COLLEGE OF EDUCATION Student Research Journal Panipad-Sipad - West Visayas...

WVSUCOLLEGE OF EDUCATION

Student Research Journal

Panipad-SipadVol. XI, No. 1 September 2013

Table of Contents

Self-Esteem, Emotional Maturity, and Social Skills of College Students Engaged in Romantic Relationship ..................................................... 1 Camille Joy L. Calastre Brayn B. Cañete Jeffrey E. Colastre Janet E. Patricio Maebelle C. Villavicencio

A ‘talk-shop’ to Enhance the Oral Proficiency Skills of WVSU Freshman BSEd English Majors .......................... 19 Elaine Mae F. Gonzales Reynes L. Lastimoza Jayvee G. Nono Amber Gail L. Paguntalan Karren B. Suplico

Modelo sa Pagtuturo ng Maikling Kwento sa Pamamaraang UbD: Pagbuo at Pagtaya ......................... 31 Arian Jade C. Nariz Mariecon S. Salvacion Ma. Lorlen S. Segunla Christine Mae S. tambolero Abraham Edgar t. Vargas

Using BAGONG Rules in teaching: Effects on Learners’ Mathematics Anxiety .......................................... 45 Rizza Lynn G. Bulanon Juliet B. Calinao Je-an H. Occeñola Merly P. Pula

ISSN # 2243-99-00

Resolution No. 83, S. 2001

Approving the publication of a Student Research Journal for all colleges, and approving further that a journal fee of TWO HUNDRED PESOS (Php200.00) shall be collected from the students upon enrolment in their first research course.

Approved

Mathematics teachers’ Perceptions of Understanding by Design (UbD) Framework .............................................. 60

Cynthia V. Amboy Joanna Marie A. Calibara Rheas Mae G. Esmaña Maria Reca A. Marterio Carizza U. Nillos

Influence on Students’ Choice of Bachelor of Special Education (BSPEd) at West Visayas State University ........................... 79 Kizzia Jane A. Aleligay Ruthell A. Moreno Harriet B. torrico

Learning to Swim in turbulent Waters: Experiences and Coping Mechanisms of Pre-Service teachers with Dysfunctional Family .................................................. 94 Jennelyn A. Alonzaga Miriam J. Ariesgado Michelle Jane C. Asong Angeliza B. Dela Cruz

Effect of Coded and Uncoded Feedback on the Writing Proficiency among Second Year High School Students of La Paz National High School .......115 Josie Salvie L. Apologista Hershey S. Kilayko Joven A. Lastiere April Rose S. Naciongayo Jonah Mae E. Paltu-ob

Error Analysis of Essays Written by Fourth Year BSEd English Majors .........................................................128

Jayvan F. Astete Rhoda Mae S. Formon Dianna Rose D. Pacete Shena Mae G. Peñaflor Ronna Grace B. tacuyan

Error Analysis in the Spoken Discourse of First Year Bilingual Students of WVSU-ILS ........................................143 Glory Mae S. Ablanida Christy V. Calion Mae Shane G. Lamanero Cherry Claire A. Parochelin Joenes S. tamallana

WVSU - College of Education Student Research Journal

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SELF-ESTEEM, EMOTIONAL MATURITY, AND SOCIAL SKILLS OF COLLEGE STUDENTS ENGAGED

IN ROMANTIC RELATIONSHIP

Camille Joy L. CalastreBrayn B. Cañete

Jeffrey E. ColastreJanet E. Patricio

Maebelle C. VillavicencioBachelor of Elementary Education (General Education)

March 2012

Adviser: Dr. MA. LuLu L. LoyoLA

Abstract

This descriptive research study utilized the one-shot survey design. It sought to determine the level of self-esteem, emotional maturity, and social skills of 80 College of Education students engaged in romantic relationships at West Visayas State University, Academic Year 2011—2012. It also aimed at ascertaining the significant differences and relationships of self-esteem, emotional maturity, and social skills in relation to their age and length of relationship. It employed purposive sampling technique. The data were gathered utilizing the Self-Esteem Inventory, Emotional Maturity Questionnaire, and Social Skills Questionnaire. To describe the data, the researchers utilized frequency, mean scores, and standard deviation for descriptive statistics, and for inferential analysis, the Wilcoxon-Mann-Whitney Test and Spearman rho, both set at 0.05 alpha level. The results revealed that college students engaged in romantic relationships have average self-esteem when taken as an entire group and when classified according to age and length of relationship. Further, the emotional maturity and social skills of the participants whether taken as an entire group or when classified according to age and length of relationship was high. There were no significant differences in the levels of self-esteem, emotional maturity, and social skills of participants when classified according to age and length of relationship. Conversely, there was a highly significant relationship that exists between social skills and emotional maturity and between emotional maturity and self-esteem. However, there was no significant relationship between social skills and self-esteem of college students engaged in romantic relationships.


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Background and Theoretical Framework Human beings, since the very beginning of recorded history, have

always been social in nature. The desire of human beings to associate with people became an important need. John Donne said, “No man is an island”. Thus, people tend to form relationships with others to gain satisfaction and happiness. Bausmister and Espiritu (as cited in Franzoi, 2003) stated that, indeed, our need to belong is a powerful, fundamental, and extremely pervasive motivation as real as our need for food. our tendency to seek others, to make friends, and to form enduring close relationships seems to be an inherited trait that has helped us to survive and to reproduce (Franzoi, 2003).

College years are considered the unforgettable years in the life of every student. It is not only a time for education but also a chance for students to make themselves ready to face the uncertainties and the realities of life as well as to build memories with friends, teachers, and their environment. It is a time when students explore interests, eager to meet new people and excited to embrace every opportunity. As they engage in many activities, they become fascinated and curious of others. Hence, they want to enter and to be a part of each others’ lives and to start a deeper relationship. Moreover, it is common belief that being in love and being involved with others result in less stress, less depression, less misunderstanding, and more cheerfulness in dealing with daily life’s affairs.

This study is anchored on Havighurst’s (as cited in Hurlock, 1982) theory that the first developmental task of adolescents is to form new and more mature relationships with members of the opposite sex. During this stage, the new interest that begins to develop when sexual maturation is complete is romantic in nature and is accompanied by a strong desire to win the approval of the members of the opposite sex.

relationships, which are romantic in nature, become common among college students as they move from early adolescence (10-14 years old) to late adolescence (15-20 years old). According to Teenage research unlimited (2006) in the united States of America, three-fourths of teens aged 16-18 years old report having had relationships, dated, or “hooked up” with someone, and half of these youth had serious boyfriends or girlfriends. Many of those in middle to late adolescence report spending more time with their romantic partners than with friends and family (Furman & Schoffer, 2003).

According to the reward/Need Satisfaction Theory of Byrne and Clone (as cited in Jaskar, 2011), people form relationships because they find them rewarding. People reward us by meeting our needs for friendship, love, and sex, among others. Further, Argyle (as cited in Jaskar, 2011) suggested that if we meet someone when we are sad and they help us escape that state by offering comfort and support, this gives us reinforcement. This increases


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our liking for them and the chances of us forming a relationship with them. Engaging in relationships while studying in college can bring

excellence or failure in academic as well as in non-academic performances in school. The way students deal with their activities inside or outside the classroom can affect their progress in many areas of their lives. Thus, it is important that students engaged in relationships must know their limitations and boundaries. This way, their actions will be guided so as to get the most out of the relationship while studying in college.

The researchers, as college students themselves, are interested to look into the gains as well as the pains of engaging in romantic relationship, more specifically on the self-esteem, emotional maturity, and social skills of those involved.

It has been noted, however, that in the Philippine setting, there is a dearth of materials as regards studies on adolescents engaging in relationships while in college.

The paradigm of the study is shown in Figure 1.

INDEPENDENT VArIABLES DEPENDENT VArIABLES

Self-Esteem

Age

Emotional Maturity

Length of relationship

Social Skills

Figure 1. A paradigm conceptualizing the relationships among the variables in the study.

Statement of the Problem This study aimed to determine the level of self-esteem, emotional

maturity, and social skills of College of Education students engaged in romantic relationships at West Visayas State university, Academic year 2011—2012.

Specifically, it sought answers to the following questions: 1. What is the level of self-esteem, emotional maturity, and social skills

of college students when taken as an entire group and when classified according to age and to length of relationship?

2. Are there significant differences in the self-esteem of the participants when classified according to age and to length of relationship?


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3. Are there significant differences in the emotional maturity of the participants when classified according to age and to length of relationship?

4. Are there significant differences in the social skills of the participants when classified according to age and to length of relationship?

5. Are there significant relationships between social skills and emotional maturity, between social skills and self-esteem, and between emotional maturity and self- esteem?

Hypothesis In view of the given problem, the following hypotheses were

considered:1. There are no significant differences in the self-esteem of the

participants when grouped according to age and to length of relationship.

2. There are no significant differences in the emotional maturity of the participants when grouped according to age and to length of relationship.

3. There are no significant differences in the social skills of the participants when grouped according to age and to length of relationship.

4. There are no significant relationships between social skills and emotional maturity, between social skills and self-esteem, and between emotional maturity and self-esteem.

Research Design This descriptive research utilized a one-shot survey research design.

Descriptive research is used to understand the nature, characteristics, components, or aspects of a situation or phenomenon (Garcia, 2003). In addition, this design is being used when the study objective is to describe a situation or condition of a study population as it exists, or to determine or describe the characteristics of a population or its respondents (David, 2002).

This study ascertained the levels of self-esteem, emotional maturity, and social skills of college students engaged in romantic relationships. The study made use of published questionnaires on self-esteem, emotional maturity, and social skills.

The Participants The participants of this study were the 80 College of Education

students of West Visayas State university, Academic year 2011—2012 who were in romantic relationships at the time of the study. The participants were the 28 Bachelor of Secondary Education (BSEd) students, 28 Bachelor of


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Elementary Education (BEEd) students, and 24 Bachelor of Special Education (BSPEd) students. The participants were chosen through purposive sampling. According to Garcia (2003), in purposive sampling, the researchers select the sampling units based on their subject judgment. The sample deliberately included those who met the purpose or objective of the study.

Table 1 shows the distribution of the participants.

Table 1 Distribution of participants.

Category Frequency Percentage A. Entire Group 80 100 B. Age younger (16-18 years old) 47 58.75 older (19-21 years old) 33 41.25 C. Length of relationship Short-term (Below 1 year) 38 47.5 Long-term (1 year and above) 42 52.5 D. Self-Esteem High 23 28.75 Average 55 68.75 Low 2 2.5 E. Emotional Maturity High 57 71.25 Average 23 28.75 F. Social Skills High 62 77.5 Average 18 22.5____________________________________________________________The Instrument

The main sources of data in this study were the answers to the published questionnaires on self-esteem, emotional maturity, and social skills.

The questionnaire has four parts. The first part gathered the information on participants’ age, course, year level, and length of relationship. The second part ascertained the self-esteem of the participants utilizing the Coopersmith Self-Esteem Inventory. The third part dealt with questions on Emotional Maturity by Sr. Mary Pilar Versoza, rGS. The fourth part determined the social skills of the participants utilizing the Social Skills Questionnaire by Contreras (2003).

To determine the participants’ age, the following classification and its corresponding description were utilized:


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Classification Description 16-18 years old younger 19-21 years old older

The scores were added and the sum was considered the participants’ scores. The participants were then classified as those possessing high, average, and low self-esteem.

Scores Description 50-35 High 34-18 Average 17-1 Low

Emotional Maturity. The third part consisted of 30 questions on emotional maturity that were grouped into three. The first group included 10 questions that revolve around the question, “What kind of image do I hold of myself?”, the second group had 10 questions that revolve around the question, “What are my true feelings about others?”, and the third group had 10 questions that revolve around the question, “How do I meet the demands of life?” The participants of the study were asked to indicate their responses to the items in the questionnaires by checking their choices.

The items were answered by any of the following responses: Always, often, Sometimes, Seldom, and Never with numerical equivalents of 5, 4, 3, 2, and 1, respectively.

“Always” means that the participant is very much agreeable to the idea conveyed by the statement.

“often” means that the participant is agreeable to the idea conveyed by the statement.

“Sometimes” means that the participant is partly agreeable to the idea conveyed by the statement.

“Seldom” means that the participant is opposed to the idea conveyed by the statement.

“Never” means that the participant is strongly opposed to the idea conveyed by the statement.

The scores were added and the sum was considered to be the participants’ scores. The participants were then classified as those possessing high, average, and low emotional maturity.



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Social Skills. The questionnaire consisted of 19 questions on social skills. The items were answered by any of the following responses: Always, often, Sometimes, Seldom, and Never with numerical equivalents of 5, 4, 3, 2, and 1, respectively.

“Always” means that the participant is very much agreeable to the idea conveyed by the statement.

“often” means that the participant is agreeable to the idea conveyed by the statement.

“Sometimes” means that the participant is partly agreeable to the idea conveyed by the statement.

“Seldom” means that the participant is opposed to the idea conveyed by the statement.

“Never” means that the participant is strongly opposed to the idea conveyed by the statement.

The participants of the study were asked to indicate their responses to the items in the questionnaires by checking their choices. The scores were added and the sum was considered the participants’ scores. The participants were then classified as those highly skilled, moderately skilled, and fairly skilled.

Scores Description 70-95 Highly Skilled 44-69 Moderately Skilled 43-19 Fairly Skilled

Data Gathering Procedure Permission to conduct the study was secured from the dean of the

College of Education, West Visayas State university. The researchers fielded the questionnaires on self-esteem, emotional

maturity, and social skills among the students of the College of Education, West Visayas State university who were engaged in romantic relationships. The fielding of questionnaires was done for three consecutive days. The researchers purposively selected college students who were presently engaged in relationships. After asking permission from each of the participants, the researchers scheduled them according to their course as to the day and the time they would be answering the questionnaires. The 28 Bachelor of Secondary Education students answered the questionnaire on the first day, the 24 Bachelor of Special Education students answered on the second day, and the 28 Bachelor of Elementary Education on the third day.

To ensure that appropriate responses would be gathered, the researchers personally distributed the copies of the research instruments. The participants were guided by the researchers as they answered the questionnaires.


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The data collected from the questionnaires were tallied, analyzed, and interpreted.

Statistical Data Analysis The data gathered in the study were subjected to descriptive and

inferential statistical treatments. Frequency. Frequency count was used to determine the number of

participants in certain levels of self-esteem, emotional maturity, social skills, age, and length of relationship.

Mean. obtained mean scores were used to determine the students’ self-esteem, emotional maturity, and social skills.

Standard Deviation. Standard deviation was used to determine the dispersion of the students’ scores about the mean.

Wilcoxon-Mann-Whitney Test. Wilcoxon-Mann-Whitney Test was employed to determine significant differences among the students’ self-esteem, emotional maturity, social skills, age, and length of relationship.

Spearman rho. Spearman rho was used to determine the significance of the relationships among the students’ level of self-esteem, emotional maturity, and social skills.

Results and Discussions

Self-Esteem of Participants Table 2 shows that the participants when taken as an entire group

have average self-esteem (M=31.58, SD=7.552). The standard deviation shows a narrow dispersion of the scores, indicating the homogeneity of the participants’ level of self-esteem.

When the participants were classified according to age, it shows that younger participants (M=30.77, SD=6.558) as well as older participants (M=32.73, SD=8.690) have average self-esteem. The standard deviation shows a narrow dispersion of the scores, indicating the homogeneity of the participants’ level of self-esteem.

When the participants were classified according to length of relationships, those having short-term (M=31.74, SD=7.724) and long-term (M=31.43, SD=7.425) romantic relationships have average self-esteem. The standard deviation shows a narrow dispersion of the scores, indicating the homogeneity of the participants’ level of self-esteem.


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Table 2 Self-esteem of participants when taken as an entire group and when classified according to age and length of relationship. Category Mean Description Standard Deviation A. Entire Group 31.58 Average 7.522 B. Age younger (16-18 years old) 30.77 Average 6.558 older (19-21 years old) 32.73 Average 8.690 C. Length of relationship Short-term (Below 1 year) 31.74 Average 7.724 Long-term (Above 1 year) 31.43 Average 7.425 ____________________________________________________________ Legend:


Emotional Maturity of Participants Table 3 shows that the participants when taken as an entire group

have high level of emotional maturity (M=119.81, SD=13.267). The standard deviation shows a narrow dispersion of the scores, indicating the homogeneity of the participants’ level of emotional maturity.

When the participants were classified according to age, it shows that younger participants (M=119.91, SD=12.652) as well as older participants (M=119.67, SD=14.295) have high level of emotional maturity. The standard deviation shows a narrow dispersion of the scores, indicating the homogeneity of the participants in terms of emotional maturity.

The same is true when the participants were classified according to length of relationships. Those having short-term (M=118.11, SD=12.466) and long-term (M=112.36, SD=13.919) heterosexual relationships have high emotional maturity. The standard deviation shows a narrow dispersion of the scores, indicating the homogeneity of the participants in their emotional maturity.


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Table 3 Emotional maturity of participants when taken as an entire group and when classified according to age and length of relationship. Category Mean Description Standard DeviationA. Entire Group 119.81 High 13.267 B. Age younger (16-18 years old) 119.91 High 12.652 older (19-21 years old) 119.67 High 14.295 C. Length of relationship Short-term (Below 1 year) 118.11 High 12.466 Long-term (Above 1 year) 112.36 High 13.919

Legend: Scores Description 111-150 High 70-110 Average 69-30 Low

Social Skills of Participants Table 4 shows that the participants when taken as an entire group are

highly skilled (M=75.10, SD = 8.069). The standard deviation shows a narrow dispersion of the scores, indicating the homogeneity of the participants’ level of social skills.

When classified according to age, it shows that younger participants (M=75.00, SD-8.356) as well as older participants (M=75.24, SD=7.766) are highly skilled. The standard deviation shows a narrow dispersion of scores, indicating the homogeneity of the participants’ level of social skills.

As to length of relationship, both those having short-term (M=75.00, D=7.802) and long-term (M=75.19, SD=8.396) romantic relationships are highly skilled. The standard deviation shows a narrow dispersion of the scores, indicating the homogeneity of the participants’ level of social skills.


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Table 4 Social skills of participants when taken as an entire group and when classified according to age and length of relationship. Category Mean Description Standard DeviationA. Entire Group 75.10 Highly Skilled 8.069 B. Age younger (16-18 years old) 75.00 Highly Skilled 8.356 older (19-21 years old) 75.24 Highly Skilled 7.766 C. Length of relationship Short-term (Below 1 year) 75.00 Highly Skilled 7.802 Long-term (Above 1 year) 75.19 Highly Skilled 8.396 Legend:

Scores Description 70 - 95 Highly Skilled 44 - 69 Moderately Skilled 43 - 19 Fairly Skilled

Differences in the Self-Esteem of the Participants When Classified According to Age and Length of Relationship

The result of the Wilcoxon-Mann-Whitney Test in Table 5 reveals that there is no significant difference in the self-esteem of the participants when classified according to age (Z=-1.429, p=0.153>0.05) and to length of relationship (Z=-.0408, p=.962>0.05). The null hypothesis, which states that there is no significant difference in the self-esteem of college students engaged in romantic relationship when classified according to age and length of relationship, was accepted. This indicates that college students engaged in romantic relationship have high self-esteem regardless of age and length of relationship.

Table 5 Differences in self-esteem of participants when classified according to age and length of relationship.

Category N Mean Rank Sum of Ranks Z 2-tailed A. Age younger (16-18 years old) 47 37.39 1757.50 -1.429 .153 older (19-21 years old) 33 44.29 1482.50 Total 80 B . Length of relationship Short-term (Below 1 year) 38 40.37 1534.00 -0.408 .962 Long-term (Above 1 year) 42 40.62 1706.00 Total 80


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Differences in the Emotional Maturity of the Participants When Classified According to Age and Length of Relationship

The Wilcoxon-Mann-Whitney Test in Table 6 reveals that there is no significant difference in the emotional maturity of the respondents when classified according to age (Z=-0.142, p=0.887>0.05) and to length of relationship (Z=-1.171, p=0.242>0.05). The null hypothesis, which states that there is no significant difference in the emotional maturity of college students engaged in romantic relationship when classified according to age and to length of relationship, was accepted.

This indicates that college students engaged in romantic relationship have high emotional maturity regardless of age and length of relationship.

Table 6 Differences in emotional maturity of participants when classified according to age and length of relationship. Category N Mean Rank Sum of Ranks Z 2- tailedA. Age younger (16-18 years old) 47 40.19 1889.00 -0.142 0.887 older (19-21 years old) 33 40.94 1351.00 Total 80

B. Length of relationship Short-term (Below 1 year) 38 37.30 1417.50 -1.171 .242 Long-term (Above 1 year) 42 43.39 1822.50 Total 80 __________________________________________________________________________

Differences in the Social Skills of the Participants When Classified According to Age and Length of Relationship

The result of the Wilcoxon-Mann-Whitney Test in Table 7 reveals that there is no significant difference in the social skills of the respondents when classified according to age (Z=-0.284, p=0.777>0.05) and to length of relationship (Z=-0.270, p=0.787>0.05). The null hypothesis, which states that there is no significant difference in the social skills of college students engaged in romantic relationship when classified according to age and to length of relationship, was accepted.

This indicates that college students engaged in romantic relationship have high social skills regardless of age and length of relationship.


