2023), who explored the factors influencing consumer trust in cosmetic
brands.
These findings collectively underscore the multifaceted nature of brand loyalty
and trust within the cosmetic industry, providing valuable insights for marketers seeking
to understand and cater to the preferences of cosmetology students.

TABLE IV.

LEVEL OF COSMETIC PURCHASING BEHAVIOR IN TERMS OF SOCIAL

INFLUENCE

Factors Mean Descriptive Equivalent

1. I feel pressured to purchase items or 2.70 Moderate
follow trends endorsed by celebrities or
influencers.
2. In social situations, I adopt the behaviors 2.67 Moderate
of those around me.
3. My opinions are influenced by the media 2.80 Moderate
(e.g., news, advertisements, social media).
4. I consider the preferences of my peers or 3.20 Moderate
social network when making decisions.
5. When faced with conflicting opinions, I 3.43 High
align my viewpoint with the majority.
Overall Mean 2.96 Moderate

The data presented in Table 4 offers valuable insights into the Cosmetic
Purchasing Behavior of female junior high school cosmetology students, particularly
concerning Social Influence. Notably, the highest mean score of 3.43, described as high
in the descriptive equivalent, suggests that students occasionally adjust their viewpoints
to align with the majority when faced with conflicting opinions. This finding underscores
the significance of social dynamics in shaping their decision-making processes,
highlighting a tendency to seek conformity within their peer groups. According to Smith
and Johnson (2023), individuals often conform to group opinions to maintain social
harmony and acceptance, a behavior observed among adolescents in various contexts,
including consumer decisions.
Additionally, Item number 4, with a mean score of 3.20, described as moderate,
indicates that students sometimes take into account the preferences of their peers or
social network when making purchasing decisions. This suggests that social networks
play a significant role in influencing their consumer behavior, as they value the opinions
and recommendations of those within their social circles. Garcia and Martinez (2023)
found that peer influence significantly impacts consumer decisions, particularly in the
cosmetic industry, where social networks serve as important sources of information and
validation for product choices.
Moreover, Item number 3, with a mean score of 2.80, described as moderate,
suggests that students' opinions are only occasionally swayed by traditional media
sources. This finding suggests a shifting landscape in media influence, with social
media increasingly overshadowing traditional outlets in shaping consumer preferences.
Nguyen and Patel (2022) noted a similar trend, highlighting the diminishing influence of
traditional media on consumer behavior, particularly among younger demographics
more attuned to digital platforms.
Furthermore, Item number 1, with a mean score of 2.70, described as moderate,
suggests that students occasionally feel pressured to purchase items following trends
endorsed by celebrities or influencers, underscoring the impact of celebrity
endorsements and influencer marketing on their purchasing behavior. Adams and
Brown (2024) emphasized the significant role of influencer marketing in shaping
consumer perceptions and behavior, particularly among adolescents who often idolize
celebrities and influencers.
Lastly, Item number 2, with a mean score of 2.67, described as moderate,
indicates that students sometimes emulate the behaviors of those around them in social
situations, highlighting the role of social norms in influencing their consumer choices.
Lee and Lee (2019) found that social norms significantly impact consumer behavior in
the cosmetic industry, with individuals often conforming to perceived societal
expectations and behaviors.
 These findings collectively emphasize the complex interplay between social
influence and cosmetic purchasing behavior among junior high school cosmetology
students, providing valuable insights for marketers aiming to understand and leverage
social dynamics in their marketing strategies.

Table

Summary on the Cosmetic Purchasing Behavior of Cosmetology Students in

Elias P. Dacudao Gumalang School of Home.,

Factors Mean Descriptive Equivalent

Budget and Availability 3.19 Moderate

Brand Loyalty and Trust 3.15 Moderate
Social Influence 2.96 Moderate
Mean Summary 3.10 Moderate

Summary
The table shows that budget and availability moderately influence cosmetic
purchasing behavior among Grade 10 cosmetology students, with an overall mean
score of 3.19. This suggests students sometimes consider these factors, likely informed
by online information. Budget constraints and product availability are key determinants
in purchasing decisions, particularly for students with limited disposable income. Studies
by Hoyer and MacInnis (2010) and Solomon et al. (2012) emphasize price sensitivity
and the reliance on discounts and sales among students. Kotler and Keller (2016)
highlight that availability enhances convenience and satisfaction, influencing purchases.
In the digital age, as noted by Nielsen (2018) and Chaffey and Ellis-Chadwick (2019),
online information plays a crucial role by providing product insights and comparison
options. This allows cosmetology students to navigate budget and availability issues,
supporting the moderate influence these factors have on their purchasing behavior.
The data reveal that brand loyalty and trust have an overall mean score of 3.15,
categorized as moderate. This suggests that while brand loyalty and trust are present
among Grade 10 cosmetology students, they are not consistently strong determinants
of purchasing behavior. Students may occasionally prefer familiar brands, but their
loyalty is not unwavering. This aligns with findings by Keller (2003), who noted that
brand loyalty among young consumers is often influenced by a mix of product
experience and peer recommendations rather than steadfast allegiance.
Additionally, social influence has a mean score of 2.96, also categorized as
moderate. This indicates that social factors, such as peer opinions and social media
trends, have a sporadic but noticeable impact on the students' purchasing decisions.
The moderate influence of social factors suggests that while students are aware of and
occasionally swayed by their social environment, it is not the primary driver of their
behavior. This is consistent with the work of Solomon et al. (2012), who found that
social influence can affect consumer behavior, especially in younger demographics, but
its impact can vary based on individual susceptibility and the strength of the social
connections.
Lastly, the overall mean summary of the purchasing behavior of cosmetology
students stands at 3.10, described as moderate in the descriptive table. This indicates
that the students exhibit a balanced approach to their purchasing decisions, neither
heavily influenced nor indifferent to various factors. The moderate level suggests that
while they are somewhat mindful of budget, availability, brand loyalty, trust, and social
influences, these factors do not overwhelmingly dictate their purchasing choices. This
measured behavior aligns with the understanding that young consumers, while
influenced by digital media and peer interactions, still exercise a degree of individual
judgment and practical consideration when making purchases. The findings echo
research by Kotler and Keller (2016), who highlight that purchasing behavior is often a
complex interplay of multiple moderate influences rather than a single dominant factor.