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Table 7 Differences in social skills of participants when classified according to age and length of relationship. Category N Mean Rank Sum of Ranks Z 2-tailed A. Age younger (16-18 years old) 47 39.88 1874.50 -0.284 0.777 older (19-21 years old) 33 41.38 1365.50 Total 80

B. Length of relationship Short-term (Below 1 year) 38 39.76 1511.00 -0.270 0.787 Long-term (Above 1 year) 42 41.17 1729.00 Total 80 __________________________________________________________________________

Relationships Between Social Skills and Emotional Maturity, Between Social Skills and Self-esteem, and Between Emotional Maturity and Self -esteem

The Spearman rho in Table 8 shows highly significant relationship between social skills and emotional maturity of college students engaged in romantic relationships (r=0.608, p<0.01). The null hypothesis, which states that there is no significant relationship between the social skills and the emotional maturity of college students who are engaged in romantic relationships, was rejected.

It shows no significant relationship between social skills and self-esteem (r=0.178, p>0.05). The null hypothesis, which states that there is no significant relationship between the social skills and the self-esteem of college students engaged in romantic relationships, was accepted.

It also reveals a significant relationship between emotional maturity and self-esteem (r=0.352, p<0.05). The null hypothesis, which states that there is no significant relationship between the emotional maturity and the self-esteem of college students who are engaged in romantic relationship, was rejected.

Table 8 Relationships between social skills and emotional maturity, between social skills and self-esteem, and between emotional maturity and self-esteem. Category Self-Esteem Emotional Maturity Social Skills r sig r sig r sig Self-Esteem 0.352* 0.001 0.178 0.114 Emotional Maturity 0.352* 0 .001 0.608** 0.000 Social Skills 0.178 0 .114 0 .608** 0.000

* Correlation is significant at the 0.05 level (2-tailed) ** Correlation is significant at the 0.01 level (2-tailed)


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Conclusion In view of the foregoing findings, the following conclusions were

drawn. The average self-esteem of the participants confirms the idea of

Hurlock (1985) that the development of self-esteem in adolescents involves many factors, such as physical appearance, attractiveness, acceptance by peers, parental support, and performance in school. According to Plotnik (2006), a large percentage of adolescents (about 60 percent) develop and maintain a strong sense of self-esteem through junior high schools. These individuals do well in school, develop rewarding friendships, participate in social activities, and are described as cheerful, assertive, emotionally warm, and unwilling to give up if frustrated. on the other hand, a small percentage of adolescents (about 15 percent) develop and maintain a chronically low sense of self-esteem that continues through junior high school. These adolescents usually have continuing personal and social problems (shy, lonely, depressed), which have been present for some time and contribute to this low self-esteem.

As to the individual’s emotional maturity, when one relates with others, similarly his or her emotional maturity is also developed as he or she learns to adjust to another person. According to Havighurst (as cited in Hurlock, 1982), the first developmental task of adolescence is to form new and more mature relationships with members of the opposite sex. Bustos, et al. (1985) aver that adolescents need to learn emotional control. This means reassessing an emotional situation using reason instead of emotion and avoiding an unpleasant overt and verbal expression that one would regret later. The adolescent can redirect his or her emotional responses to more socially acceptable forms of expression.

When one establishes a relationship with others, there is more likelihood that he or she will develop the skills in relating with others, whether it is of the same sex (homosexual) or of the opposite sex (heterosexual). Furthermore, Lourdes (2011) states that adolescence is an important time to expand social skills for approaching adulthood. Effective social habits cultivated at this critical life stage can help adolescents function more productively for the rest of their lives. According to Hurlock (1982), middle-aged people who never learned the social skills of their peers when they were younger, or who allowed their earlier-learned social skills to become rusty during early adulthood, feel ill at ease in social situations and either withdraw from them or play the onlooker’s role.

The participants’ self-esteem, emotional maturity, and social skills in terms of age and length of relationship may not have varied significantly because there seems to be a close gap in the ages of the college students. Moreover, the length of relationship of college students is not also that distant, considering a difference of one to two years will not really make a


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difference. The significant relationship between social skills and emotional

maturity shows that if the person is emotionally mature, he or she will be able to relate and to communicate well with other people. Social skills and self-esteem were not significantly related, maybe because no matter how high or low the social skills of a college student engaged in romantic relationships are, this does not in any way affect his or her self-esteem. However, social skills training for adolescents has been associated with enhanced self-esteem (Stake, et al., 1983), improved problem-solving skills (Guerra, et al., 1990), drug refusal (Horan, et al.), and sex refusal (rayrid, et al.). There is a significant relationship that existed between emotional maturity and self-esteem. It is an accepted fact that the person who is emotionally mature feels good about himself.

Carruthers (2011) noted that emotional maturity seems to be a prerequisite for happiness and is associated with self-esteem and a stable sense of integrity.

Recommendations Based on the findings and the conclusions of this study, the following

recommendations were discussed. relating with others and engaging in romantic relationships are part of

growing up. Hence, students may engage in romantic relationships, provided they must be prepared and guided to meet this particular developmental task. Moreover, schools may offer students with opportunities to relate with others and to ensure their exposure to the right crowd or to potential partners, thereby increasing their chances of meeting wholesome individuals.

Homeroom advisers, in coordination with the schools’ guidance office together with the guidance counselors, may formulate a guidance program focused on handling relationships, improving self-esteem, time management, and other related topics.

Finally, a follow-up study may be conducted on academic performance as well as on the psychological well-being of students engaged in romantic relationships. The data and information from the study may also give additional insights and contribute to the development of a guidance or training program for students to prepare them for engaging in wholesome and enriching relationships.


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Thompson, K., Bundy. K., & Wolfe, W. (2011). Social skills training for young adolescents: Cognitive and performance components.

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A ‘TALK-SHOP’ TO ENHANCE THE ORAL PROFICIENCY SKILLS OF WVSU FRESHMAN

BSEd ENGLISH MAJORS

Elaine Mae F. Gonzalesreynes L. Lastimoza

Jayvee G. NonoAmber Gail L. Paguntalan

Karren B. Suplico Bachelor of Secondary Education (English)

March 2012

Adviser: ProF. FINA FELISA L. ALCuDIA

Abstract

This research aimed to enhance the English oral proficiency skills of would-be English teachers through a ‘Talk-Shop’, a series of sessions that covered various oral interaction activities handled by faculty experts. The ‘Talk-Shop’ was a four-day seminar-workshop conducted for consecutive Saturdays. Each session covered different topics: Review on the Sounds of English, Presenting One’s Self in an Interview, Theatrics and Impromptu Speaking, Film Viewing and Reacting, Interaction with a Native Speaker, and Preparing for the Final Interview. These sessions exposed the participants to opportunities to use the English language in the verbal mode using different strategies. Fifteen (15) BSEd freshman English majors of the College of Education, West Visayas State University, S.Y. 2011-2012 were chosen as participants of the study. They were subjected to pre- and posttests to measure the effectiveness of the training. The data gathered were duly assessed and evaluated by a panel of jurors. The scores were gathered, tabulated, compared, analyzed, and interpreted. The mean of the equivalent scores of the pre- and posttest results was determined and compared to get the significant difference. The mean of the pretest and posttest is 13.933, and the standard deviation is 7.206. The results showed that the ‘Talk-Shop’ trainings had significant effects in enhancing the English oral proficiency of freshman English majors. The ‘Talk-Shop’ can be used to improve the communication skills of would-be English teachers. The research findings strongly suggest that English training programs for teachers are effective measures in addressing the need to enhance English oral proficiency of would-be English teachers, including their grammar, fluency, appropriacy, organization of words, and accent, in order to help them become effective, self-confident, and satisfied professionals (Medgyes, 1999, p. 179). Intervention at an early stage will help them develop confidence and will prepare them for actual teaching.


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Background of the StudyIn the present time, the world is within reach for many people as it

becomes a global village. Information is at the tip of the fingers through the help of cables that connect us to communication, which is made possible by telecommunications advancement. Because of this, people interact more often whether through virtual or face-to-face modes; thus, there is a need for enhanced competence in the use of the language, especially English—the international language for education, business and commerce, and politics.

The fast growth of the BPo or the Business Processing and outsourcing industry in the country poses a great need for the manpower of English speakers. Whereas many college graduates work in call centers, there is a vital need for good and quality speakers from among university students. This communication revolution also changed views about language and language teaching. That language can be analyzed, described, and taught as a system for expressing meanings had a profound effect on language teaching.

According to the study of Nunan (2009), in the early 1970s language was perceived as a unified system, and the ultimate aim to learn the language is to master the structure of the language and to achieve the language norms of the “native speakers”. Traditional learners are taught chiefly about the language and the rules that underlie it. They learn facts rather than how to use language communicatively.

To be able to use the language communicatively, one of the skills that needs to be honed is speaking. People speak to carry out most of their daily activities. In the study of Jaymes (2000), he categorized the reasons why people need to speak: (1) transactions (language is used to get tasks done, e.g. requesting and giving factual information and service encounters) and (2) interaction (the use of language for social intercourse, e.g. conversing, discussing, making friends, and storytelling).

Speaking is an essential skill that needs a lot of practice. For ESL speakers, the proficiency in English is more crucial to develop. Though there could be no definite strategy or way to enhance it, one must be familiar with the language and must master the requisites. As cited by Borbon (2009), Filipino teachers do not usually use the English language in ordinary conversations aside from its use inside the classroom; thus, the span of time in contact with the language is limited. There is also less opportunity to interact with native speakers. A long term exposure to the language may be needed to gain facility.

Theoretical Framework of the Study In Communicative Language Teaching for the Twenty-First Century,

Savignon (1997) stated that identifying the learners’ needs and goals for learning the language is the first step to develop a program for language teaching. Learners must be active participants in the interpretation, the


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expression, and the negotiation of meaning. Lazariton (1997), citing Bailey and Savage (1994), affirmed that to

speak the language means knowing the language itself. Though speech is the most basic way of communicating, speaking with the use of the second language has been the most demanding of the four skills.

According to Spada as cited by Nunan (2009), classrooms that are basically “communicative” in orientation but contain opportunity for explicit grammatical instruction are more superior than traditional classrooms that focus on grammar and immersion programs. The creativity principle must be applied for creative language use and for the opportunity to respond to different and new situations.

This study was anchored on Hyme’s theory of communicative competence, which defined what a speaker needs to know about context, appropriacy, and role relationships in order to be competent in a speech community. Canale and Swain (1980, in richards and rodgers, 2001, p. 160) gave these pedagogical purposes to cover the following aspects:

1. Grammatical competence – This includes the set of rules in phonology, orthography, vocabulary, word formation, and sentences formation.

2. Sociolinguistic competence – These are rules for the expression and understanding of appropriate social meanings and grammatical forms in different contexts.

3. Discourse competence – These are rules of both cohesion (how sentence elements are tied together via reference, repetition, synonymy, etc.) and coherence (how text are constructed)

4. Strategic competence – This is a repertoire of compensatory strategies that help with a variety of communication difficulties.

The study reflects the “communicative approach”, which seeks to focus not only on the rules of grammar but also on the actual use of language in real situations; thus, accuracy should balance fluency. Hughes (1989) proposed that speaking with “natural language ease” will take place when speaking activities focus on meaning and its negotiation. In the classroom, speaking strategies must be employed by the teacher and overt correction should be minimized.

Institutions and the Department of Education (DepED) conduct trainings for teachers to master the English language. However, there are no specific methods that can be generic but effective for second language speakers like Filipino students. The aim of this study is to create a training design that will develop proficient and competent English-speakers, especially in the teacher-training phase focusing on English majors. oftentimes, schools discuss the theories of language inside the classrooms, but they give


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less attention to actual practice; thus, resulting in the incapacity to use the language, especially in the oral form. This suggests that there is a great need to enhance the communicative skills of students, especially that of would-be English teachers. This study aims to develop a specific training in which the oral proficiency of the students will be enhanced through the ‘Talk-Shop’ with the use of modern technology, strategies, and time-tested approaches. The study is graphically illustrated below:

Treatment ‘Talk-Shop’

Pretest (A series of Posttest trainings)

Figure 1. Effect of the ‘Talk-Shop’ on the oral proficiency skills of the participants.

Statement of the Problem This research aimed to measure the effect of the ‘Talk-Shop’ in

enhancing the oral proficiency skills of WVSU freshman BSEd English majors.

Specifically, this study sought answers to the following questions: 1. What is the oral proficiency level of BSEd freshmen major in

English: a. prior to the ‘Talk-Shop’? b. after the ‘Talk-Shop’?

2. Is there a significant difference in the oral proficiency level of BSEd freshmen major in English after the exposure to the ‘Talk-Shop’?

HypothesisThe ‘Talk-Shop’ has no significant effect in enhancing the oral

proficiency skills of the first year BSEd English 2011—2012 of the College of Education, West Visayas State university.

Research DesignThis study employed the experimental method of research.

Experimental research aims to prove the effect of an independent variable in the study. The independent variable was the ‘Talk-Shop’—a set of training designed by the researchers to enhance the English oral proficiency of the participants. The dependent variable was the subjects’ English oral proficiency before and after undergoing the said training.


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ParticipantsThe participants were fifteen (15) committed freshmen students of

Bachelor in Secondary Education with specialization in English from West Visayas State university for school year 2011—2012. The participants were required to finish a total of nineteen (19) hours of training for four consecutive Saturdays.

Pretest, Training, and Posttest This research made use of a video-taped pretest and posttest to a

group of Education students in the field of English to gather data that would determine the participants’ oral proficiency and the training’s effectiveness. The subjects were pretested individually during their spare time. They were each interviewed, wherein only the interviewee, the interviewer, and an assistant were present inside the room. The students were asked to choose a topic question made by the research team. These questions, which were validated by three WVSu professors, are as follows:

What is your view on the K to12? • What can you say about the enrollment system here at West Visayas • State university? Discuss your answer.Is Philippine education left behind among those of other countries in • Asia? Why or why not? What can you say about the budget cut for education? Please give • your reaction. Is Benigno “Noynoy” Aquino performing his role as president of the • Philippines? Explain. What do you think are the advantages or the disadvantages of being • a WVSu-CoE graduate?

The participants were given two minutes to introduce and describe themselves and another three minutes to discuss about the topic they have chosen.

The ‘Talk-Shop’ started a week after the pretest. It covered four six-hour sessions: Day 1 covered review on the Sounds of English and Presenting one’s Self in an Interview. review on the Sounds of English refreshed and made the participants recall the basics of English: pronunciation, diction, and accent. Presenting one’s Self in an Interview built up the character of the subjects while speaking using the rules of a formal interview. The speaker addressed effective communication strategies in a job interview setting. Specific interview questions and proper behavior during interviews were discussed throughout the session. Day 2 covered Theatrics and Impromptu. Theatrics and Impromptu boosted the confidence of the students


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in oral communication. They were made to internalize emotions for proper projection and delivery through dramatics and to organize their thoughts through impromptu. Day 3 covered Interaction with a Native Speaker and Film Viewing. Interaction with a Native Speaker was arranged to follow up on the development of the participants during the preceding sessions. During that time, they experienced talking to a native speaker to apply what they have acquired from the trainings. Film viewing had two components: one English film and video clips all in English for the students to listen to and observe. This aims to enhance their accent just like that of a native speaker. Day 4 covered the Final Interview. The participants were reviewed of all the topics covered by the sessions; they were made to give their feedbacks and reflection.

The posttest was administered after the four sessions, with the same process and tool as in the pretest. The videos of the pre-and posttests were gathered and subjected to a panel of five jurors from the senior BSEd English. A validated rubrics designed by the researchers was used in rating both test for validity and reliability. The scores were gathered, tabulated, compared, analyzed, and interpreted.

Results and Discussion

Descriptive Data Analysis Through the use of the rubric for assessing English oral language

proficiency adapted from “Testing for Language Teachers’’ (Hughes, 1989), the researchers determined the present English oral proficiency of the freshmen English majors before and after the training to measure the significance of the “Talk-shop”. First, their initial skills measured for them to determine if the researchers would be significant, and secondly, the researchers conducted a posttest that will be compared to the initial test to find out the significance of the ‘Talk-Shop.

The Present English Proficiency of Freshmen English Majors The present English oral proficiency of the freshmen English

majors that was measured through rating their video-taped interviews had a mean of 60.93, which shows that they have average English proficiency.


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The data are shown in Table 1.

Table 1 The English oral proficiency of freshman english majors. Std. Error Mean N Std. Deviation Mean Pair I Posttest 74.87 15 7.434 1.919 Pretest 60.93 15 10.124 2.614

Descriptive rating Scale

80–100 Proficient 60–79.9 Average Proficiency 40–59.9 Low Proficiency 20–39.9 Very Low Proficiency 0–19.9 Incompetent

The Significance of the ‘Talk -Shop’ The mean of the equivalent scores of the pre-and posttest results was

determined and compared to get the significant difference. The mean of the pretest and posttest is 13.933 and the standard deviation is 7.206 as shown in Table 2.

The results clearly stated that the ‘Talk-Shop’ enhanced the English oral proficiency of freshmen English majors. It has a 0.000 significance, which means that the ‘Talk-Shop’ is effective.

Table 2 T-test result. Paired Differences 95% Confidence Std. Interval of the Std. Error Difference Sig. Mean Deviation Mean Lower upper t df (2-tailed) Pair I Posttest- Pretest 13.933 7.206 1.861 9.943 17.924 7.849 14 0.000

There is a great difference between the pre- and the posttest results, which means that the intervention (that is, the ‘Talk-Shop’) brought a substantial effect on the participants.

out of the data collected, the study shows that the series of trainings during the ‘Talk-Shop’ had significantly improved the five categories of


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English oral proficiency among the freshmen BSEd English majors in the areas of grammar, accent, fluency, appropriacy, and organization of words.

Conclusions In view of the findings, the following conclusions were formulated:

1. It can be ascertained that the ‘Talk Shop’ had significant effects in enhancing the oral proficiency skills of freshmen BSEd English of WVSu-CoE. The results showed that the participants’ posttest interview had a higher percentage as compared to their pretest interview.

2. All participants significantly improved on their oral proficiency by having opportunities for practice through the training sessions. The training sessions included Sounds in English, Presenting one’s Self in an Interview, Theatrics and Public Speaking, and Interaction with a Native Speaker of English.

3. From the data collected, results show that the training greatly improved the grammar and the appropriacy of the participants, while the accent was the least improved aspect of English proficiency.

4. The training was conducted in a short period of time; hence, there was minimal improvement. The training program should be longer to further address the participants’ needs in enhancing their oral proficiency skills in English.

5. The results suggested that focus should be given more on the participants’ accent, fluency, and organization of words.

Recommendations These recommendations are hereby presented as premised by the

aforementioned findings and conclusions: 1. The results of the pretest and the posttest of the students’ performances

are significant. The students’ improvements depended on some factors. The frequency of student attendance must be improved. The regularity may help the students maximize learning and training.

2. The facilitators must be strict in implementing the rules and regulations during the seminar-workshop. Making the venue an English Zone may oblige the students to use the language. This could help them practice the language and be confident in using it.

3. The ‘Talk-Shop’ should cover a longer span of training. The three- hour session for each topic is not enough for the students to absorb the input being discussed by the speakers. It would help to conduct the training during consecutive days and not during consecutive Saturdays only. The gaps may distract the students or make them forget previous learning.


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4. The ‘Talk-Shop’ needs further revision, modification, and improvement to maximize its effectiveness in enhancing the English oral proficiency of the participants. Additional topics can be covered. More performances and communicative tests must also be conducted to determine how much the students have learned from the training and how far they have actually improved on their oral skills.

5. The training could be opened to all individuals who have needs in enhancing their English oral proficiency.

6. This study can be a basis of institutions for crafting a curriculum that aims to promote English oral proficiency. It is also recommended that the screening for English majors must place higher weight on the oral proficiency of the applicants.

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MODELO SA PAGTUTURO NG MAIKLING KWENTO SA PAMAMARAANG UbD: PAGBUO AT PAGTAYA

Arian Jade C. NarizMariecon S. SalvacionMa. Lorlen S. Segunla

Christine Mae S. TamboleroAbraham Edgar T. Vargas

Bachelor of Secondary Education (Filipino)March 2012

Adviser: ProP. LorEy F. TANALEoN

Abstrak

Layunin ng pag-aaral na ito ang makabuo ng modelo sa pagtuturo ng maikling kwento sa pamamaraang understanding by Design. Descriptive design o pamamaraang palarawan ang disenyo ng pag-aaral. Ang istadistikang palarawang ginamit ay mean score. Ang nabuong modelo ay napatunayang napakahusay batay sa pagtatayang isinagawa ng limang piling guro mula sa iba’t ibang mataas na paaralang pansekundarya. Ang resulta ay nagpakita ng napakataas na antas ng kahusayan pagdating sa paglikha ng unang antas o ang Antas ng Inaasahang Bunga, ikalawang antas o ang Antas ng Pagtataya, at ang ikatlong antas o ang Antas ng mga Plano sa Pagkatuto, na siyang pumapaloob sa nabuong modelo na maaaring maging mabisang kagamitan para sa pagtuturo ng Filipino sa mga paaralang pansekundarya.

Banghay ng Pag-aaral Ang mundo ay patuloy sa pag-inog. Kaakibat sa bawat pag-

inog na ito ay pagbabago. Ang bawat pagbabagong nagaganap ay may kaalinsabay ring pagpupunyagi at pagyakap sa magulong takbo ng buhay upang mapagtagumpayan ang mga balakid na kakaharapin ng tao sa pakikihamok sa buhay.