Pearson’s Correlation Coefficient

Table #
 Coefficient Interval Correlation Interpretation

0.00±0.199 Very Weak

0.20±0.399 Weak

0.40±0.599 Medium

0.60±0.799 Strong

0.80±1.000 Very Strong

P> 0.05 significance

https://www.researchgate.net/figure/Interpretation-of-Correlation-
Coefficient_tbl4_323336704

Shown in table # is the scale of the correlation analysis, utilizing the standard
correlation values to interpret the degree of relationships between the variables, with a
significance level set at P>0.05. As per Jaadi (2019), correlation serves as a crucial
statistical measure that elucidates the interdependence between two variables,
illustrating that as one variable undergoes changes, the other tends to follow suit in a
specific direction. Drawing on this concept, tangible real-life correlations, such as
income and expenditure, supply and demand, and the classic example of absence
correlating with a decrease in grades, exemplify the dynamic nature of relationships
between variables. This statistical approach provides a foundation for exploring the
nuanced connections within the research context of "The Impact of Makeup Tutorials
Exposure on Purchasing Behavior of Cosmetology Students of Elias P. Dacudao
Gumalang School of Home Industries enabling a deeper understanding of how these
variables may interact and influence each other.

Table #

Correlation Between the Makeup Tutorials Exposure and Purchasing Behavior of

Cosmetology Students
 Independent Variable
Dependent Variables Makeup Tutorial Exposure Decision on Ho

Budget and P-value 0.006554 Rejected

Availability Pearson 0.4778
Correlation (r)

Brand Loyalty P-value 0.6077 Accepted

and Trust Pearson
Correlation(r) 0.09593

Social Influence P-value 0.03005 Rejected

Pearson 0.3901
Correlation(r)

Table # presents the results of the analysis exploring the connection between Makeup

Tutorial Exposure and Purchasing Behavior of Cosmetology Students in Elias P. Dacudao

Gumalang School of Home Industries. The indicators of purchasing behavior encompass

budget and availability, brand loyalty and trust, and lastly the social influence, while makeup

tutorial exposure is gauged through five distinct questions.

Starting with the first indicator, the Pearson correlation analysis reveals a significant

medium positive relationship between Makeup Tutorial Exposure and Budget and Availability,

(r(29) = .478, p = .007). This indicates that as exposure to makeup tutorials increases, students

are moderately more likely to consider their budget and the availability of products when making

purchasing decisions. The significant p-value leads to the rejection of the null hypothesis,

confirming that there is a meaningful relationship between makeup tutorial exposure and the

purchasing behavior of cosmetology students. This finding aligns with the research by Hoyer

and MacInnis (2010), which suggests that informational content, such as tutorials, can
significantly influence consumer decision-making by highlighting budget-friendly options and

available products.

Moving on to the second indicator, Brand Loyalty and Trust, the Pearson correlation

results indicated a non-significant very small positive relationship between Makeup Tutorial

Exposure and Brand Loyalty and Trust (r(29) = .0959, p = .608). This suggests that increased

exposure to makeup tutorials does not significantly enhance or diminish brand loyalty and trust

among cosmetology students. The p-value of .608, being well above the threshold for

significance, supports the acceptance of the null hypothesis, indicating no significant

relationship between makeup tutorial exposure and purchasing behavior in terms of brand

loyalty and trust. This finding resonates with the conclusions drawn by Keller (2003), who noted

that while media exposure can introduce consumers to various brands, it does not necessarily

translate into increased brand loyalty or trust, especially among younger demographics who

may prioritize variety and experimentation over brand consistency.

Lastly, Social Influence, as the third indicator, showed a significant medium positive
relationship between Makeup Tutorial Exposure and Social Influence (r(29) = .39, p = .030).
This suggests that increased exposure to makeup tutorials correlates with a heightened
susceptibility to social influence among cosmetology students. The significant p-value (p = .030)
leads to the rejection of the null hypothesis, indicating that makeup tutorial exposure
significantly impacts purchasing behavior in terms of social influence. This finding aligns with
research by Goldsmith and Horowitz (2006), who found that exposure to online content,
including tutorials, can shape individuals' perceptions and behaviors by amplifying the influence
of social connections. In the context of makeup tutorials, students may be more inclined to
adopt trends and recommendations from their social circles or online communities, thereby
influencing their purchasing decisions.

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the Cosmetic Industry. Journal of Marketing Research, 38(2), 120-135.
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Purchasing Behavior: A Cross-Cultural Study. Journal of Consumer Behavior, 21(4),
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Goldsmith, R. E., & Horowitz, D. (2006). Measuring Motivations for Online Opinion
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Keller, K. L. (2003). Strategic Brand Management: Building, Measuring, and Managing

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