Isang mahalagang pangangailangan ng tao ang masusing pagsusuri at pag-aaral sa kanyang kapaligiran at lipunang ginagalawan sa pamamagitan ng nakasulat at nakatalang karanasang kanyang naranasan at tatahakin pa. Siya ay isang indibidwal na may kamalayan sa kalagayang umiiral sa lipunang kinabibilangan niya at namulat sa masiglang pagtatamasa ng kasiyahan sa likod ng mga balakid na kanyang sinusuong. Napaglalabanan niya ang masalimuot na pamumuhay sapagkat siya ay umaasa at nananalig sa mga kahanga-hangang biyayang natatamo niya araw-araw. Siya ay nalulugod


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o hindi kaya ay nalulungkot sa magkasalungat na mga pangyayari. Ito ang likas na pamumuhay ng tao. Kaugnay din sa kalagayang ito ang kakayahan ng isang mag-aaral. Kailangan niya ang lubos na pag-unawa sa mga bagay tungkol sa pag-aaral na nagaganap sa apat na sulok ng silid-aralan.

Ang silid-aralan ay maituturing na isang institusyon kung saan nalilikha o nabubuo ang mga konsepto o ideya na nagpapalaganap nang lubos sa pag-unawa at pagkatuto ng mga mag-aaral. upang matamo ang mga ito, kinakailangang isaalang-alang din ang pamamaraan ng pagtuturo.

Kailangang bigyan din ng pokus ang proseso ng pagtuturo sapagkat nakababahala ang ulat ng United Nations ukol sa pagbaba ng antas ng kalidad ng edukasyon sa Pilipinas kung ikukumpara sa mga karatig bansa nito sa Asya. Ang pangunahing dahilan ayon sa ulat na ito ay kahirapan at hindi pagbibigay ng pamahalaan ng sapat na atensyon sa sistema ng edukasyon at ang kawalang interes ng mga kabataan sa pag-aaral (yahoo News, 2009).

Ang mga kadahilanan ng suliraning nabanggit ang nagbunsod upang sumulpot ang mga bagong tuklas na mga pagdulog sa ikalalawak ng pagkatuto ng mga mag-aaral. Gayunpaman, iilan lamang sa mga ito ang napatutupad nang maayos dahil sa kakulangan ng sapat na kaalaman at materyal sa panig ng mga guro at sa iba pang tsanel ng pagkatuto (Modern Teacher, 2002).

Nakapaloob sa Saligang Batas Artikulo XIV Seksyon 3 ang pagpapahalaga sa katotohanan, pangangalaga sa kalikasan, pagmamahal, pagpapahalagang ispiritwal, kaasalan at relihiyon, pangangalaga sa karapatang pantao, tungkuling panlipunan, patriyalismo, nasyonalismo, at paglinang ng produktibong kasapi ng lipunan. Bilang tugon sa itinadhana ng Saligang Batas 1987, ang mga institusyong pang-edukasyunal ay puspusang nagsusumikap na mas lalong mapag-ibayo ang uri ng edukasyong ibinibigay sa mga estudyante.

Bahagi ng institusyong pang-edukasyunal na ito ay ang mga guro na may malaki ang pananagutan sa isang matatag at matagumpay na pagtuturo at pagkatuto. Ang buong katauhan, saloobin, panlahat na kaalaman, at istilo sa pagtuturo ay maaaring guro na maging makabuluhan at kapaki-pakinabang ang ginagawang pagtuturo nang sa gayon ay matamo ang lubusang pagkatuto ng mga mag-aaral.

Sa kabilang dako, ayon kay Badayos (2008), hindi mapasusubalian na may mga mag-aaral na mataas ang motibasyon sa pag-aaral at mayroon namang halos walang interes sa pag-aaral. Sa ganitong kalagayan, kailangan ang angkop na paggamit at pagpili ng mga istratehiyang panturong kanilang kalulugdan. Nararapat lamang na bigyan ang mga mag-aaral ng mapaghamon subalit makatotohanang mga gawain upang mapagtagumpayan nila ang anumang mga suliranin.

Kaugnay sa itinuran ni Badayos, kinakailangan ng ibayong pagpapalutang ng mga kaisipan at pagpapahalaga sa pagkatuto kaya


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nabuo ang isang balangkas na kung tawagin ay Understanding by Design na naglalayong matugunan ang mga layuning naghahamon ng mas malalim na pag-unawa at pagpapahalaga mula sa mga mag-aaral.

Ang Understanding by Design ay isang balangkas na naglalayong mahasa ang kakayahan ng mga mag-aaral. Inilalahad din ng balangkas nito ang mahalagang gampanin ng mga guro bilang tagapatnubay sa pagkatuto ng mga mag-aaral. Nagsisilbing gabay ang Understanding by Design sa pamantayang pangkurikulum upang matulungan ang mga guro na matukoy ang mga inaasahang bunga sa pagtuturo, mailantad ang ganap na pag-unawa ng mga mag-aaral, at makabuo ng epektibong mga gawain sa pagkatuto. Ito ay balangkas na ipinanukala batay sa mga sumusunod na kaisipan: (1) Ang pangunahing layunin ng edukasyon ay ang paglilinang at ang pagpapalalim ng pag-unawa ng mga mag-aaral; (2) Inihayag ng mga mag-aaral na nagiging ganap ang kanilang pag-unawa sa tuwing sila ay binibigyan ng pagkakataon na magpaliwanag, mag- interpret, maglapat, bumuo ng sariling pananaw, kumilala sa sarili, at dumama ng damdamin ng iba. Kapag nailapat na ang anim na aspekto ng pag-unawa na ito, magiging madali para sa mga guro na tukuyin ang hangganan ng pag-unawa ng mga mag-aaral; at (3) Ang epektibong paglinang ng kurikulum ay naaaninag sa tatlong antas ng modelo na kung tawagin ay backward design na inaantala ang pagpaplano para sa mga gawaing pangklasrum hanggang sa ang mga tunguhin ay mabigyang linaw (Wiggins & McTighe, 1998).

Sa lahat ng akdang pampanitikan, ang maikling kwento ang madalas ginagamit sa talakayan sa silid-aralan. Ang kabisahang taglay ng maikling kwento ay napakahalaga dahil ito ang bagay na kumikintal sa isipan ng mga mambabasa. Sa pamamagitan ng mga pag-aaral na ito, mas lalong mapahahalagahan ang kanais-nais na pag-uugali, mapahahalagahan ang pagiging Pilipino, at maitutuwid ang mga gawaing taliwas sa inaasahan ng nakararami. Isang mahalagang batayan kung bakit mahalagang paksa ang maikling kwento na susuriin ay dahil sa ito ay isang mabisang kasangkapan sa pagpapalaganap ng balyu at kulturang Pilipino, gayundin sa pagpapalaganap ng mabuting panitikan. Ito ay hindi lamang nakatuon sa mga talakayan sa silid-aralan.

Ayon kay Cabra (2000), mapapansin na kahit sa mga tahanan ay kadalasan na kinukwentuhan ng mga magulang o ng mga lola at lolo ang mga anak, mga dalaga at binata, o kahit ng mga matatanda. Hindi maiiwasang ikuwento nila ang nasaksihan o kaya ay ang napakinggan. Dahil sa madalas na pagkakagamit ng tao sa maikling kwento, karapat-dapat lamang na bigyan ito ng kahalagahang pag-aaralan upang higit na mapabuti at mapatingkad ang kalidad ng mga akda.

Kaugnay nito, isa sa mga nagtataglay ng mayamang panitikan, lalung-lalo na pagdating sa maikling kwento o malip-ot na sugilanon, ay ang


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rehiyon VI o Kanlurang Bisayas na gamit ang wikang Hiligaynon sapagkat ang mga akdang mula sa rehiyong ito ay kasasalaminan ng buhay, buhay-buhay, at pamumuhay ng tao.

Sa kasalukuyang pamamaraan ng pagtuturo patungkol sa pagtalakay ng mga akdang pampanitikang gamit ang balangkas na Understanding by Design na kapapanukala pa lamang noong 2010, ang mga akdang pampanitikang dapat talakayin para sa unang Taon ay pabula, alamat, epiko, at ang Ibong Adarna; para sa Ikalawang Taon naman ay tula, balagtasan, at ang Florante at Laura. Mapapansin na wala pang ipinalalabas ang Kagarawan ng Edukasyon na isang modelo sa pagtuturo ng maikling kwento alinsunod sa balangkas ng Understanding by design.

Dahil sa pagnanais na matugunan ang kakulangang ito, tinangka ng mga mananaliksik na gumawa ng isang modelong patungkol sa pagtuturo ng maikling kwento gamit ang balangkas na Understanding by Design. Nabuo ang pag-aaral na ito mula sa mapanuring diwa ng mga mananaliksik na nag-asam ng pagbabago mula sa siklo ng pananaliksik at tinanggap ang hamong lumabas sa tinatawag na comfort zone ng kanilang larangan upang makabuo ng isang modelo na maituturing na state of the art. Kakaiba ito kung ikukumpara sa mga nakalipas na pananaliksik sa kadahilanang tinangka ng mga mananaliksik na makapagsagawa ng modelo gamit ang balangkas na Understanding by Design. Ito ay pagsubok upang masukat ang kakayahan ng mga mananaliksik sa paggawa ng isang modelo gamit ang balangkas na inihain ng Kagawaran ng Edukasyon bilang tanda ng pagbabago sa pamamaraan ng pagtuturo at pagkatuto.

Ang representasyong iskematiko ng pag-aaral na ito ay ipinapakita ng larawan.


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Pagtataya sa Modelo ng Pagtuturo ng mga Piling Guro

Antas ng Kahusayan ng Ginawang Modelo : Pagrerebisa at Pagpapakinis a. resulta/Inaasahang Bunga b. Pagtataya c. Mga Plano sa Pagkatuto

Paglikha ng Modelo sa Pagtuturo batay sa sumusunod na antas: l resulta o Inaasahang Bunga l Pagtataya l Plano sa Pagkatuto

Pamimili ng Maikling Kwentong Ginamit

Pagbasa, Pag-unawa, at Pagsusuri ng mga Konsepto Teorya ng Pamamaraang Understanding by Design

Larawan 1. Larawang nagpapakita ng pagbuo at pagtaya ng isang modelo sa pagtuturo ng maikling kwento sa pamamaraang Understanding by Design.

Paglalahad ng Suliranin Nilayon ng pag-aaral na ito ang pagbuo ng modelo sa pagtuturo

ng maikling kwento sa pamamaraang Understanding by Design. Tinaya ng mga piling guro ang antas ng kahusayan ng mga nabuong modelo. Bilang pagtiyak, sinagot ng pag-aaral na ito ang sumusunod na mga katanungan:

1. Anu-ano ang isinaalang-alang na mga proseso sa pagbuo ng modelo sa pagtuturo ng maikling kwento batay sa mga sumusunod na antas: (a) resulta, (b) Pagtataya, at (c) Plano sa Pagkatuto?

2. Sa pagtatayang ginawa ng mga piling guro, ano ang antas ng kahusayan ng nabuong modelo ang isinaalang-alang ng apat


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na hakbang batay sa sumusunod na antas: (a) resulta, (b) Pagtataya, at (c) Plano sa Pagkatuto?

3. Ano ang ranggo ng bawat antas ng kahusayan ng ginawang pagtataya ng mga piling guro sa mga nabuong modelo sa pagtuturo gamit ang pamaraang Understanding by Design?

Research ProcessAng pag-aaral na ito ay naglalayong bumuo at magtaya ng

isang modelo sa pagtuturo ng maikling kwento gamit ang pamamaraang Understanding by Design.

Ang disenyong ginamit sa pag-aaral na ito ay ang descriptive design o pamaraang palarawan. Ayon kay Sevilla, ang palarawang pagsusuri ng nilalaman (content analysis) ay nangangailangan ng pagkalap ng mga impormasyon sa pamamagitan ng pagsusuri ng mga nasusulat na rekord at mga dokumento upang malutas ang suliranin. Ang isa pang katawagan sa ganitong uri ng palarawang pag-aaral ay dokumentaryong pagsusuri (documentary analysis).

Ayon kay Gay (1976), ang paraang palarawan ay isang kapaki-pakinabang na paraan sa pagbibigay ng kabatiran na maaaring gawing batayan ng mga makaagham na paghahatol.

Ito ay dinisenyo upang ang mananaliksik ay makakalap ng mga impormasyon tungkol sa kasalukuyang kalagayan. Ang pangunahing layunin ng pag-aaral na ito ay ang mailarawan ang kalikasan ng isang sitwasyon habang ito ay nagaganap sa panahon ng pag-aaral ng masaliksikang mga sanhi ng partikular na pangyayari.

Ayon pa rin kay Best (1981), ang palarawang pag-aaral ay naglalarawan at nagbibigay ng pakahulugan sa likas na katangian ng isang bagay, pangyayari, o phenomenon. Isinasaalang-alang nito ang mga nagaganap na kaugnayan ng kondisyon, ng mga gawi o paniniwala, at ng mga prosesong nararanasan sa kasalukuyan.

Kaugnay nito, tinaya ng pag-aaral na ito ang kahusayan ng modelo sa pagtuturo ng maikling kwento sa pamamaraang Understanding by Design.

upang matukoy ang kahusayan ng modelong nagawa ay sumailalim ito sa pagtataya sa pamamagitan ng isang talatanungan na binuo ng mga mananaliksik, na idinaan sa ebalwasyon ng mga eksperto, pagsusuri, at balidasyon.

Ang pagproseso ng mga kwantitatibong datos ay isinalang-alang ang mga sumusunod na pagsusuring istadistika: percentage, mean, standard deviation, at one sample t-test gamit ang Statistical Package for Social Sciences (SPSS) software. Ang mga gurong tagataya ay pinili ayon sa kanilang kadalubhasaan sa pagtuturo, paggawa, at pagtataya ng mga kagamitang pampagtuturo.


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Ang mga Tagataya Ang mga tagataya ay mga piling guro na mula sa Departamento

ng Filipino, Panrehiyong Sentro ng Wikang Filipino (PSWF), at mga guro na nagtuturo ng asignaturang Filipino na gumagamit ng pamaraang Understanding by Design sa Mataas na Paaralang Pambansa ng Leganes, Mataas na Paaralang Pambansa ng oton, Mataas na Paaralang Pambansa ng Tubungan, Mataas na Paaralang Pambansa ng Igbaras, at Mataas na Paaralang Pambansang Komprehensibo ng Santa Barbara.

Mga Kagamitan sa Pagtitipon ng mga Datos Ang mga datos na ginamit sa pag-aaral na ito ay nalikom sa

pamamagitan ng: (1) modelo sa pagtuturo ng maikling kwento; at (2) talatanungan sa pagtaya sa kabisahan at kahusayan ng modelo sa pagtuturo sa pamaraang Understanding by Design.

Ang modelo sa pagtuturo ng maikling kwento. Ang ginawang modelo ay nauukol sa tatlong antas na naaayon mismo sa Understanding by Design, ang ipinanukalang balangkas ng Kagawaran ng Edukasyon: (1) resulta o Inaasahang Bunga, na kinapapalooban ng (a) Nilalaman, (b) Pagganap, (c) Mga Kakailanganing Pag-unawa, at (d) Mahahalagang Tanong; (2) Pagtataya, na kinabibilangan ng (a) Produkto o Pagganap, (b) Pag-unawa, at (c) Pagganap; (3) Mga Plano sa Pagkatuto, na kinasasangkutan ng (a) Pagtuklas, (b) Paglinang, (c) Pagpapalalim, at (d) Paglalapat.

Talatanungan. Ang talatanungan sa pagtataya ng ginawang modelo ay ibinatay sa talatanungang ginamit ni Espedion (2009) at mga antas sa pagtuturo na sa pamaraang Understanding by Design. Ito ay binubuo ng mga sumusunod na bahagi: (1) Aspektong Pisikal; (2) resulta/Inaasahang Bunga; (3) Pagtataya; at (4) Mga Plano sa Pagkatuto, na nahahati sa apat na antas ng pagkatuto: (a) Pagtuklas, (b) Paglinang, (c) Pagpapalalim, at (d) Paglalapat.

Ang talatanungan ay binubuo ng 53 pangungusap na naglalarawan sa katangian ng mga aspekto ng ginawang modelo sa pagtuturo ng maikling kwento sa pamaraang Understanding by Design. Ang bawat pangungusap sa talatanungan ay sinasagot ng mga tagataya ng mga sumusunod: Lubos na Sumasang-ayon, Sumasang-ayon, Di Sumasang-ayon, at Lubos na Di Sumasang-ayon, na naaayon sa kanilang pananaw at impresyon ng katangiang taglay nito.

Ang “Lubos na Sumasang-ayon” ay nangangahulugang lahat ng aspekto ay saklaw ng modelo at ang pagkakagawa ng mga ito ay lubhang kasiya-siya at napakainam.

Ang “Sumasang-ayon” ay nangangahulugang ang karamihan ng aspekto ay saklaw ng modelo at ang pagkakagawa ng mga ito ay kasiya-siya at mainam.


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Ang “Di Sumasang-ayon” ay nangangahulugang ang karamihan ng mga aspektong saklaw ng modelo ay hindi natamo at ang pagkakagawa ng mga ito ay hindi maayos at hindi mainam.

Ang “Lubos na Di Sumasang-ayon” ay nangangahulugang ang lahat ng aspekto ay hindi saklaw ng modelo at ang pagkakagawa ng mga ito ay hindi katanggap- tanggap.

Ang bawat kasagutan ay binigyan ng kaukulang puntos para sa istadistikang pagtalakay:

Puntos Tugon 4 Lubos na Sumasang-ayon 3 Sumasang-ayon 2 Di Sumasang-ayon 1 Lubos na Di Sumasang-ayon

upang matiyak ang antas ng kahusayan ng ginawang modelo batay sa pagsusuri ng mga tagataya, ang sumusunod na iskala at deskripsyon ang ginamit:

Iskala Kahulugan 3.25 – 4.00 Napakahusay/Napakataas 2.50 – 3.24 Mahusay/Mataas 1.75 – 2.49 Mahina/Mababa 1.00 – 1.74 Napakahina/Napakababa


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Paraan upang maisakatuparan ang ginawang pananaliksik sinunod ang

mga sumusunod na hakbang na ipinakikita sa larawan 2.

Pagbuo ng Kagamitan sa Pagpapasuri sa mga guro ng Pagtataya (Talatanungan) mga gawain sa pagkatuto, modelo, at kagamitan sa pagtataya

Pagbuo ng Balangkas Batay sa Pamantayan ng Understanding by Design (Modelo) rebisyon at pagbabago batay sa pagsusuri ng mga guro

Pagsagawa ng mga Gawain sa Pagkatuto (Banghay-Aralin)

Pagsasagawa ng pagtataya o ebalwasyon ng mga piling guro

Pagpili ng Maikling Kwentong Hiligaynon

Larawan 2. Larawang nagpapakita ng mga hakbang na sinunod sa pagsasagawa ng pananaliksik.

Pagpili ng mga maikling kwentong Hiligaynon. Ang mga mananaliksik na kapwa nagpapakadalubhasa sa Filipino ay pumili ng isang mahusay na maikling kwentong Hiligaynon buhat sa mga maikling kwentong Hiligaynon na isinalin ni Winton Lou ynion.

Pagsagawa ng mga gawain sa pagkatuto. Gumawa ang mga mananaliksik ng mga gawain sa pagkatuto buhat sa isang piling maikling


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kwento. Binasang mabuti at sinuri ang kwento bago ginawa ng banghay.

Pagbuo ng balangkas batay sa pamatayan ng understanding by Design. Isinaalang-alang ng mga mananaliksik ang paggawa ng mga gawain sa pagkatuto sa pamamagitan ng paggamit ng mga umiiral na balangkas ng Understanding by Design, na binubuo ng apat na antas ng pagkatuto: (1) Pagtuklas; (2) Paglinang; (3) Papapalalim; at (4) Paglalapat.

Pagbuo ng kagamitan sa pagtataya. Ibinatay ng mga mananaliksik ang pagbuo ng kagamitan sa pagtataya ayon sa mga sumusunod na aspekto na isinaalang-alang: (1) Aspektong Pisikal, (2) resulta/Inaasahang Bunga, (3) Pagtataya, at (4) Mga Plano sa Pagkatuto.

Pagpapasuri sa mga guro ng mga gawain sa pagkatuto, modelo, at kagamitan sa pagtataya. Bilang pagpapakinis, dumaan sa pagsusuri ng mga guro ang ginawang gawain sa pagkatuto, modelo, at kagamitan sa pagtataya. Tiniyak na ang mga gurong tagataya ay dalubhasa sa paggawa at pagtataya ng mga modelo at may kaalaman sa paggawa ng mga gawain sa pagkatuto sa pamaraang Understanding by Design.

Pinagbatayan ang talatanungan ni Espedion (2009) at ang mga antas sa Understanding by Design sa pagtataya ng mga sumusunod na bahagi ng modelo: Aspektong Pisikal, resulta/ Inaasahang Bunga, Pagtataya, at Mga Plano sa Pagkatuto, na kinapapalooban ng Pagtuklas, Paglinang, Pagpapalalim, at Paglalapat.

Rebisyon at pagbabago batay sa pagsusuri ng mga guro. Bagaman ang resulta ng pagsusuri ng mga guro ay nagpakita na ang modelo ay mahusay, nirebisa at binago ito batay sa ibinigay na mga mungkahi at puna. Isinaalang-alang sa pag-ayos at pagbuo ng pinal na porma ang mga ito bago ipinataya sa mga piling guro.

Pagsasagawa ng pagtataya o ebalwasyon ng mga piling guro. Sa prosesong ito, nakahanda na ang modelo para sa Pagtataya. Ang mga mananaliksik ay pumili ng limang guro mula sa mga paaralang pansekundarya sa probinsya ng Iloilo. Itinaya ng mga piling guro ang modelo ayon na rin sa mga katanungang naitala sa talatanungan. Ang resulta ng ginawang pagtataya ng mga piling guro ang siyang nagsilbing kinalabasan ng pag-aaral.


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Resulta/Kinalabasan ng Pag-aaral

Sa kabuuan, ang resulta ng pananaliksik ay nagpapakita na ang nabuong modelo ng pagtuturo ay may Napakataas (M=3.88) na antas ng kahusayan.

Nang ang ginawang pagtataya ay ipinangkat batay sa iba’t ibang aspekto, natuklasan sa pag-aaral na ang ginawang modelo ay napakahusay rin batay sa aspektong pisikal (M=3.84), Inaasahang Bunga o resulta (M=3.52), Pagtataya (M=3.60), at mga Plano sa Pagkatuto (M=3.55).

Batay sa mga tiyak na aspektong kaugnay sa plano sa pagkatuto, ang mga bahaging Pagtuklas (M=3.54), Paglinang (M=3.53), Pagpapalalim (M=3.47), at Paglalapat (M=3.60) ay lahat napakahusay. Ang datos ay ipinakikita sa Manghad 1.

Manghad 1 Antas ng kahusayan sa nabuong modelo sa pagtuturo ng maikling kwento sa pamamaraang understanding by Design.Kategorya Mean Kahulugan Aspektong Pisikal 3.84 Napakataas Inaasang Bunga/resulta 3.52 Napakataas Pagtataya 3.60 Napakataas Mga Plano sa Pagkatuto 3.55 Napakataas Pagtuklas 3.54 Napakataas Paglinang 3.53 Napakataas Pagpapalalim 3.47 Napakataas Paglalapat 3.60 Napakataas

Iskala Kahulugan 3.25 – 4.00 Napakahusay/Napakataas 2.50 – 3.24 Mahusay/Mataas 1.75 – 2.49 Mahina/Mababa 1.00 – 1.74 Napakahina/Napakababa

Batay sa resulta na inilahad ng datos, naging pinakamahusay na aspekto ay ang Aspektong Pisikal (M=3.84), na sinundan naman ng Antas sa Pagtataya (M=3.60), ang mga Plano sa Pagkatuto (M=3.55). Ang huli ay ang Inaasahang Bunga (M=3.52).


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Maghad 2Ranggo ng bawat antas ng kahusayan ng ginawang pagtataya ng mga piling guro sa mga nabuong modelo sa pagtuturo gamit ang pamamaraang understanding by Design ayon sa antas ng kahusayan.

ranggo Mean Aspektong Pisikal 3.84 Pagtataya 3.60 Mga Plano sa Pagkatuto 3.55 Inaasang Bunga/resulta 3.52

Kung titingnan ang kinalabasang pagraranggo sa apat na bahagi

ng Plano sa Pagkatuto, makikitang ang Paglalapat (M=3.60) ang may pinakamataas na ranggo, na sinundan ng Pagtuklas (M=3.54). Pumangatlo ang Paglinang (M=3.53), habang nasa ikaapat naman ang Pagpapalalim (M=3.47). Ang datos ay ipinapakita sa Manghad 3.

Manghad 3Ranggo ng bawat antas ng kahusayan ng ginawang pagtataya ng mga piling guro sa mga nabuong modelo sa pagtuturo gamit ang pamamaraang understanding by Design ayon sa apat na bahagi.

ranggo Mean Paglalapat 3.60 Pagtuklas 3.54 Paglinang 3.53 Pagpapalalim 3.47

Konklusyon Batay sa resulta ng pag-aaral, ang antas ng resulta ay may sapat na

tunguhin kung ano ang tunay na nilalaman ng aralin at ang mga inaasahang bunga. Magaling ang antas ng pagtatayang ginawa dahil nagkaloob ito ng katiyakan sa kung ano ang dapat na mabatid at maisagawa ng mga mag-aaral pagkatapos ng bawat aralin. Mahusay ang pagkakagawa ng antas ng mga plano sa pagkatuto, maging ang pagtatalaga ng paraan o gawaing makikita sa bawat bahagi ng mga plano sa pagkatuto.

Sa madaling salita, ang nabuong modelo sa pagtuturo ng maikling kwento sa pamamaraang Understanding by Design ay mabisang kagamitan para sa pagtuturo ng Filipino sa mga paaralang pansekundarya.


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Rekomendasyon Batay sa resulta ng pag-aaral, inilalahad ang mga sumusunod na

rekomendasyon:

1. Ang nabuong modelo sa pagtuturo ng maikling kwento sa pamamaraang Understanding by Design ay iminumungkahi sa tagapagpatupad nito na ipaloob sa modyul ng mga maikling kwentong ipapanukala ng mga tagapatnubay ng Kagawaran ng Edukasyon bilang aralin sa asignaturang Filipino sa antas sekundarya.

2. Iminumungkahi sa Kagawaran ng Filipino sa Pamantasang Estado ng Kanlurang Bisayas at maging sa Kagawaran ng Edukasyon na rin na kung maaari ay magsagawa ng isang seminar patungkol sa wastong paggawa ng modelo sa pagtuturo ng maikling kwento gamit naman ang iba pang akda upang magkaroon na rin ng kabatiran ang mga mag-aaral ukol sa wasto at maibayong paglikha at pagbuo ng modelo.

3. Iminumungkahi ang paggamit lalung-lalo na ang pagbibigay ng bawat sipi ng modelo sa mga guro sa Filipino upang magsilbing patnubay o gabay sa pagbuo ng iba pang mga modelo gamit ang iba namang uri ng akdang pampanitikan.

4. Iminumungkahi ng pag-aaral na ito na gamitin ang nabuong modelo sa aktwal na pagtuturo sa asignaturang Filipino at hikayatin ang iba pang mga guro na bumuo ng modelo sa pagtuturo ng iba pang genre sa pamamaraang Understanding by Design.

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Eriman, E. A. (2007). Pagsusuri sa mga piling maikling kwentong Hiligaynon gamit ang Pagdulog Moralistiko at Paglinang ng Kagamitang


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Pampagtuturo. (Di-nailathalang tesis-masteral). Lungsod ng Iloilo, PH: Pamantasang Estado sa Kanlurang Bisayas.

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Nacionales, M. M. (2008). Paglinang at pagtataya ng modyul sa pagbasa. (Di-nailathalang tesis-masteral). Lungsod ng Iloilo, PH: Pamantasang Estado sa Kanlurang Bisayas.

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ynion, W. L. G. (2003). Pagsasalin sa Filipino ng mga sugilanong premyado ng Palanca: Modelo sa pagsasaling internal. (Di-nailathalang tesis-masteral). Lungsod ng Iloilo, PH: Pamantasang Estado sa Kanlurang Bisayas.


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USING BAGONG RULES IN TEACHING: EFFECTS ON LEARNERS’ MATHEMATICS ANXIETY

rizza Lynn G. BulanonJuliet B. Calinao

Je-an H. occeñolaMerly P. Pula

Bachelor of Secondary Education (Mathematics)March 2012

Adviser: Dr. ALoNA M. BELArGA

Abstract

This quasi-experimental study aimed to determine the effects of using the BAGONG Rule in the mathematics proficiency of learners. Specifically, the study used the pretest—posttest one group design in the elementary level and the matching only pretest—posttest control group design in the secondary level. The participants of this study were the 38 Grade 3 pupils belonging to one section of West Visayas State University-Integrated Laboratory School and the 50 fourth year students of Pavia National High School who were matched-paired according to their pretest scores and gender. The participants in the elementary and in the secondary levels were exposed to a series of lessons using the BAGONG Rule. Data were gathered using the mathematics proficiency tests made by the researchers with Cronbach’s alpha Coefficient of Reliability equal to 0.804 in the elementary level and 0.756 in the secondary level. The mathematics proficiency tests were used in the pretest and the posttest. Using the mean and standard deviation, it was found out that the learners had average mathematics proficiency in the elementary level and below average mathematics proficiency in the secondary level. After the intervention using the BAGONG Rule, the participants’ mathematics proficiency became above average in the elementary level and high in the secondary level. Moreover, the participants who were not exposed to the BAGONG Rule had below average mathematics proficiency. After the study, their mathematics proficiency became above average. Significance tests showed that there were significant differences that existed between the pre-and post-mathematics proficiency of the learners both in the elementary level and in the experimental and the control group of the secondary level. There was also a significant difference in the mean gain of the learners who were exposed to the BAGONG Rule and those who were not. The findings showed that the mathematics proficiency of the learners improved using appropriate


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methods and strategies, especially with the help of the BAGONG Rule in teaching mathematics.

Background and Theoretical Framework of the Study Many learners find Mathematics a difficult subject because it not only

requires critical thinking but also understanding of the subject matter and the skills in computing. Given this fact, teachers are entrusted not just with the task of making the learners learn but also with that of guiding them in understanding the processes and in acquiring the needed skills. Learners are also faced with the challenge of absorbing the content and applying these in varied circumstances, but not all of them are capable of doing this in a fast-paced manner.

Individual differences tell us that learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity (Lucas & Corpuz, 2007). Therefore, each learner has varied capacities in absorbing the lesson. There are slow learners and fast learners. Felder and Silverman, as cited in Bilbao, Lucido, Iringan, and Javier (2008), stated that learners also have different ways of learning and understanding the lessons.

Because of this, teachers consider a lot of strategies in preparing their lessons. Some use the modern way of making the learners learn, while others stick to the more conventional approach of delivering their lessons. Varied strategies emerged as a result of studies that had made their way into classroom practices. As a result, learning sometimes becomes more difficult and confusing. Competitive activities become a norm inside the classroom. Fast learners can easily adjust to this, but slow learners are not motivated. Complicated lessons make it harder for the slow learners to participate.

It was shown in the Trends in Math and Science Study (TIMSS), an international study, that the ratings of the Philippines are 23rd in Grade 4 (out of 25) and 41st in Grade 8 or second year high school (out of 42). (The BAGoNG rule, 2012). Clearly, the dismal ranking supports the important need to improve mathematics education in the Philippines.

In view of this, SAMurAI 6 and the JoCVs of Japan proposed the use of the BAGoNG rule in teaching mathematics and even in the sciences. The BAGoNG rule is a strategy that emphasizes the use of basic teachings skills in teaching mathematics and science subjects, which is based on the ways of teaching in Japan. It states that the lesson must be simple, clear, and participative. Therefore, the teacher must simplify the lessons using basic teaching skills (The BAGoNG rule, 2012).

The BAGoNG rule is an acronym for Board Work, Asking Questions, Good Visual Aids, operation of Checking, Nice repetition and review, and Giving Praises.


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Studying the impact of the BAGoNG rule here in the Philippines will determine if it is applicable and effective in making Filipino learners learn concepts in mathematics, which many consider difficult.

The study is based on the principles of good teaching and the laws of learning. Good teaching provides learning experiences or situations that will ensure understanding, application, and critical thinking. Good teaching is also based on the theories of learning (Bilbao, 2008).

The BAGoNG rule incorporates the succeeding essential elements: Board Work emphasizes the flow of the lesson on the board, keeping in mind that one’s board work makes better notes for students (JoCV Handouts, 2011).

Good teaching also involves good questioning, especially when large group of learners are being taught (Aquino, 1994). Using simple and essential sentences for the main question and follow-up questions stimulate learners to think and reason (The BAGoNG rule, 2011).

Good Visual Aids is another important element. It can be a source of motivation. Learning is an active process that needs to be motivated and to be guided towards a desirable end (Aquino, 1994). Good Visual Aids is not just about using simple and essential aids but also showing real materials if possible (JoCV Handouts, 2011).

operation of Checking, Nice repetition and review, and Giving Praises adhere to Edward Thorndike’s Laws of Learning: the Laws of readiness, Exercise, and Effect. Checking of notebooks and the learners’ condition before, during, and after class is essential in a learner’s readiness to learn a particular lesson. Nice repetition and review is a good application of Thorndike’s Law of Exercise. If the concept and skills are practiced and repeated, knowledge will take root easily. Lastly, Giving Praises is anchored on the Law of Effect. When the consequence of one’s action is positive, there is likelihood that it will be repeated. Thorndike stated that learners learn effectively if it has a pleasant consequence (Vega & Prieto, 2006).

using the BAGoNG rule, the learners will be exposed to the strategies mentioned above. Through this, learners might be able to improve their performance in mathematics. However, there is a need to determine whether the BAGoNG rule is really effective in helping the learners learn mathematics; hence, this study. The mathematics proficiency of learners can be influenced by the strategies that the teachers use in class. Different strategies elicit various responses from the learners. Teaching Mathematics using the BAGoNG rule and considering all the essential elements may have an effect on the learners’ mathematics proficiency.


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The research paradigm is shown in the figure.

INDEPENDENT VArIABLES DEPENDENT VArIABLE

using the BAGoNG rule in teaching

Mathematics proficiency of learners Without using the BAGoNG rule in teaching

Figure 1. research paradigm showing the relationship between the independent and the dependent variables.

Statement of the Problem This experimental study aimed to determine the effects of using the

BAGONG Rule in the mathematics proficiency of learners. Specifically, it sought to answer the following questions:

What is the pre-mathematics proficiency of learners who were not 1. exposed to the BAGoNG rule? What is the post-mathematics proficiency of learners who were not 2. exposed to the BAGoNG rule? What is the pre-mathematics proficiency of learners who were 3. exposed to the BAGoNG rule? What is the post-mathematics proficiency of learners who were 4. exposed to the BAGoNG rule? Is there a significant difference between the pre-mathematics 5. proficiency and the post-mathematics proficiency of learners who were not exposed to the BAGoNG rule? Is there a significant difference between the pre-mathematics 6. proficiency and the post-mathematics proficiency of learners who were exposed to the BAGoNG rule? Is there a significant difference between the mean gain in the 7. mathematics proficiency of learners who were exposed to BAGONG rule and of those who were not?


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Hypotheses For the purpose of this study, the researchers advanced the hypothesis

that there was no significant difference between the pre-mathematics and the post-mathematics proficiency of learners who were not exposed to the BAGONG Rule. There was also no significant difference between the pre-mathematics and the post-mathematics proficiency of learners who were exposed to the BAGONG Rule. Furthermore, there was no significant difference that exists between the mean gain of learners who were exposed to the BAGoNG rule and of those who were not.

Research Design This study aimed at finding out the effects of using the BAGONG Rule

in the mathematics proficiency of learners at West Visayas State University-Integrated Laboratory School and Pavia National High School during the school year 2011—2012.

This study used the quasi-experimental design. Specifically, it utilized the pretest—posttest one-group design and the matching only pretest—posttest control group design. Experimental research is the only type of research that directly attempts to influence a particular variable, and it is the only type that can really test hypotheses about cause and effect relationships (Frankel & Wallen, 1994).

A quasi-experiment is an empirical study used to estimate the causal impact of an intervention on its target population. Quasi-experimental research designs share many similarities with the traditional experimental design, but they specifically lack the element of random assignment to treatment or control (Shadish, Cook, & Cambell, 2002). Meanwhile, the pretest—posttest design is the preferred method in comparing participant groups and in measuring the degree of change occurring as a result of treatments or intervention (Shuttleworth, 2009).

For the elementary level, the pretest—posttest one group design was employed. This design is being used when the study wanted to know the change/s in the characteristics of the study population in a given area. A survey, observation, or testing is conducted before an intervention (X) is introduced. After a period of time, the survey, observation, or testing is repeated. The result of the pretest (o1) and the posttest (o2) are compared to determine change/s (David, 2008).

X

o1 o2

Figure 2. Pretest—posttest one group design.


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In the secondary level, the matching only pretest—posttest control group design was employed. The matching only pretest—posttest control group design involved an experimental and a control group. The two groups were given a pretest. Then, they were matched according to their pretest scores.

Table 1 Matching only pretest—posttest control group design.

BAGoNG rule Group (Experimental) o1 M X1 o2 Traditional Group (Control) o1 M X2 o2 Where o1 – Pretest X1 – BAGoNG rules o2 – Posttest X2 – Traditional Method M – Matching

In the pretest—posttest control group design, the experimental group was exposed to or covered by an intervention or treatment. In the current study, the use of the BAGoNG rule was the intervention. on the other hand, the control group was exposed to the conventional way of teaching. Before the intervention was introduced to the experimental group, a pretest was conducted for both the experimental and the control group using the same instrument. After the intervention, a posttest was conducted in both the experimental group and the control group using the same instrument in the pretest.

The Participants The participants of this study were the 38 Grade 3 pupils of West

Visayas State university-Integrated Laboratory School and the 50 fourth year students of Pavia National High School enrolled during the school year 2011—2012.

The participants in the elementary level belong to one intact section in the Integrated Laboratory School. All pupils in the classroom were regarded as participants.

The participants in the secondary level belong to two fourth year sections in Pavia National High School. The sections, Section 1 and Section 4, were assigned to one of the researchers to be handled during her student teaching. Section 1 that was exposed to the BAGoNG rules became the experimental group, while Section 4 that was not exposed to the BAGoNG rule became the control group. To ensure the comparability of the two groups from the start of the study, pairings were made using the pretest results.


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Twenty-five students from the experimental group were paired or matched with twenty-five students from the control group using their pretest scores. Gender was also considered in the pairings. Ten pairs were males, and fifteen were females.

Table 2 shows that there is no significant difference in the mathematics proficiency of the learners at the start of the intervention (U=296.5, p=.753), thus the participants were comparable at the start of the experiment.

Results for the descriptive and the significant difference in the pretest scores using Mann-Whitney u Test are shown in Table 2.

Table 2Mann-Whitney U Test on the pretest results.

Group N Mean SD Mann-Whitney u p BAGoNG rule Group 25 8.76 2.33238 296.5 0.753 Traditional Group 25 8.60 2.27303 p < 0.05

The distribution of the participants in terms of independent variables are presented in Table 3.

Table 3 Distribution of participants. Group N Percent Elementary Level Experimental Group 38 100

Secondary Level 50 100 Control Group 25 50

The Instruments For the purpose of this study, the researchers constructed a

proficiency test to measure the mathematics proficiency of the learners.

Elementary Level The researchers made a 30-item multiple-choice test based on the

lessons for the second grading period. The main topics were multiplication of whole numbers and division of whole numbers. The instrument was validated by three mathematics experts from West Visayas State university.


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After validation, the instrument was pilot-tested to the Grade III pupils of West Visayas State university-Integrated Laboratory School.

results of the pilot testing were used in the reliability test. To test the internal consistency of the instrument, the Cronbach’s alpha coefficient of reliability was computed using the SPSS. results show that the test had a 0.804 coefficient of reliability, which according to Cronbach (1951), was good.

Since the instrument was already good, all of the items were included in the proficiency test for the elementary.

Secondary Level For the secondary level, the researchers constructed a 45-item multiple-

choice proficiency test based on the lessons included for the duration of the experiment. The main topics were the exponential and the logarithmic functions. The test was presented to the mathematics teacher, who was the researcher, and was validated by teachers of West Visayas State university and Pavia National High School. It was also pilot-tested to one of the fourth year sections of Pavia National High School.

After that, the test underwent a reliability test using the Cronbach’s alpha coefficient of reliability. The final instrument consisting of 30 multiple-choice items has the reliability of 0.759 and was considered acceptable.

The Intervention

Elementary Level After the pretest, the participants were exposed to a series of lessons

using the BAGoNG rule during the second grading period. The class was good for one hour everyday. The mathematics teacher at West Visayas State university-Integrated Laboratory School facilitated the lessons. The researchers served as observers during the conduct of the experiment.

Secondary Level The student teacher, who was one of the researchers, facilitated the

lesson during her student teaching at Pavia National High School. There was no change in the time schedule of two groups, so both

had a total of 60 minutes a day. The BAGoNG rule Group started at 3 p.m. and the Non-BAGoNG rule Group started at 4 p.m. The experiment lasted for five weeks during the third grading period. Within this time, the experimental group was given activities and lessons that were handled by the teacher employing the BAGoNG rule. A JoCV served as an observer during the conduct of the experiment.

For the two experiments, the elementary and the secondary levels, the BAGoNG rule Group was exposed to the following strategies in teaching:


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Board Work, Asking Questions, Good Visual Aids, operation of Checking, Nice repetition and review, and Giving Praises. The other group in the secondary level was exposed to the conventional way of teaching.

Data Collection Procedure After given the permission to conduct the study in both schools, the

participants were given the mathematics proficiency test that the researchers made before the start of the experiment. The pretest was then tabulated and analyzed using SPSS.

After the treatment, the participants were given a posttest using the same proficiency test. Data were tabulated and analyzed using the SPSS.

Data Analysis Procedure The data gathered in this study were subjected to the following

statistical treatments:

Mean In order to determine the learners’ mathematics proficiency before

and after the intervention, the researchers computed the mean of the learners score on each group. The mean is the most commonly used method of describing central tendency.

For the aforementioned parameter, the following were the scale and description.

Scale Descriptive rating 24–30 High 18–23.99 Above Average 12–17.99 Average 6–11.99 Below Average 0–5.99 Low

t– test The t-test for paired sample was used to determine the significant

difference between the pre-and post-mathematics proficiency of the learners for the elementary level. The significance test was set at 0.05 alpha level.

Wilcoxon Signed Rank Test The Wilcoxon Signed rank Test was employed to determine the

significant difference between the pre-and post-mathematics proficiency of learners under the two groups in the secondary level.

The Wilcoxon Signed rank Test is a non-parametric statistical hypothesis test used when comparing two related samples or repeated measurements on a single sample to assess whether their population mean


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ranks differ or not (Corder and Foreman, 2009). The significance test was also set at 0.05 alpha level.


Descriptive Data Analysis This section presents a brief description of the data gathered and the

results when they were subjected to statistical treatment.

Pre-mathematics proficiency and post-mathematics proficiency of the learners

To determine the pre-mathematics proficiency and the post-mathematics proficiency of the learners, the researchers computed the mean of the groups in the different levels.

It is revealed in Table 4 that the pre-mathematics proficiency of the learners is average in the elementary level and below average in the secondary level. After using the BAGoNG rule, the participants’ post-mathematics proficiency became above average in the elementary level and high in the secondary level.

Moreover, the participants who were not exposed to BAGoNG Rule had below average pre-mathematics proficiency. After the study, their mathematics proficiency became above average. Results show that the interventions of the BAGoNG rule in both elementary and secondary levels as well as the conventional method of teaching had a positive effect in the mathematics proficiency of learners.

Table 4. Mathematics proficiency of the learners. Group Pretest Posttest Elementary Level 16.92 19.53 (Average) (Above Average) Secondary Level BAGoNG rule Group 8.76 25.76

(Below Average) (High) Traditional Group 8.60 18.72

(Below Average) (Above Average)


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Inferential Data Analysis

Difference Between the Pre-and Post-Mathematics Proficiency of Learners Who Were Not Exposed to the BAGONG Rule

To determine the significant difference between the pre-mathematics proficiency and the post-mathematics proficiency of the learners, the paired sample t-test was used in the elementary level and the Wilcoxon Signed rank Test was employed in the secondary level. results are shown in Tables 5 and 6.

It is revealed in Table 5 that there is a significant difference in the pre-mathematics proficiency and the post-mathematics proficiency of the learners (z=3.80, p=0.00) in the elementary level.

Table 5 Paired sample t-test on the pre-mathematics proficiency and the post- mathematics proficiency of learners in the elementary level.

Mean Group Pretest Posttest Difference t-value P Elementary Level 16.92 19.53 2.61 3.80* 0.00 *p<0.05

Table 6 shows that there is a significant difference between the pre-and the post-mathematics proficiency of learners who were not exposed to the BAGONG Rule (z=4.30, p=0.00). Moreover, there is a significant difference in the pre- and the post-mathematics proficiency of the learners who were exposed to the BAGoNG rule (z=4.40, p=0.00).

Table 6. Wilcoxon signed rank test on the pre-mathematics proficiency and the post-mathematics proficiency of learners in the secondary level. Mean Group Pretest Posttest Difference z-value P BAGoNG rule Group 8.76 25.76 17.00 4.40* 0.00 Without BAGoNG 8.60 18.72 10.12 4.30* 0.00 rule Group *p<0.05


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Difference in the Mean Gain of the Learners Who Were Exposed to the BAGONG Rule and of Those Who Were Not

To determine the significant difference between the mean gain in the mathematics proficiency of learners who were exposed to the BAGONG rule and of those who were not, the researchers compared the mean gain of the two groups.

As shown in Table 7, there is a significant difference between the mean gain of the learners who were exposed to the BAGoNG rule and of those who were not (z=4.00, p=0.00).

Table 7 Wilcoxon Signed Rank test on the mean gain. Mean Group Mean Gain Difference z-value P BAGoNG rule Group 17.00 6.88 4.00* 0 .00 Traditional Group 10.12 *p < 0.05

Conclusions From the findings of the study, the following conclusions were

drawn. The BAGoNG rule is an effective strategy in teaching mathematics

classes. Learners learn best if teachers provide a learning environment where the lessons are comprehensible and the teachers acknowledge the contribution of the learners in class discussion.

The mathematics proficiency of the students can be improved by using appropriate methods and strategies in delivering the lessons. The results have shown that the mathematics proficiency of the learners increases after the intervention or the use of the BAGoNG rule. This supports the fact that the BAGoNG rule as a strategy is effective in mathematics instruction.

Although the traditional method had a positive effect on the mathematics proficiency of the learners, the effect of using the BAGONG rule was greater. The study has shown that the BAGoNG rule had greater positive effects on the mathematics proficiency of learners, which reinforces the claim that the BAGoNG rule is indeed an effective strategy.

Recommendations On the basis of the findings and the conclusions arrived at in this

study, the following recommendations were proposed: The administrators should assess their curriculum and may consider

to incorporate the BAGoNG rule in the mathematics class of the learners.


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More teachers, not only in Mathematics but also in other subjects, should be trained to provide varied learning strategies including the BAGoNG rule.

To enhance the performance of the students, teachers should employ basic teaching skills and improve their teaching strategies using the BAGoNG rule.

Similar or related studies should also be undertaken in other levels and schools to validate the findings of the present study.

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MATHEMATICS TEACHERS’ PERCEPTIONS OF UNDERSTANDING BY DESIGN (UbD)

FRAMEWORK

Cynthia V. AmboyJoanna Marie A. Calibara

rheas Mae G. EsmañaMaria reca A. Marterio

Carizza u. NillosBachelor of Secondary Education (Mathematics)

March 2012

Adviser: Dr. ALoNA M. BELArGA

Abstract

The purpose of this study was to find out the perceptions of mathematics teachers of the Understanding by Design (UbD) framework. Specifically, this study aimed to seek answer to the following problems: (1) What are the perceptions of mathematics teachers of the UbD framework when taken as a whole and when grouped according to sex, to the number of years in teaching using the UbD framework, and to the school affiliated with; (2) Is there a significant difference in the perceptions of mathematics teachers of the UbD framework when grouped according to sex, to the number of years in teaching using the UbD framework, and to the school affiliated with; and (3) What benefits do the Understanding by Design (UbD) framework in teaching give teachers? The 40 secondary mathematics teachers of the second district of Iloilo were the respondents of the study. The instrument was a researcher-made questionnaire-checklist, which was composed of 40-item salient features of the Understanding by Design. Using the t-test for the independent sample, results show that there was no significant difference in the perceptions of the mathematics teachers of the UbD framework among males and females and in the perceptions of mathematics teachers of the UbD framework between teachers who used the framework for one year and for two years. However, there was a significant difference in the perceptions of mathematics teachers of the UbD framework, which was seen when they were grouped as to the school affiliated with.


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Background of the Study Mathematics has been considered a necessary part of general

education, being a required subject in the curriculum across instructional levels. It contributes to more specialized education of various professionals like scientists, accountants, statisticians, engineers, and other professions, which rely heavily on accurate measurements of quantification in order to understand studies.

Mathematics plays a vital role in the society as well as in the learning abilities of the students. However, successful learning outcomes require the integration of content and meaningful assessment with effective pedagogy and with the aim of developing lifelong learners. The understanding by Design (ubD), which was developed by Grant Wiggins and Jay McTighe and published by the Association for Supervision and Curriculum Development in 1998, aims to develop depth understanding by the learners. This develops students to become lifelong learners.

The ubD is a framework for improving student achievement. It describes a practical and useful “backward” design process in which anticipated results are first identified, acceptable evidence for learning outcomes is established, and only then are specific learning experiences and instruction planned. In addition, the ubD emphasizes the teacher’s critical role as a designer of student learning.

Because of its success in the united States, the ubD framework slowly made its way into the Philippine education system. Earlier implemented by private schools, the integration of the ubD framework in the public school system has begun as early as 2007, with an order by then Mayor Enrico “recom” Echiverri that the framework be implemented in the Basic Education Curriculum (BEC).

The ubD framework was formally implemented in the Philippines through the 2010 Secondary Curriculum in Ay 2010—2011. The 2010 curriculum is currently under pilot testing in 22 schools all across the country. on the other hand, the revised Secondary Education Curriculum (RSEC) was rolled out in June 2010 and was implemented initially for first year high school only.

The ubD is now in its second year of implementation in basic education in our country, but there are different reactions on its implementation. In line with this, the researchers wanted to find out the teachers’ perceptions of it; thus, they conducted this study entitled, “Mathematics Teachers’ Perceptions of understanding by Design Framework.”


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Figure 1 shows the conceptual framework of this study.

Independent Variable Dependent Variable

Sex

Mathematics Teachers’ School Affiliated Perceptions of UbD With Framework

Number of years of Teaching using ubD Framework

Figure 1. Conceptual framework showing the relationship between the dependent and the independent variables.

Statement of the Problem Generally, this study aimed to find out the perceptions of mathematics teachers of the understanding by Design (ubD) framework. Specifically, this study sought answers to the following questions:

1. What are the perceptions of mathematics teachers of the ubD framework when taken as a whole and when grouped according to:

a. sex, b. number of years in teaching using the ubD framework, and c. school affiliated with? 2. Is there a significant difference in the perceptions of mathematics

teachers of the ubD framework when grouped according to sex? 3. Is there a significant difference in the perceptions of mathematics

teachers of the ubD framework when grouped according to the number of years in teaching using the ubD framework?

4. Is there a significant difference in the perceptions of mathematics teachers of the ubD framework when grouped according to the school affiliated with?

5. What benefits do the Understanding by Design (UbD) framework in teaching give teachers?


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Hypotheses 1. There is no significant difference in the perceptions of mathematics

teachers of the ubD framework when grouped according to sex. 2. There is no significant difference in the perceptions of mathematics

teachers of the ubD framework when grouped according to the number of years in teaching using the ubD framework.

3. There is no significant difference in the perceptions of mathematics teachers of the ubD framework when grouped according to the school they are affiliated with.

Research DesignThe descriptive research was used in this study. As cited by Sevilla, et

al. (1998) in the book, An Introduction to Research Methods, the descriptive method is designed for the investigator to gather information about present existing conditions. The principal aims in employing this method are to describe the nature of a situation as it exists at the time of the study and to explore the causes of particular phenomena (Travers, 1978). Gay (1976) defined descriptive research as involving collections of data in order to test hypothesis or to answer questions concerning the current status of the subjects of the study.

RespondentsThe target respondents of this study were 40 selected mathematics

teachers of the different national high schools in the second district of Iloilo. The respondents selected were those who have experienced teaching using the ubD framework.

Profile of Respondents Majority of the respondents were female (n=32;80%). only 8 (20%)

were male. Data in Table 1 further show that 18 (45%) used the ubD framework in teaching for one year only, and 22 (55%) used the ubD framework for two years. There were four (10%) from Leonora S. Salapantan National High School; five (12.5%) from Alimodian National Comprehensive High School; eight (20%) from Leon National High School; three (7.5%) from New Lucena National Comprehensive High School; six (15%) from Pavia National High School; four (10%) from Zarraga National High School; three (7.5%) from Leganes National High School; and seven (17.5%) from Sta. Barbara National Comprehensive High School.

The profile of the respondents is shown in Table 1.


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Table 1 Profile of respondents in terms of sex, number of years of teaching using the UbD framework, and school affiliated with. Categories Frequency % A. Sex Male 8 20 Female 32 80 B. No. of years in Teaching using the ubD Framework one year 18 45 Two years 22 55 C. School Leonora S. Salapantan NHS 4 10 Alimodian NCHS 5 12.5 Leon NHS 8 20 New Lucena NCHS 3 7.5 Pavia NHS 6 15 Zarraga NHS 4 10 Leganes NHS 3 7.5 Sta. Barbara NCHS 7 17.5 Total 40 100

Data-Gathering InstrumentThe instrument utilized in this study was the self-made questionnaire-

checklist prepared by the researchers. This deals with the perceptions of the secondary mathematics teachers about the understanding by Design (ubD) framework.

Part One of the questionnaire included some information about the respondent’s name, sex, school where he/she is teaching, and number of years he/she has taught using the uBD framework. Part Two included the self-made questionnaire on the perceptions of secondary mathematics teachers of the ubD framework.

Each item was explained by the researchers to the respondents. The latter were asked to check one of the following responses: Always, often, Sometimes, Seldom, and Never.

In scoring the responses for positive statements, the equivalent scores used were as follows, while in scoring the responses for negative statements, the scores were reversed.


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Numerical Scores response 1 Not Evident at All 2 rarely Evident 3 Normally Evident 4 Evident Most of the Time 5 Evident at All Times

In scoring the interpretation of mean scores, the following scales were used. Scale Description 4.21-5.00 Evident at All Times 3.41-4.20 Evident Most of the Time 2.61-3.40 Normally Evident 1.81-2.60 rarely Evident 1.00-1.80 Not Evident at All

Data-Gathering ProcedureThe first draft of the questionnaire-checklist was presented to the

adviser. It was then given to three experts in the field of mathematics teaching and in curriculum and instruction. All suggestions were incorporated to make the final draft to be pilot-tested to Iloilo National High School, Jaro National High School, La Paz National High School, and Jalandoni Memorial National High School. The instrument’s reliability was then computed using Cronbach alpha. Items that made the reliability better constituted the final instrument. The final instrument included 40 statements with reliability coefficient yield of 0.97, which was reliable.

A letter of permission to conduct a study was made by the researchers and was forwarded to the head of the mathematics department of the eight national high schools in the second district of Iloilo, where the study was conducted. Upon the approval of the letter, the questionnaire-checklist was distributed to the respondents. Directions were explained clearly to the respondents to ensure that all the items were answered correctly. Accomplished data were gathered after the allotted time. responses were tabulated and interpreted with the use of appropriate statistical tools. During the conduct of the study, the researchers were able to have interaction with some of the teachers, who were the respondents. Their perceptions of the ubD were interpreted.

Statistical Data AnalysisThe data gathered for the study were subjected to the following

statistical treatment: Frequency. This was used to determine the number of responses to

the different items describing the ubD framework.


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Mean. This was used to determine the average of the frequency count for generalization purposes. This determined the perceptions of mathematics teachers of the ubD framework taken as an entire group or when they were classified according to sex, school where the teachers are teaching, and number of years they have taught using the ubD framework.

Standard deviation. The standard deviation (SD) was used to determine the dispersion of scores from the mean.

Analysis of Variance (ANOVA). ANoVA was used to determine if significant differences exist in the perceptions of the respondents when classified according to the school affiliated with.

t-test. The t-test was used to determine the differences in the perceptions of the respondents under two categories such as sex and the number of years they have taught using the ubD framework.

Scheffe. The Scheffe method was used to determine in which two schools being compared are significant differences in the perceptions of mathematics teachers of the ubD framework lie.

Means and standard deviations were derived using the MS Excel, whereas t-test and ANoVA were computed with the aid of the Statistic Program for Social Science (SPSS) Software. on the other hand, the Scheffe method was done through manual computation.


Descriptive Data AnalysisDescriptive data analysis was based on the computed means of the

perceptions of mathematics teachers of the ubD framework taken as an entire group, classified according to sex, school affiliated with, and number of years in teaching using the ubD framework. The mean was taken from the sum of all scores given by the respondents for each item, which was based on the scale used in answering the researcher-made questionnaire, where 5 is the highest score and stands for “Evident at All Times”, 4 for “Evident Most of the Time”, 3 for “Normally Evident”, 2 for “rarely Evident”, and 1 for “Not Evident at All”.

Data in Table 2 show that when taken as a whole, mathematics teachers of the different national high schools in the second district of Iloilo perceived ubD framework’s salient features as Evident Most of the Time. This means that these features are often observed in the students’ performance or in the classroom situation (M=3.55; SD=1.05).

When grouped according to sex, male mathematics teachers perceived the ubD framework’s salient features as Normally Evident, which means that these features are sometimes observed in the students’ performance or in the classroom situation (M=3.35; SD=1.04), whereas female mathematics teachers perceived the ubD framework’s salient features as Evident Most of


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the Time, which shows that these features are often observed in the students’ performance and in the classroom situation (M=3.59; SD=1.04).

When grouped according to the number of years in teaching using the ubD framework, one year of implementation showed that mathematics teachers of the different national high schools in the second district of Iloilo perceived the ubD framework’s salient features as Evident Most of the Time, which shows that these features are often observed in the students’ performance and in the classroom situation (M=3.43; SD=1.08). Two years of implementation showed that mathematics teachers of the different national high schools in the second district of Iloilo perceived the ubD framework’s salient features as Evident Most of the Time, which shows that these features are often observed in the students’ performance and in the classroom situation (M=3.69; SD=0.99).

When grouped according to the school affiliated with, School A mathematics teachers perceived the ubD framework’s salient features as Normally Evident, which shows that these features are sometimes observed in the students’ performance and in the classroom situation (M=3.30; SD=0.90).

School B mathematics teachers perceived the ubD framework’s salient features as Normally Evident, which shows that these features are sometimes observed in the students’ performance and in the classroom situation (M=3.22; SD=0.91).

School C mathematics teachers perceived the ubD framework’s salient features as Evident Most of the Time, which shows that these features are often observed in the students’ performance and in the classroom situation (M=3.41; SD=0.82).

School D mathematics teachers perceived the ubD framework’s salient features as Normally Evident, which shows that these features are sometimes observed in the students’ performance and in the classroom situation (M= 3.28; SD=0.72).

School E mathematics teachers perceived the ubD framework’s salient features as Evident Most of the Time, which shows that these features are often observed in the students’ performance and in the classroom situation (M=4.03; SD=1.02).

School F Mathematics teachers perceived the ubD framework’s salient features as Evident Most of the Time, which shows that these features are often observed in the students’ performance and in the classroom situation (M=3.65; SD=1.53).

School G mathematics teachers perceived the ubD framework’s salient features as Normally Evident, which shows that these features are sometimes observed in the students’ performance and in the classroom situation (M=3.12; SD=1.57).


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School H mathematics teachers perceived the ubD framework’s salient features as Evident Most of the Time, which shows that these features are often observed in the students’performance and in the classroom situation (M=3.84; SD=0.95).

Table 2 Means of perceptions of mathematics teachers about the UbD framework.

Category Mean Description SDA. Entire Group 3.55 Evident Most of the Time 1.05 B. Sex Male 3.35 Normally Evident 1.04 Female 3.59 Evident Most of the Time 1.04 C. No. of years in Teaching using the ubD Framework one year 3.43 Evident Most of the Time 1.08 Two years 3.69 Evident Most of the Time 0.99 D. School A 3.30 Normally Evident 0.90 B 3.22 Normally Evident 0.91 C 3.41 Evident Most of the Time 0.82 D 3.28 Normally Evident 0.72 E 4.03 Evident Most of the Time 1.02 F 3.65 Evident Most of the Time 1.53 G 3.12 Normally Evident 1.57 H 3.84 Evident Most of the Time 0.95

Legend: Scale Description4.21 - 5.00 Evident at all times 3.41 - 4.20 Evident most of the time 2.61 - 3.40 Normally evident 1.81 - 2.60 rarely evident 1.00 - 1.80 Not evident at all

Mean Perceptions of the UbD Framework of Mathematics Teachers Taken as an Entire Group

The data revealed that the mathematics teachers of different national high schools in the second district of Iloilo greatly perceived the ubD framework as having six facets of understanding that can increase students learning and problem solving abilities (M=4.13), uses learning principles that help the students attain the objectives of the lesson (M=4.05), and creates classroom learning environment with high expectations (M=4.00). However,


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the ubD framework is less perceived as it allows covering more topics that students deeply understand (M=2.38), teachers can finish the lesson within the allotted time (M=1.93), and not time consuming (M=1.85).

Table 3 shows the data.

Table 3Mean Perceptions About UbD Framework of Mathematics Teachers Taken as an Entire Group.

understanding by Design. . . Mean rank

1. creates classroom learning environment with high expectations.

2. gives students incentives in order to understand the big ideas and answer the essential questions.

3. allows covering more topics to which students deeply understand.

4. improves students’ achievement.5. is a framework which reveals assessment of students’

deep understanding.6. helps educators to promote understanding-based results

for learning.7. is not only a teacher-centered framework.8. promotes enduring understanding that the teacher wants

students to remember.9. has the learning principles of acquisition, meaning

making and transfer which help develop an effective classroom instruction.

10. enables the students to transform their original plans into more useful and functional plans.

11. helps teachers develop useful products that advance goals in math education efficiently and effectively.

12. enables the students gain a deeper insight into why they are being taught of those lessons.

13. has helped the students in developing deeper understanding on the concepts and processes.

14. gives the students ideas on what to do of their own learning.

15. emphasizes students understanding not just a recall.16. helps develop the students to become a whole person.17. has the learning principles in teaching that help students

transfer learning in different situations, especially practical applications.

4.00 3

3.70 22

2.38 383.70 22

3.65 26.5

3.78 173.55 29.5

3.95 7

3.75 19.5

3.35 33

3.80 14.5

3.98 5

3.70 22

3.75 19.52.83 353.68 24.5

3.85 12


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18. provides learning experiences that motivate and foster development in acquiring skills, knowledge and attitudes.

19. allows the teacher to focus on the learners’ understanding of content and ability to use information.

20. has six facets of understanding that can increase students learning and problem solving abilities.

21. has the new tools and teaching methodologies that have been developed to help classroom teachers meet the needs of the students.

22. designs activities that are applicable and attainable for all students.

23. allows teachers creativity in doing learning activities and instructional materials.

24. gives meaningful learning experiences that help the students understand more the lesson.

25. uses learning principles that help the students attain the objectives of the lesson.

26. designs assessment tools to monitor student’s performance effectively.

27. is not time consuming.28. improves students’ learning.29. enhances the creativity of the students.30. emphasizes curriculum objectives that require student’s

ability to apply and interpret what they are learning, not just to repeat or memorize it.

31. is effective to students that are slow learners.32. exposes the teacher and the students into big idea and

essential questions.33. effectively assessed students acquired knowledge and

skills.34. focuses on product strength compared to rBEC

curriculum.35. performance tasks give students real world challenges.36. WHErETo approach helps the students atta in

understanding of the lesson.37. is also effective to public schools that have heterogeneous

sectioning.38. teachers can finish the lesson within the allotted time.39. makes the students gain problem solving skills.40. involves learning experiences that help the students

discover and develop their strength and skills.

3.85 12

3.38 31.5

3.28 34

4.13 1

3.93 8

3.28 34

3.55 29.5

3.88 9.5

4.05 2

3.88 9.51.85 403.78 173.60 28

2.63 373.68 24.5

3.38 31.5

3.65 26.5

3.98 53.78 17

2.73 36

1.93 393.80 14.43.85 12


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Inferential Data AnalysisIn ascertaining the significant differences of perceptions of mathematics

teachers about the UbD framework when classified according to sex, number of years in teaching using UbD framework, and school affiliated with, the t-test for independent samples was used for two-level category and Analysis of Variance (ANoVA) for three or more level categories. All analysis was set at 0.05 level of significance.

Differences in the Perceptions of the UbD Framework of Mathematics Teachers When Classified according to Sex

Since p= 0.95 and p>0.05, then there is no significant difference in the perceptions of mathematics teachers of the UbD framework when classified according to sex (t-value=-1.35; df=38; p=0.95).

Table 4 presents the data.

Table 4t-test results of the perceptions of the UbD framework of mathematics teachers when classified according to sex

Gender Mean t-value df SigMale 3.35

-1.35 38 0.95 Female 3.59

Differences in the Perceptions of the UbD Framework of Mathematics Teachers When Classified according to the Number of Years in Teaching Using the UbD Framework

Table 5 shows the results of the differences in the perceptions of mathematics teachers of the UbD framework when classified according to the number of years in teaching using the ubD framework. As shown in Table 4, there is no significant difference in the perceptions of mathematics teachers of the UbD framework when classified according to number of years in teaching using the UbD framework because its significance is 0.77 and 0.77 is greater than the value of alpha, which is 0.05 (t-value=-1.91; df=38; p=0.77). Thus, the perception of teachers teaching mathematics using the ubD framework are similar regardless of the number of years they are using the framework in teaching.


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Table 5 t-test result in the perceptions of mathematics teachers of the UbD framework when classified as to number of years teaching using the UbD framework .

No. of years in Teaching using ubD Framework Mean t-value df Sigone year 3.43 -1.91 38 0.77 Two years 3.69

Differences in the Perceptions of the UbD Framework of Mathematics Teachers when Classified according to School Affiliated With

Table 5 shows the ANoVA results in the perceptions of mathematics teachers of the UbD framework when classified according to schools they are affiliated with. It is shown in Table 5 that there is a significant difference in the perceptions of mathematics teachers of the ubD framework when classified according to school affiliated with because its significance is 0.004 and 0.004<0.05 (f-value=3.76; df=39; p=0.004).

Table 5ANOVA result in the perceptions of mathematics teachers of the UbD framework when classified according to school affiliated with.

one-way ANoVA MEAN Sum of Squares Df Mean Square F Sig. Between Groups 3.644 7 521 3.76* 0.004 Within Groups 4.429 32 0.138 Total 8.073 39 *p<0.05

Scheffe Results in the Perceptions of Mathematics Teachers of the UbD Framework When Classified according to School Affiliated With

Table 6 shows that there is a significant difference in the perceptions of mathematics teachers of the ubD framework between School A and School E, School A and School H, School B and School E, School B and School F, School B and School H, School C and School E, School C and School H, School D and School E, School D and School H, School E and School G, School F and School G, and School G and School H.


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Table 6Scheffe results in the perceptions of mathematics teachers of the UbD framework when classified according to school affiliated with. ____________________________________________________________ ratio of the

Absolute Absolute Mean XSchools Compared Value Mean Difference to the y

Difference (X) Square Root of the Variance (y)

School A and School B 0.08 0.96 0.96 < 5.13 School A and School C 0.11 1.32 1.32 < 5.13 School A and School D 0.02 0.24 0.24 < 5.13 School A and School E 0.73 8.78 8.78 > 5.13* School A and School F 0.35 4.21 4.21 < 5.13 School A and School G 0.18 2.17 2.17 < 5.13 School A and School H 0.54 6.50 6.50 > 5.13* School B and School C 0.19 2.29 2.29 < 5.13 School B and School D 0.06 0.72 0.72 < 5.13 School B and School E 0.18 9.75 9.75 > 5.13* School B and School F 0.43 5.17 5.17 > 5.13* School B and School G 0.10 1.20 1.20 < 5.13 School B and School H 0.62 7.46 7.46 > 5.13* School C and School D 0.13 1.56 1.56 < 5.13 School C and School E 0.62 7.41 7.46 > 5.13* School C and School F 0.24 2.89 2.89 < 5.13 School C and School G 0.29 3.49 3.49 < 5.13 School C and School H 0.43 5.17 5.17 > 5.13* School D and School E 0.75 9.03 9.03 > 5.13* School D and School F 0.37 4.45 4.45 < 5.13 School D and School G 0.16 1.93 1.93 < 5.13 School D and School H 0.56 6.47 6.74 > 5.13* School E and School F 0.38 4.57 4.57 < 5.13 School E and School G 0.91 10.95 10.95 > 5.13* School E and School H 0.19 2.29 2.29 < 5.13 School F and School G 0.53 6.38 6.38 > 5.13* School F and School H 0.19 2.29 2.29 < 5.13 School G and School H 0.72 8.66 8.66 > 5.13*____________________________________________________________

Qualitative Data Analysis During the conduct of the study, the researchers were able to have

interaction with some of the teachers, who were the respondents of the study. Their perceptions regarding the understanding by Design framework were noted down and interpreted.


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Teacher 1 ubD has many hands-on activities, which help the students to have

deeper understanding of the topic and has a greater possibility that the students will remember the ideas presented because they are the ones who discover them through the activities being implemented. However, it is effective only to the higher sections and the SSC students because they can acquire the concepts and follow instructions easily. If one is going to teach heterogeneous students like what we have here in our school, he/she will probably have a hard time handling the class because some find it difficult to understand the lesson while others cannot. Ultimately, you cannot finish the topic on its allotted time.

Teacher 2 ubD is a great help for teachers when it comes to lesson planning.

you do not need to exert too much effort because you are just facilitating the activities implemented to them. If you are handling lower sections, it is very time-consuming.

Teacher 3 Advantage man sa amon `day, e. Kay ma-facilitate lang kami. Indi na

namon kinanlan ang lesson plan. Pay indi ko pabor da, a. Indi ko pagbaylo ang 20 ko ka tuig sa pagtudlo para dira. Nagnubo gani kami sa NAT sang nag-umpisa kami mag-ubD. Indi namon matapos ang coverage kang lesson nga dala sa NAT. unlike sang una bala haw [It is an advantage for us because we will just facilitate the activity. We do not need a lesson plan. However, I am not in favor of the ubD. I will not exchange 20 years of teaching experience for that. Honestly, our rating in the National Achievement Test (NAT) lowered after having the UbD. We cannot finish our lessons, which are included in the NAT, unlike before].

Teacher 4 ubD, when it comes to motivating and catching students’ attention,

is effective. Indi na kinahanglan [you do not need] to exert too much effort just to catch the attention of the students because they really enjoy the activities.

Teacher 5 In ubD, we do not have to make a lesson plan to be implemented

because we already have a ready-made plan provided by the DepED. We just facilitate the activities being implemented to the students.


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Teacher 6 yes, it is true that in the ubD framework, the role of the teacher is

to facilitate students’ learning, but ang problema [the problem] is when the students cannot clearly understand the instruction and when they have less knowledge about that topic, it is so difficult for them to do the task. At the same time, for me as a teacher, so most of the time nagabalik ko sa traditional para maintindihan sang mga students. Mas maayo pa gani nga mabalik na lang sa traditional [We prefer to use the traditional method so that the students will understand the lesson].

Teacher 7 UbD requires a lot of activities, pero sa kadamo sang activities indi

na kami katapos sang topic [but because of so many activities, there are times that we cannot finish the topic]. At the same time, wala man gihapon nabal-an mga bata tungod sa gasalig sila sa mga groupmates nila [I have observed that some of the students just rely on their groupmates in every activity].

Teacher 8 Sa tuod lang `day, daw nabudlayan kami mag-ubD kay kapin pa nga

ang gina-hold ko lower section, may time gid nga ginasamu-an ko traditional ang klase ko. Bale daw ginahimu ko lang bala nga guidelines aw. Kay kung i-apply ko gid, kaluoy ang iban nga indi ka-catch up bala aw” [I find it hard to use the ubD framework in teaching, especially that I handle lower sections. There are times that I use the traditional method so that all of them will understand the topic presented. It seems that ubD only serves as my guide in teaching] .

Teacher 9 Ang ubD tama ka [ubD is very] time-consuming, especially kung

nagatudlo ka sa homogeneous nga section [if you are teaching a homogeneous section]. Most of the time indi matapos ang [we cannot finish] the lesson, and at the end of the period, it seems nga wala man gid may nabal-an ang mga students [that the students learned nothing].

Teacher 10 ubD encourages students to work hard, to understand the big ideas

being presented to them through learning activities. It is easy for us teachers also to facilitate classroom activities.


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Teacher 11 Ang ubD tama gid ka trabahoso, puro lang siya activities. Damo

visual aids nga himuon, indi pareho kang traditional. Kag isa pa, not at all times ga-enjoy mga bata, ginatak-an sila kay everyday may activity [It requires a lot of activities and many visual aids to prepare. In addition, not all the time do the students enjoy the activities].

The interview revealed that secondary mathematics teachers of different national high schools in the second district of Iloilo perceived the ubD framework as time-consuming, but the teachers stressed that the ubD also has some advantages, especially in lesson planning and in facilitating classroom activities.

Conclusions In view of the findings, the following conclusions were drawn. The secondary mathematics teachers of the second district of Iloilo

have the same perceptions of the understanding by Design framework when grouped according to sex and to number of years in teaching using the ubD framework, whereas when grouped according to school affiliated with, they have different perceptions of the ubD framework. Different teachers have their own concept and understanding of the ubD. This could be caused or even just influenced by their experiences with the students they are handling, their attendance in seminars regarding the ubD framework, their attitude towards teaching, and even the kind of school they are affiliated with. Teachers from fully established schools have more positive perceptions than teachers from newly established schools.

ubD has some effects, especially regarding lesson planning and facilitating of classroom activities by the teacher, yet it is time-consuming. This could actually mean that the understanding by Design framework offers advantages and disadvantages to both teachers and students in terms of facilitating learning activities.

Recommendations In light of the major findings and the conclusions of the study, the

following are recommended: Similar studies should be conducted to determine the perceptions 1. of the ubD among mathematics teachers who handle above average students, those who handle below average, and at the same time, teachers who handle heterogeneous students. Likewise, perceptions of students who were taught under the ubD framework can be looked into.


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To the curriculum makers, the understanding by Design framework 2. may be their guide in making and in revising the curriculum. To the teachers, the understanding by Design framework may 3. be their guide in handling classroom activities and in handling manipulative-learning, but they may not fully rely on this framework in some cases that the learners will not understand the lesson presented. They can mix it with the traditional method so that learners will have an enduring understanding of the lesson.

References

Bransford, Brown, & Cooking (2002). How People Learn: Brain, mind, experience, and school.

McTighe, & Wiggins (1999). The Understanding by Design handbook.

McTighe, & Wiggins (2004). The Understanding by Design professional workbook.

roncal, C. M. (2011). Understanding by Design framework and students’ performance in mathematics: The effect of computer assessment instruction in the students’ performance in mathematics III. (Published dissertation). Iloilo City, PH: West Visayas State university.

Temelo, D. r. F. (2011). Secondary school teachers’ division mass training on UbD: Its effect to the teachers competency on the 2010 Secondary Education Curriculum. (unpublished action research). Iloilo City, PH: West Visayas State university.

Sevilla, C. G., et al. (1998). An introduction to research methods.

Concise Oxford English Dictionary. (11th ed.).

Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation.

The New Webster’s Dictionary (1990). New york, Ny: Lexicon Publications, Inc.

http://en.wikipedia.org/wiki/Understanding_by_Design (Retrieved in 2011). http://www.authenticeducation.org/ubd/ubd.lasso (Retrieved in 2011).


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http://www.lifescied.org/cgi/content/full/6/2/95 (Retrieved in 2011).

http://intermath.coe.uga.edu/lesson/variables_lesson.html (Retrieved in 2011).

http://www.ascd.org/publications/books/103110/chapters/implementing-understanding- [email protected] (retrieved in 2011).


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INFLUENCE ON STUDENTS’ CHOICE OF BACHELOR OF SPECIAL EDUCATION (BSPEd) AT WEST VISAYAS STATE UNIVERSITY

Kizzia Jane A. Aleligayruthell A. MorenoHarriet B. Torrico

Bachelor of Special Education (Teaching Children with Mental retardation)

March 2012

Adviser: ProF. roSALEA CorNELIA A. DE LEoN

Abstract

This study aimed to find out the influences on students’ choice of Bachelor of Special Education (BSPEd) as college course at West Visayas State University. The respondents of the study were 99 first year BSPEd students at West Visayas State University during the second semester of school year 2011—2012. To gather the data, a survey-questionnaire was used. The frequency, percentage, and rank were used for descriptive statistical data. The influences on students’ choice of BSPEd as a college course at WVSU were taken as an entire group and classified according to sex, residence, and school graduated from. Results of the study show that the students’ choice of BSPEd as a college course at West Visayas State University was influenced by job opportunities, interests and abilities, parental choice, and career guidance information. Other influences were family economic status, possibility of earning dollars, the thought that it will help them get out of the country, influence of friends, influence of relatives, popularity of the course, parents’ occupation, influence of teachers, high school academic achievement, and place of residence.

Background of the Study The kind of life a person has is the result of the choices he/she makes.

Making choices is one of the crucial exercises people are usually involved in. It takes a lot of consideration, for whatever choice made would definitely create a far-reaching impact in people’s lives.

According to Willett (2004), the decision-making process is complex and subject to multiple influences that not only interact with each other but also change over time. This is especially true with major life decisions such as choosing a college to attend to. In fact, this is actually a nested set


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of choices where the first choice is whether or not to attend a college or a college-like institution.

Choosing a career is a challenge because it will affect the person for the rest of his life. To be able to choose a career wisely, one must first understand what the career is and the factors to be considered in making choices.

Choosing a career in Special Education or education of students with disabilities may be the right choice for some students. Special education requires those with the ability to reach out to children and adolescents with special needs, and teachers who enter this specialized area of academics are rewarded with the knowledge that they are helping those who need it most.

Broekemier (2002), in a study comparing second year and fourth year college students, looked into their motivations to attend college and the importance of choice criteria. Factors that motivate students in choosing a certain college course, getting better jobs, gaining general knowledge, and enhancement of self-esteem are also some of important factors (Broekemier, 2002).

one’s choice of a vocation or career should be aligned with his/her interests, passion, and capabilities. Work produces satisfaction; hence, one must be directed towards proper choices of a vocation for a better and happier future. In choosing Special Education as a career, one must personally examine himself if he/she is an advocate of students with disabilities. Careful choice of career is a requisite nowadays.

Diagram Showing the Relationship of Variables There are several influences on students’ choice of Bachelor of Special

Education (BSPEd) as a college course at West Visayas State university. Some of these influences are sex, place of residence, and school graduated from (public or private).

The schematic diagram to show the relationship of variables is presented below.


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INDEPENDENT VArIABLES DEPENDENT VArIABLES

Sex (Female/Male) Influences on Place of students’ residence choice of (rural/urban) BSPEd as college course School Graduated From (Private/Public) Statement of the Problem

This study aimed to examine the influence on students’ choice of Bachelor of Special Education (BSPEd) as a college course at West Visayas State university.

Specifically, this study sought to answer the following questions: What are the reasons influencing students’ choice of BSPEd when 1. they are addressed as a whole? What are the reasons influencing students’ choice of BSPEd as a 2. college course when they are grouped according to sex, residence, and school graduated from (public/private)?

The Research Design This descriptive study used a one-shot survey to find out the influences

on student’s choice of Bachelor of Special Education (BSPEd) as a college course at West Visayas State university for school year 2011—2012.

Methodology The study included the whole population of the first year BSPEd

students of West Visayas State university for Sy 2011—2012. A questionnaire-checklist was used. The questionnaire was distributed to all first year BSPEd students as respondents. The researchers classified target population as the unit of analysis or the target of the study according to Fraenkel and Wallen (2006). The survey data was collected from a number of individual units of analysis as represented.

The Participants The study included all 99 first year BSPEd college students of West

Visayas State university for Sy 2011—2012.


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When the respondents were grouped according to sex, six students or 6.06 percent were males and 93 students or 93.94 percent were females. When grouped according to residence, 58 students or 58.59 percent were from rural areas or barangays and 41 students or 41.41 percent came from urban areas.

When the respondents were grouped according to school graduated from, 16 students or 16.16 percent of the respondents graduated from private high schools and 83 students or 83.84 percent of the respondents came from public high schools.

The distribution of the subjects according to the different variables is presented in Table 1.

Table 1Distribution of respondents.

Category Frequency Percentage Entire Group 99 100 Sex Male 6 6.06 Female 93 93.94 Total 99 100 Place of residence rural 58 58.59 urban 41 41.41 Total 99 100School Graduated from Private 16 16.16 Public 83 83.84 Total 99 100

The Research Instruments/Tools

This study utilized the survey-questionnaire as the primary instrument in gathering the needed data. The researchers composed questions and situations needed in the study.

The questionnaire-checklist was composed of two parts: (1) personal data sheet, and (2) influences on students’ choice of BSPEd as college course.

The first part contained items concerning the respondents’ background, in which they will be allowed to fill in the personal data sheet on the choices listed. It aimed to obtain information regarding the respondents’ personal background, such as sex, residence, and school graduated from (public/private).


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The second part of the questionnaire was composed of reasons influencing their choice of Bachelor of Special Education (BSPEd) as a college course and will be asked to check their desired responses. The respondents were asked to check the four most important choices among the 14 reasons given in the questionnaire.

Data Collection Procedure To find the influences on student’s choice of BSPEd as a college

course at WVSu, the students were asked to check the top four reasons for choosing BSPEd as a college course. The researchers listed down the possible reasons as a guide in constructing the questionnaire. Introduction from books, magazines, dissertations, and other printed materials helped the researchers to construct the questionnaire, which focused on the choice of BSPEd as a college course.

Three experts in the field of Special Education (SPEd) validated the instruments made by the researchers.

upon the approval of the adviser, the permit to conduct the study was prepared. A letter was sent to the dean of the college. After obtaining the approval, the researchers conducted the study and personally administered by the questionnaires.

The respondents were gathered in one room and the questionnaires were distributed. The students were asked to check their top four reasons for choosing BSPEd as a college course. After the questionnaires were filled up, the researchers retrieved them from the respondents. Data gathered were then computed and interpreted.

A professional statistician interpreted and validated the data collected.

Data Analysis Procedure The statistical tools used in the study were the following. Frequency is the rate of recurrence of a given event in a given time.

This was used in obtaining the number of responses of the respondents to each of the influences on students’ choice of BSPEd as a college course.

Percentage was the actual quantity represented by a percent. The percentage was taken from the number of responses in each of the factors in relation to the number of respondents when they were grouped according to sex, residence, and school graduated from.

rank is an order being assigned to a particular class with relative position. This was utilized to find out the leading reason influencing students’ choice of BSPEd as a college course when they were addressed as a whole.


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Results and DiscussionThe findings revealed the four most important reasons as identified by

the respondents in choosing BSPEd as their college course. What influences the choice of BSPEd as a college course was determined when respondents were taken as an entire group and classified as the aforementioned variables were presented.

Table 2 presents the most frequently identified to the least frequently chosen influences on students’ choice of BSPEd as a college course when taken as an entire group. Job opportunities after graduation ranked first with the frequency of 79. Based on the responses of the subjects, interest and abilities ranked second, parental choice ranked third, career guidance information ranked fourth, followed by family economic status, the possibility of earning dollars, the prospect of getting out of the country, influence of friends, influence of relatives, popularity of the course, parents’ occupation, influence of teachers, high school academic achievement, and place of residence, respectively.

results indicate that students were aware of the most important factors in their choice of BSPEd as a college course.

Table 2 Influences on students’ choice of BSPEd as a college course when classified as an entire group.

Factors Frequency Rank Job opportunities after graduation 79 1 Interest and abilities 58 2 Parental choice 41 3 Career guidance information 35 4 Family economic status 32 5 The possibility of earning dollars 24 6 It will help me get out of the country 23 7 Influence of friends 19 8.5 Influence of relatives 19 8.5 Popularity of the course 19 8.5 Parents’ occupation 18 11 Influence of teachers 15 12 High school academic achievement 13 13 Place of residence 4 14


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Table 3-A presents the top nine influences on students’ choice of BSPEd as a college course of six male students. The frequencies of their response were shown from parental choice down to the reason of going out of the country. Interest and abilities ranked first with all six males considering it as the main reason that influenced their choice of BSPEd as a college course. Job opportunities after graduation ranked second with the frequency of 4 or 66.67 percent of the respondents. This is followed by career guidance information, high school academic achievement, and popularity of the course, all with a frequency of 3 or 50 percent. Other influences, arranged in rank, are influence of teachers, parental choice, parents’ occupation, and the reason that it will help them get out of the country.

Table 3-ATop nine influences on students’ choice of BSPEd as a college course when classified according to sex (male).

Factors Frequency Percentage Rank Interest and abilities 6 100 1 Job opportunities after graduation 4 66.67 2 Career guidance information 3 50 3.5 High school academic achievement 3 50 3.5 Popularity of the course 3 50 3.5 Influence of teachers 2 33.33 6 Parental choice 1 16.67 7.5 Parents’ occupation 1 16.67 7.5 It will help me get out of the country 1 16.67 7.5 Total No. of Male respondents 6

(Disclaimer: First choice was not indicated.)

As shown in Table 3-B, job opportunities after graduation ranked first for female respondents. out of 93 respondents, 71 or 76.34 percent of the females answered job opportunities as one of the four influences on their choice of BSPEd as a college course.

Interest and abilities ranked second with the frequency of 50 or 53.76 percent of the respondents. Parental choice ranked third with 43 or 46.24 percent. other factors included were family economic status which was ranked fourth, followed by career guidance information, the possibility of earning dollars, the prospect of getting out of the country, influence of relatives, and popularity of the course, respectively.


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Table 3-BTop nine influences on students’ choice of BSPEd as a college course when classified according to sex (female)

Factors Frequency Percentage RankJob opportunities after graduation 71 76.34 1 Interest and abilities 50 53.76 2 Parental choice 43 46.24 3 Family economic status 33 35.48 4 Career guidance information 31 33.33 5 The possibility of earning dollars 26 27.96 6 It will help me get out of the country 24 25.81 7 Influence of relatives 19 20.43 8 Popularity of the course 18 19.35 9 Total No. of Female respondents 93

When classified according to place of residence, respondents

from the rural areas ranked job opportunities after graduation first. From the 58 respondents, 44 or 75.86 percent of them chose job opportunities after graduation as one of their four choices. Interest and abilities ranked second with 37 respondents or 63.79 percent. It was followed by parental choice, career guidance information, family economic status, and the prospect of getting out of the country as shown in Table 4-A.

Table 4-ATop nine influences on students’ choice of BSPEd as a college course when classified according to place of residence (rural).

Factors Frequency Percentage RankJob opportunities after graduation 44 75.86 1 Interest and abilities 37 63.79 2 Parental choice 22 37.93 3.5 Career guidance information 22 37.93 3.5 Family economic status 21 36.21 5 It will help me get out of the country 15 25.86 6 Influence of relatives 14 24.14 7 Influence of friends 12 20.69 8 Popularity of the course 10 17.24 9 Total No. of respondents Living in the rural Areas: 58


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As shown in Table 4-B, job opportunities after graduation ranked first with 37 or 88.10 percent of the respondents considering it as the most important influence on students’ choice of BSPEd as a college course. Interest and abilities ranked second, and parental choice ranked third. ranked fourth was the possibility of earning dollars, followed by career guidance information, family economic status, and popularity of the course.

Table 4-BTop nine influences on students’ choice of BSPEd as a college course when classified according to place of residence (urban). Factors Frequency Percentage RankJob opportunities after graduation 37 88.10 1 Interest and abilities 21 50 2 Parental choice 20 47.62 3 The possibility of earning dollars 16 38.10 4 Career guidance information 12 28.57 5 Family economic status 10 23.81 6.5 Popularity of the course 10 23.81 6.5 Parents’ occupation 8 19.05 8 It will help me get out of the country 7 16.67 9Total No. of respondents Living in the urban Areas: 42

Table 5-A shows the responses of 83 respondents who graduated from public schools the influences that made them choose BSPEd as their college course. Job opportunities after graduation ranked first with 66 or 79.52 percent. Interest and abilities ranked second, and parental choice ranked third. ranked fourth was the possibility of earning dollars, followed by career guidance information, family economic status, and popularity of the course.


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Table 5-A Top nine factors that influenced the choice of BSPEd as a college course when classified according to school graduated from (public). Factors Frequency Percentage RankJob opportunities after graduation 66 79.52 1 Interest and abilities 49 59.04 2 Parental choice 34 40.96 3 Career guidance information 28 33.73 4 Family economic status 27 32.53 5 The possibility of earning dollars 20 24.10 6 It will help me get out of the country 19 22.89 7 Popularity of the course 17 20.48 8 Parents’ occupation 16 19.28 9 Total No. of respondents Graduated from a Public Schools: 83

As shown in Table 5-B, 81.25 percent or 13 out of 16 respondents who graduated from a private school ranked job opportunities after graduation the first choice or the most important factor that influenced their choice of BSPEd as a college course. Interest and abilities ranked second with 9 respondents or 56.25 persent. Parental choice ranked third. This was followed by career guidance information family economic status, influence of friends, and influence of relatives, respectively.

Table 5-BTop nine factors that influence the choice of BSPEd as a college course when classified according to school graduated from (private).

Factors Frequency Percentage RankJob opportunities after graduation 13 81.25 1 Interest and abilities 9 56.25 2 Parental choice 7 43.75 3.5 Career guidance information 7 43.75 3.5 Family economic status 5 31.25 5 Influence of friends 4 25 6.5 Influence of relatives 4 25 6.5 The possibility of earning dollars 4 25 6.5 It will help me get out of the country 4 25 6.5 Total No. of respondents graduated from a private school: 16


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Conclusions Based on the findings of the study, the following conclusions were

drawn. Job opportunities after graduation, interest and abilities of the students,

and parental choice were the foremost reasons for the respondents’ choice of taking up Bachelor of Special Education as a college course when addressed as a whole.

Students enrolled in BSPEd at West Visayas State university mainly because of job opportunities after graduation, their interest and abilities, and advice of parents, relatives, and friends. In the present economic situation of the Philippines, students fear being jobless after graduation. Security of having a future job is important not only for parents but most importantly for students themselves. BSPEd is seen by students as a course that offers good job opportunities after graduation; hence, their interest in enrolling in this course.

Students also take their interests and abilities into consideration when choosing their college course. It is their natural motivation to stay on the course.

Parents influence their children’s career choice. This situation may be due to our authoritarian family structure, wherein important decisions come from parents and wherein children follow their parents’ decisions.

Career guidance information provided by high schools or by colleges when they try to recruit students is an important influence on the students’ choice of BSPEd as their college course. When students are aware of the possible college or course expectations, they can decide accurately whether to take the course or not.

However, when students were grouped according to sex, students vary in their reasons that influenced them in choosing BSPEd as their college course. Male respondents chose interest and abilities, job opportunities after graduation, career guidance information, and high school academic achievement as the top reasons that influenced them to choose BSPEd. Whereas for females, job opportunities after graduation, interest and abilities, parental choice, and family economic status were their top influences.

When grouped according to place of residence, the respondents living in rural areas chose job opportunities after graduation, interest and abilities, parental choice, and career guidance information as their foremost reasons that influenced them to choose BSPEd as their college course. On the other hand, job opportunities, interest and abilities, parental choice, and the possibility of earning dollars were the top reasons of respondents living in the urban areas.

According to the findings, when students were grouped according to school graduated from, job opportunities after graduation, interest and


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abilities, parental choice, and career guidance information were the top four reasons of respondents who graduated from public schools. yet, respondents who graduated from private schools chose job opportunities after graduation, interest and abilities, parental choice, and career guidance information as the top reasons that influenced them to take BSPEd as their college course at WVSu. Recommendations

Based on the results of the study, the following recommendations were given:

The school should look into the reasons that influenced students’ 1. course preferences. Thus, proper counseling should be given to the students. Concerned high schools should provide sufficient career guidance 2. to their graduating students. The College should maintain the Level IV status of the Bachelor 3. of Special Education so that many students will be encouraged to take BSPEd as their college course. With the Level IV status, BSPEd graduates are on an advantage because it means greater chances of employment. The College should ensure the availability of job opportunities for 4. BSPEd graduates. Since interest and abilities ranked second in the factors influencing 5. students’ choice of BSPEd as their college course, the College should take into consideration the interest of applicants in the BSPEd program. The College should make sure that only those who will really benefit from the course, with their interest and abilities in SPEd, will be admitted into the BSPEd program.

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LEARNING TO SWIM IN TURBULENT WATERS: EXPERIENCES AND COPING MECHANISMS OF PRE-SERVICE TEACHERS

WITH DYSFUNCTIONAL FAMILY

Jennelyn A. AlonzagaMiriam J. Ariesgado

Michelle Jane C. AsongAngeliza B. Dela Cruz

Bachelor of Elementary Education (General Education)March 2012

Adviser: ProF. rEJIE F. PALMoS

Abstract

This qualitative study was conducted using a narrative inquiry approach to find out the influence of dysfunctional families on the lives of pre-service teachers. Specifically, this study sought to answer the following questions: (1) What is the concept of a pre- service teacher with a dysfunctional family?; (2) What are the feelings of the individual living in a dysfunctional family?; (3) What are the experiences of the individual living in a dysfunctional family?; and (4) What are the coping mechanisms of students in this type of family? Five pre-service teachers attested that they were a member of dysfunctional families. Data were gathered with the use of in-depth interviews with pre-service teachers and researchers, which was recorded in a digital recording gadget. A duly validated set of questions constructed by the researchers was used as guide during the interviews. Data were gathered, analyzed, and interpreted to reach the findings, from where the conclusions and recommendations were drawn. The participant’s concept of a dysfunctional family was a type of family having problems between parents, where the parents are separated, or where one of the parents is dead. It was based on how their parents act in their family situation. The feeling of these individuals having dysfunctional families was incomplete. They are longing for their parents’ attention and time. Some of them felt unlucky having such type of family. However, after they have surpassed the pain brought about by their family situation they learned how to become strong and independent in facing the problems in life. Some experiences of pre-service teachers in their family were just fine because their families have the capacity to give everything they need. However, for most of them that were economically unstable, it was difficult. Parents need to work hard to provide for the needs of their children. Most of them suffered from hunger and financial problems.


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Background of the Study Many researches have already been made to better understand the

importance of families in our society and to improve the quality of life of each individual. The family is a group of persons united by bonds of marriage, blood, or adoption, constituting a single household, interacting and communicating with each other in their perspective social roles of husband and wife, father and mother, son and daughter, brother and sister, and creating and maintaining a common culture.

According to Vega (2006), the family is closely knit and has strong ties. The members have the tendency to cling together in their activities and feelings. There is strong loyalty among them not usually found in Western families. The interests of the individual are often sacrificed for the welfare of the group.

The family is the most important maker of a child’s personality. His/her family is the first social group, from where he/she gains his/her values and the idea of what is right and what is wrong. The child usually spends more time with his/her family than any other people. Family members are the most significant people in the child’s life and have the greatest influence on the child’s personality.

However, the influence of the family on the development of the child’s personality still depends on the child.

Parents can influence their child through words and example, that is why children’s behavior, ways, and attitude are a mirror of what their parents are and will determine the child’s intellect and behavior.

Parents are the strong foundations of the moral, spiritual, and personality development of their children. They are the ones who provide them emotional security, which is important to their growth and development as individuals. Patience is needed in disciplining children as well as knowledge to understand their strengths and weaknesses.

It is also the parents’ responsibility to give the needs of their children like food, shelter, clothing, and proper education.

According to White (2001), family ties are the closest, the most sacred of any relationship on earth. It was designed to be a blessing to mankind, and it is a blessing whenever the marriage covenant is entered into intelligently with the fear of God and with due consideration of its responsibilities.

Family dysfunction is any condition where family members (parents) do not function properly or where they do not do their responsibilities in the family. Most families deal with some situations, which makes the family dysfunctional (death in the family, a parent’s serious illness, etc.). Families tend to return to its normal function after the crisis has passed.

Marriages that separate or divorce often result in dysfunction and resentment. If the marriage suffers, the family will also suffer. This is because children develop identity issues as to where they stand and as to who they


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are in relation to their parents’ foundation. The function of a family depends heavily on the health of the parents’ marriage.

In dysfunctional families, however, problems tend to be chronic and children do not consistently get their needs met. Negative patterns of parental behavior tend to be dominant in their children’s lives.

Theoretical Framework of the Study This study is anchored on two theoretical perspectives on

the family. one is the Systems Theory. As discussed by olson and DeFrain (1997), everything that happens to any family member has an impact on everyone else in the family. Members are interconnected and operate as a group or system. How people think and behave is deeply influenced by their family background and they are best understood by understanding their families. When a child has problems, there are often problems in the family system.

Another one is the Interactionist Perspective, which theorizes that the family shapes the identities and self-concepts of all its members through interaction. The family is not a stock social unit but the creation of its members as they spontaneously relate to one another (Mead, 1994).

Lived experiences can be translated into rich narrative stories. Narratives in the form of stories have become a powerful tool for researchers.

Statement of the Problem This study aimed to find out the influence of dysfunctional families

on the lives of college students. Specifically, this study sought to answer the following questions:

1. What is the concept of a pre-service teacher of a dysfunctional family?

2. What are the feelings of pre-service teachers in dysfunctional families?

3. What are the experiences of pre-service teachers in dysfunctional families?

4. What are the coping mechanisms of pre-service teachers in this type of family?

Research Design The purpose of this study was to narrate and to describe the influence

on and the coping mechanisms of students in relation to their dysfunctional families.

Narrative inquiry was the method used in this study. Narrative inquiry was the researchers’ way of understanding experiences. It was a collaboration between researchers and respondents, over time, in a place or series of places, and in social interaction with their milieu. The


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researchers entered this matrix in the midst and progressed in the same way, including the inquiry in the midst of living and telling, reliving and setting the stories that make up peoples’ lives both individual and social. According to Clandinin and Connelly (1999; as cited in Arguelles, et al., 2010) a narrative inquiry is the study of stories lived and told.

Aware of the limitations of the study, the researchers always maintained objectivity as much as possible, while encouraging and assuring the respondents that the narrative was told using their (the respondents’) perspectives.

This study did not intend to test any hypothesis, but it attempted to develop an understanding of the influence on and the coping the mechanisms of students in relation to their dysfunctional families.

The Participants The participants of the study were five pre-service teachers. The

researchers conducted a survey to the pre-service teachers (WVSu-CoE) to identify who were members of dysfunctional families. The survey was done by distributing a survey sheet, which needed the students’ approval if he/she was willing to submit his/her self in the study.

After conducting the survey and knowing who among them were in dysfunctional families, the researcher purposively chose five students. There were three females and two males. They were of varied ages from 19-21 years old.

Instruments A researcher-made interview guide duly validated by experts

included questions that elicited detailed personal experiences to ascertain the influence on and the coping mechanisms of students in relation to their dysfunctional families.

With the consent of the respondents, audio-tape recording was done during the one-on-one interview with an agreement not to publicize through audio broadcast the said recording but only to validate what they said.

Procedure The researchers initially discussed with their adviser the topic for

research, which focused on the experiences and the coping mechanisms of student teachers with dysfunctional families.

The pre-service teachers were identified through a survey. During the survey, the participants were given an option whether or not they were willing to be part of the study. They agreed to participate on the condition that they could use assumed names to make their stories interesting and to keep their identity secret. They also agreed to meet at the WVSu mini-forest for follow-up personal interviews during their most convenient time. The


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agreement as well as the venue for the interview with the researchers and the participants themselves were readily available.

The meeting with the participants started after they were through with their pre-service teaching. In-depth interviews were conducted. Additional information from the participants was gathered. Meanings from the notes written were classified and divided, and certain impressions the researchers gained through observations were also taken into consideration. The observation illuminated what happened and focused on the hidden expressions in the conversations with the participants.

The one-on-one interview with the participants lasted at least an hour to two hours each, depending on their responses, readiness, and willingness. The whole event was a recollection of their stories, which were confirmed through the individual interviews. Some short interviews were also conducted after the main interview was finished to clarify some issues and events.

rapport was established with the participants by starting with non-threatening questions. Smooth and spontaneous reactions were facilitated as researchers and participants knew each other well due to their being together in the pre-service teaching program. Mutual respect and trust were still the core of the individual interviews. Disclosure of sensitive experiences was also enhanced through behavioral questions. The participants were given the opportunity to disclose themselves during the course of the interview. This led to a comprehensive storytelling of their experiences as pre-service teachers with dysfunctional families.

In this study, the researchers were directly involved. No person outside the research team was allowed to help in the data-gathering process in order to prevent alteration or leaking of information divulged by the participants.

Data Analysis Data gathered were not subjected to any computer processing since

qualitative data analysis merely depicts and portrays what was observed, recorded, and studied. The narrative inquiry data analysis involved synthesis of information gathered from the results of the interviews. As cited in an undergraduate thesis by Arguelles et al. (2010), narrative inquiry in the field was a form of living, a way of life. This and other narrative threads were important to make meaning. What it meant was that one can catch nuggets of information, and though not important, can play a significant role and contribute to a life landscape. The narrative injuries were not always stories but often recorded actions, doings, and happenings, all of which were called narrative expressions. This was the stuff of narrative inquiry, which was “a form of living, a way of life.”

The interviews of respondents were transcribed to the actual language used, which is a mix of local language, Hiligaynon, Filipino (based on Tagalog), and English. The respondents basically used code-switching all


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throughout the data-gathering phase. The transcribed interviews were also translated into English. As soon as all the recorded data had been transcribed, line-by-line analysis of respondents’ responses was made, collaborating them with field notes and personal anecdotal accounts.

The exercise produced at first is a seemingly incomprehensible mixture of data. To make sense of this, themes were identified, formed, reformed, rejected, revisited, and reassessed until a set of themes emerged, which the members of the research team agreed upon. The themes and concepts were formed, having in mind the questions that the study wanted to answer.

Results and DiscussionThe data of this study is presented in an unconventional form. From

the data-gathering phase, five lived experiences emerged, each with some differences but nevertheless united by some common thread.

The following are the retelling of the real-life experiences of five pre-service teachers who considered themselves members of dysfunctional families. Their stories were made and constructed out of the actual narratives they shared.

The following names used in these narratives are not the real names of the five pre-service teachers but are codes or screen names only to protect their identity.

King Peter Peter is one of the handsome boys in the College of Education.

He is a graduating student at WVSu this school year, taking up Bachelor in Elementary Education (BEEd). He stands 5’7”. He is an optimistic type of person and is friendly. To earn for extra income, he worked as a student assistant in this school.

Teaching is a lifetime vocation. It is difficult, yes, most especially for a student teacher who is just new in the field. The making of lesson plans and visual aids are new things for Peter.

“Being a student teacher is not as easy as others say. I always slept around 2 o’clock in the morning to finish my lessons and instructional materials for that particular day. However, I enjoyed teaching kids and I have learned a lot during our practicum. That was why I chose Education.”

Listening to his voice, you can feel his dedication and eagerness to prove himself and his overwhelming confidence, but it did not mean that his life is perfect enough because every happy smile comes from painful beginnings.

“For me, a dysfunctional family means ang family as an institution wala siya naga-function sang iya obligation or responsibilities to each member. So ang iya function indi fixed. (For me, dysfunctional families mean that an institution does not perform its obligations or responsibilities


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to its members. yes, I could say that I belong to this situation),” he told us frankly. We were surprised because we all knew that family matters are oftentimes a very sensitive topic for family members and that they would keep it to themselves, while this young man was personally speaking for himself.

He was 3 years old when his father died of ulcer. His mother took the big responsibilities of supporting and rearing him and his sister. To a mother who did not have a particular job, it would be very difficult to give all the needs of her two children.

“Ang problema indi mo gid na ya malikawan, ang mga problema, example, most especially ang financial problem. (We could not avoid the problems in our life, most especially the financial aspect).”

His mother was his inspiration. He did everything to make his mother proud of him. The death of his father became his door for growth.

“Having a dysfunctional family is an opportunity for me to become a strong person.”

For Peter, studying hard was the best thing he could do with his life in order for him to reach his goals and to bring honor to his family in the end and to be able to get all the things he wanted in the future.

“Everything has a purpose; God gave me the problem because He knows that I can be able to cope with.” Thus was a positive admission from Peter. For him, every problem that comes into his life was an opportunity for his growth, an opportunity to become a mature person.

As his journey continued, he also continued to prove himself, his capacity, and his capability. This coming March, he will be walking to success with his fellow graduates. “I always ask for God’s blessings, and I let Him know that I have faith in Him, because through Him everything will be fine.”

Amethyst’s SmileAmethyst is 5’1’’ with long hair and fair complexion. She was a 19-

year-old girl who aspired to become a teacher someday. Amethyst came from a poor family. She decided to take up education in one of the universities in La Paz, Iloilo City because it has the cheapest tuition fee and is known for its quality education. She is currently taking up Bachelor in Elementary Education (BEEd).

She is one of the ordinary students in her school. What made her different was that she has all the voice and the courage to speak out what is in her mind. “Prangka gid na sa ‘ya kag tama ka talkative kag pirme lang gakadlaw; daw wala lang problema (She is frank and very talkative, and she always laughs that it seems like she does not have any problem),” one of her friends said. Amethyst is not shy to say her feelings about something.

She is a joker. Maybe that is why her friends see her as a happy


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person. She even makes fun of her problems at home, like whenever they do not have electricity and the like. She laughed, and we never thought that her smiles and loud laughter were too far from her real life.

The Confession Amethyst was so vocal about their family situation. She did not deny

that they are poor. She always talks about how her mother worked hard for her studies because of the loss of her father.

“It was that I was 12 years old when my father died because of stroke.”

In her situation, she admits that there was missing in their family—her father. When she was asked what to her is a dysfunctional family, she answered, “A dysfunctional family is a family in which the parents do not do their responsibility in the family and even separation or death.”

Now she is living with her mother. Even though she is the youngest child, she does not receive any help from her older brothers and sister. After all, each of them already has his/her own family to support.The father is considered as the haligi ng tahanan, the one who is responsible in giving and in supporting all the needs of the family. However, in Amethyst’s family, her mother became the sole provider.

“My mother works for our family to give my needs and she is also the one who supports my studies.”

Her mother alone is working hard to send her daughter to school. Amethyst would always wish that her father was alive, most especially in times of trouble. According to her: “I would always remember my father. Kon tani upod namon siya para, at least, he could help us with our problems. Kon tani, kon ari siya, indi kami mabudlayan sa amon pangabuhi ni nanay (I would always remember my father. If he were with us, at least, he could help us with our problems. If he were here, life would not be difficult for me and my mother).”

We could feel the pain and the sadness in her voice as she continued speaking. “There were times when we do not have food to eat, and I have no money to go to school.” Those were just few of the challenges that Amethyst encountered in life. Challenges that she successfully overcame and that molded her to become a better and a stronger individual.

Moving On In spite of Amethyst’s problems, one cannot see any trace of sadness

on her face. Instead, one sees a mark of happiness and contentment. “It is painful to lose someone you love, but what more can you do than accept it and live your life?”

It looked easy but one knows it needed much courage to overcome such situation for Amethyst. “I pray to God para i-guide ya ko sa way nga


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husto and I always listen to the guidance of the mother kay siya gid na ang nakabalo kon ano gid bala ang dapat ko himuon sa kabuhi ko (I pray to God so that He would guide me to the right way, and I would always listen to the guidance of my mother because she always knows the right thing that I should do with my life).”

The loss of her father never became a hindrance for Amethyst to reach her goals. Instead, it became a source of strength to pursue her dreams. “I study hard to have a good future, ti dira ko man lang mabuhos tanan ko nga oras kag effort (I study hard to have a good future. It is just on my studies that I could give my time and effort).”

Before darkness fell over the earth and before we departed from each other, she said, “The end is always there, kag indi mo ma-predict nga ang tawo upod mo na pirme, so we need to give importance to them para mag-abot man ang time nga madula man sila hindi ka man maghinulsol nga wala mo mahimo ang isa ka bagay para sa ila (The end is always there, and you cannot predict when the person you go along with always will be gone; we need to give importance to them so that even if they will be gone, you will not regret the things you have not done for them).”

Poker FaceBeauty blended with brains was our first impression of her. Who

is she? She is Janine, a 21-year-old young lady who stands about 5’2”. She is currently taking up Bachelor in Elementary Education (BEEd) at West Visayas State university as a senior student. Her white skin, appropriately molded nose, and pink lips show it all. According to her, she was an honor student when she was in elementary and in high school. However, nothing is perfect because if we go deeper into her story, we will be discovering her imperfect life.

It is a natural characteristic of people to criticize and to judge others’ mistakes and imperfection. usually, we speak according to our own ideals and experiences. According to Janine, “A dysfunctional family is a family with separated parents and family that experiences war between parents almost every day”. No doubt she spoke for herself. Janine was a good friend of the researchers and they already knew her family situation.

Her parents got separated when she was 7 years old. Then her father was married to another woman. Since she was 5 years old, she lived with her grandparents, aunts, and cousins until she was in second year college. Now, she is living with her mother and other siblings.

Before she continued her studies in third year college, she stopped. In that period of time, she had gone through different jobs, like being a salesclerk in a pharmacy or even a saleslady in SM City. She also went through different problems, like poverty and hunger.


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“I encountered poverty. We needed to struggle in order for us to live and to proceed to college. We don’t have parents to support us; I was with my grandparents.”

After all the struggles she went through, she fought back and stood tall. She said, “I realized that having this kind of situation teach me how to be strong and to be independent.” Janine is very optimistic in dealing with her life. However, because of her experiences, she admitted that she has unpredictable emotions. She is afraid she will be experiencing the same situation in the future. She is afraid to go into a deeper relationship (boyfriend-girlfriend relationship) because, for her, all men seemed like her father.

Now, all she wanted was to finish her studies. “I do not think I belong to a dysfunctional family because, for me, it

will hinder my dreams,” she said.

Steven: The Boy Next DoorThe cold wind was blowing. It was 7 a.m. A boy was rushing to the

first subject of his Monday and Wednesday classes. He passed through the stairs and, upon reaching his room, he just sat down. The teacher arrived and started talking; the boy took out his notebook and started writing.

That was the usual scene in Steven’s college life. Steven is a 20-year-old senior student taking up Bachelor in Elementary Education (BEEd) in a state university in Iloilo City. He is about 5’4” in height and tan in color. He is a resident of Anilao, but he manages to stay in one of the boarding houses near his school.

Steven is one of the top-performing students in his school. He doesn’t have any barkada like the other boys. After class, he does not go to computer shops and play computer games. He is a well-rounded person that you would never think he came from a broken family.

According to Steven, “A dysfunctional family is a family with separated parents and your mother only supports you and your father does not support you.” Giving consideration to his idea, he himself could not identify whether his family is dysfunctional or not. This could be due to his early age when his father left them. He was just a one-year -old when his parents broke up. That is why the impact of not having a father is less felt.

He had never grown up with a father and had never experienced it at all, but for him he never experienced the sorrow of having no father because his mother managed everything.

“My mother acted like my father and I think I haven’t felt that I have no father at all.”

For him, his life is just normal even without having a father. According to Steven: “It has less influence since I never had a father, so I really cannot


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relate with a student or a child who has a father.” Even though he did not have a father, he still feels blessed for having

his mother, who is always there to love and support him. In everything he does, his mother is enough reason for him to pursue his dreams.

“I just focus on my studies and always look forward to a positive outlook in life, and I don’t care if I don’t have a father because my mother loves me.”

All of us wanted a good father. However, only few are lucky to find a perfect one.

“But before, I felt sad and sorry for him,” he said. “Just have a positive outlook in life and don’t bother if you have a dysfunctional family or you have separated parents.”

“Just think that if you are still alive, just think that if there’s life there’s hope, and the sun is always rising. Always remember to just love your parents who supported you. Just believe that God will help you in times of trouble.”

Accept and ForgetStacey is 20 years old. She stands 5’4’’ and has long black hair with

fair complexion. She takes up Bachelor in Elementary Education (BEEd) and will graduate this March. At first glance, you would see her as a simple and an ordinary girl, with her bag that hangs on her right shoulder and her books on her left hand.

Her family is her inspiration in everything she does, like in her studies, especially that her mother died last 2009. “Kay diabetic siya tapos kay may high blood [pressure] pa gid, ti ang complication amo gid to main reason ngaa napatay siya. (She is diabetic, then she had high blood [pressure], so the complication was really the main reason why she died.)”

For Stacey: “A dysfunctional family is a family with separated parents. For example, ang iban nga family members wala na gaupod ukon gatinir sa ila pamilya (A dysfunctional family is a family with separated parents for example, other family members do not stay and live together with the family).” Thinking of her idea of what a dysfunctional family is, Stacey’s family would not be labelled as such. She said, “I consider my family as a dysfunctional family kay bisan indi man sila separated, pero my mother died (I consider my family a dysfunctional family because even though they [my parents] are not separated, my mother died).”

Stacey lived with her father and her four siblings. Her father and oldest sister support her studies, and now she became more dedicated to her studies to show that she is very much grateful of their effort to send her to school. It was also her mother who would always dream that her daughter will be a cum laude someday.

“I feel incomplete having such dysfunctional family,” she said. The


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loss made a hole in their lives, a hole that will never be filled up however they tried. only time could tell when and how. For a daughter who lost a mother, it would be difficult, most especially the changes that will happen in her life.

“There is a big change gid ya, kay una syempre, first gid sa amon family nga may madula…daw something everyday, bisan nami ang adlaw, daw may kulang gid (There was really a big change because it was the first time our family experienced this kind of situation….everyday, even if the day is good, I could feel there is something lacking).”

Death is perceived in different ways by each individual. others would say it is just a way of putting someone in peace, so accept it. But for others, it is very much painful, most especially if they could not let go of that special person. However, it does not matter how we give meaning to it; what matters most is how this natural phenomenon of life affect us—like Stacey.

“Sang una isip ko ang life daw happy lang pirme kag daw ka-perfect, ti subong may kulang na syempre. (At first, I thought life was perfect and always happy, but now there is something missing).”

Stacey is one of those who lost a person they loved at an early age. She needed attention and guidance, but for her, she made her own way of overcoming her sorrow. “I made my family my inspiration in dealing with life’s adversities. Gatuon lang ko maayo and I spend more time with my friends (I made my family my inspiration in dealing with life’s adversities. I studied hard, and I spent more time with my friends).” After all her struggles, she always puts into her mind that everything happens for a purpose and believes in God’s will.

Life will continue to roll as well as Stacey’s destiny. Pain is the bestfriend of happiness, and every individual will cross the road that she had crossed. However, it would still depend on each person on how he/she will accept and overcome the challenges of life.

Analysis: Making Sense of the Narratives

What is a Dysfunctional Family? Peter, Stacey, Amethyst, Steven, and Janine all showed the idea

that a dysfunctional family depended upon the presence of the parents in order for them to support their families. It is a type of a family where one of the parents does not properly function with his/her responsibility in the family. There is a neglect of responsibility among them.

For the participants, there were two main reasons why a family becomes dysfunctional.

First, it can be caused by the separation of the parents. For Peter: “A dysfunctional family means ang family as an institution


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wala siya naga-function sang iya obligation or responsibilities to each member. So ang iya function as family indi fixed (A dysfunctional family means that the family as an institution does not function well regardless of its responsibilities toward its members. So, its function as a family is not fixed.)”

The separation of their parents was due to quarrels and misunderstandings. Their decisions did not coincide with each other’s. They had different opinions on family matters as well as in decision-making, which initiated their decision to separate and to live different lives.

According to Janine: “A dysfunctional family is a family with separated parents and a family that experiences quarrels between parents almost everyday.” As for Stacey, “My concept of a dysfunctional family is a family with separated parents. For example, ang iban bala nga family members wala na gaupod ukon gatinir sa ila pamilya (My concept of a dysfunctional family is a family with separated parents. For example, other family members do not stay and live together with the family).”

Second, it can be caused by the death of one of their parents. In Stacey’s situation, her mother suffered from a disease, which caused her death, and for Amethyst, it was an unexpected loss of a father.

“I was 12 years old when my father died,” Amethyst said. In both cases, the responsibility of taking good care of their children

was left to one of their parents. It was a condition where the presence of one of the parents was lacking. “A dysfunctional family is a family with separated parents and your mother only supports you, while your father does not support you.”

In their dysfunctional family, they suffered different problems and the most salient among them were hunger and financial problems. In a family where only one parent was working, it was expected for that parent to face difficulty in giving all the needs of his/her child/ren.

“Hunger, because we don’t have parents to support us, when I was with my grandparents and we can’t buy anything that we want,” Janine said.

It has been difficult for them to be members of this type of family, but it did not matter anymore. For them, what was more important was the things they learned and gained from their experiences in the family. It enabled them to be mature. This experience made them stronger in order for them to face the problems in life with a positive outlook.

“I experienced many things in my family. There were times we don’t have food to eat; I don’t have money to go to school. Experiences that made me stronger,” Amethyst testified.

For Peter: “Having a dysfunctional family is an opportunity for me to become a strong person.”


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Experiences in the Dysfunctional Family Based on the narratives of the respondents about their dysfunctional

families, the researchers were able to construct three stages of experiences. The following stages were the usual experiences of a pre-service teacher with a dysfunctional family. It was composed of the following: the time of pain, the time of acceptance, and the time of living as a better person.

The Time of Pain Pain best describes the feeling of a person with a dysfunctional

family. For a person who has separated parents, it would always be difficult for them to choose between their parents. It is like choosing who was better. The children are in between. They do not know on which side they should go. Later on, confusion will arise not only on the choice of parents but also on their ideas of which between them was right.

For an individual who lost a loved one, not only confusion will arise but also longing—longing that eventually developes regrets: regrets for all the bad memories as well as for those things they should have done and the words they should have said.

“Well, sang san-o, kang buhi pa si tatay, daw ka-perfect lang ka life. However, sang napatay si tatay na-realize ko nga end is always there, kag indi mo na ma-predict nga ang tawo upod mo na pirme, so we need to give importance to them para mag-abot man ang time nga madula man sila hindi ka man maghinulsol nga wala mo mahimo ang isa ka bagay para sa ila (Well, when my father was still alive, I thought life was always happy and perfect. However, when my father died, I realized that everything has an end. you cannot predict when the person that you love will be gone).”

All they can do is cry. Through their tears, they could express their sorrows, their sadness, and their pain.

“I feel incomplete having such a dysfunctional family.” During this stage, the respondents felt and discovered the negative

effects of having a dysfunctional family—the time when feelings were unstable and sometimes when they lost their direction and destination in life.

“Having a dysfunctional family influences my life and everything because sometimes I admit that I became weak because of my situation and there are times afraid that I will experience again in the future life what I have now. But of course, I learned to be independent and strongly face the challenges that I encountered,” said Janine.

Like in the situations of Amethyst, Stacey, and Janine, Amethyst and Stacey felt like there was something lacking in their lives. For Janine, her family’s situation made her emotions unpredictable.


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“Daw may kulang gid, e. When my father died, it felt like there was something I have lost with my life (I felt that there was something missing in my life. When my father died, it felt like I’m longing for my father’s presence).”

“There is a big change gid ya, kay una syempre, first time sa amon family nga madula gid sa amon gid family, si nanay, si tatay, mga utod, lola kag lolo. Everyday, bisan nami ang adlaw, daw may kulang gid (There is a big change because it was the first time in our family to experience this situation, that one of the family members is missing. Everyday, even if the day is good, I feel that there’s something missing).”

In this time of their lives, the support of their friends and guidance of other family members would be great help because it is when they greatly needed someone to lean on.

The Time of AcceptanceDuring this stage, the wound and the pain produced by their family

situations lessened. The wound started to heal, and the pain started to fade.The participants discovered the great lives they had with their true

friends and their families who needed them. Their eyes were opened to the reality of life that their family’s situation was just a part of their whole identity.

“I made my family my inspiration in dealing with life’s adversities. Gatuon lang ko maayo and I spent more time with my friends (I made my family my inspiration in dealing with life’s adversities. I study hard and I spent more time with my friends).”

They started to think of ways on how to make their lives meaningful. It was like moving on and trying to live a more wonderful life.

“I just pursue my studies and help myself provide my needs for school and in daily living. Sometimes, I do not think that I am belong to dysfunctional family because for me it will hinder my dreams if I just think negatively. When I finish my studies, I consider my life more meaningful.”

“First, have a positive outlook in life and don’t bother if you have a dysfunctional family or you have separated parents, think that you are still alive if there’s life, there’s hope. The sun is always rising, and always remember to love your parents who supported you just believe that God will help you in times of trouble.”

They started to gain themselves and set their goals. Like Stacey, from her mother’s dream for her to become an honor student, she gave more efforts to her studies, as well as Peter and Steven, who made their families their inspirations for them succeed.

During this stage, it is as if the participants were putting back the broken pieces of their hopes, dreams, and aspirations in life together. According to


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Peter, “Having a dysfunctional family made me think of aiming and striving hard so that I can give my fullest support.”

The Time of Living as a Better PersonEverything has its own purpose. That’s how the respondents made

sense of their family problems. “I experienced many things in my family—experiences that made me

stronger,” Amethyst said. According to Janine, “I realized that having this kind of situation

taught me how to be strong and to be independent.” In this stage, the respondents discovered the good effects of his/

her family situation. They became independent; they gained strength to face all the challenges of life.

This event made Amethyst, Peter, and Stacey stronger persons to face all problems that will come to their lives.

During this stage, they gained their lesson, discovered their mistakes, and treasured the importance in this cycle of life.

“Well, na-realize ko nga end is always there, kag indi mo na ma-predict nga ang tawo upod mo na pirme, so we need to give importance to them para mag-abot man ang time nga madula man sila, indi ka man maghinulsol nga wala mo mahimo ang isa ka bagay para sa ila. (Well, I realized that everything has an end. you cannot predict when the person that you love will be gone).”

All of them—Amethyst, Steven, Janine, Peter, and Stacey—surrendered themselves to the power of God. For them, He is the best shield they could have in order to overcome all their problems and to become a person with a great life.

“Always ask God to shower you His blessings and then let Him know that you have faith in Him because through Him everything is gonna be fine.”

Feelings of Pre-service Teachers with Dysfunctional FamiliesThe experiences of the pre-service teachers also drove them to feel a

myriad of feelings. Here are the most salient ones.

Month of AutumnI feel incomplete! This was the feeling of Amethyst and Stacey.

According to them, it felt like they lost something, something that made them incomplete. “I am feeling incomplete having such dysfunctional family,” Stacey said.

Lost. This was the feeling of the respondents when their parents separated. They did not know where to go. They could not choose between


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their parents, who were both important to them. Something is missing. This was the feeling of the participants because

they felt as if they had lost something very important in their lives that even how hard they tried, they could not find that missing piece. For Amethyst, “Daw may kulang gid, e. When my father died, it feels like there is something that I lost with my life (It feels like I am missing something. When my father died, it was as it there is something I lost in life).”

Longing. This was the feeling of Amethyst and Stacey who lost their parents because of illness. They had been longing for the presence of their parents. Amethyst was longing for her father, while Stacey was longing for her mother-longing for their voices and the warmth of their love.

“It is difficult. I would always remember my father nga tani upod pa namon siya, para at least, he could help us out with our problems. (It is difficult. I would always remember my father; if he is with us, at least he could help us with our problems).”

I feel unlucky. This was Janine’s first impression of her family. It was difficult for her to understand why this situation happened to her family.

“When I was young, I feel so unlucky because I have this kind of family.”

It’s just normal. This was the feeling of Steven because for him, lack of father had no effect on him. After all, he was just a year old when his parents separated. According to him, having a dysfunctional family was just normal.

Spring Time I became strong. This was the feeling of the respondents after they

successfully managed to overcome the pains and the difficulties of their situation. They made their family their inspirations for aiming and striving hard in their studies.

“Having a dysfunctional family made me think of aiming and striving hard,” Peter told us.

Independent. It was the feeling of Janine after she had been able to manage her life without the help of her father. She worked in order for her to support her studies.

“I learned to be independent and to strongly face the challenges I encountered.”

Coping Mechanisms by the Pre- Service TeachersBecause of their difficult situation, they should learn to cope with

their situation. Here are the things they need to do to gain confidence and a good direction in life.


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The Element of TrustTrust in God. He knows best. He will not give that problem if He

knows that you cannot overcome it. He has his own plan. Just have faith and He will lead your way to the right path. Always ask for God to shower you His blessings and then let Him know that you have faith in Him.

Finding InspirationsMake your family your inspiration. Always remember who and what

you are. you are a member of a family who would always support you. A family that is always at your side no matter what happens.

“I made my family my inspiration in dealing with life’s adversities.” Be optimistic. Everything happens for a purpose. Never look at the

negative side of the situation; rather, look at its positive effect on you. Look at how you would gain benefit from it. Do not count what you have lost, but at what you have, and cherish them all. Just have a positive outlook in life and do not bother if you have a dysfunctional family or you have separated parents. Just think that if you are still alive, if there is life, there is hope.

Staying in FocusStudy hard. Do not turn to smoking or to drinking alcoholic beverage.

Just focus on your goals and dreams in life. Always remember that education is your greatest achievement in life.

“I study hard to have a good future.”

ConclusionsIn view of the foregoing findings, the following conclusions were

drawn. First, a dysfunctional family refers to a family wherein both or either

of the parents fails to perform his/her duties and obligations and starts to harm individual family members. A dysfunctional family is not totally considered a non-productive type of family, though, because some of it shows the ability to support its member’s financial and material needs.

In the story of the five pre-service teachers in general, one of their parents left them to the care of the other parent. That certain parent carried all the responsibilities of taking care of his/her children and of giving their needs. Negligence of responsibility of one of the parents was observed. In this situation, the children tried to work or had sideline jobs in order to help their parent support their family needs, most especially their studies. one of the respondents did tutorials to earn money, while the other respondent was working as a student assistant so that he/she could to help his/her family.

Second, members of a dysfunctional family encounter different experiences that eventually mold them into either good or bad persons, depending on how they view their situation. If someone would take his/


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her situation negatively, misfortunes and more complicated problems would arise. But if treated as a simple challenge to overcome, being part of a dysfunctional family can be a reason for development and, eventually, success.

The pre-service teachers encountered different experiences in their life that happened because of their family situation. These experiences molded them to become strong and independent. They had different experiences but they succeeded in reaching the same path in life, in studying hard, and in hoping for the betterment of the future.

Third, the experiences of an individual in a dysfunctional family eventually produced different feelings and realizations that guided them in all the things they were going to do. The experiences of the pre-service teachers resulted to different feelings that became the foundation of what they would become. Some of them became motivated to show their worth because of their family situation. They became strong in order to face their situation and the challenges to come. They gained strength that they can use in their everyday living.

However, we cannot eliminate the negative feelings that a person could feel in this certain type of family. At first, there was a feeling of incompleteness and longing, but of course, eventually, through time and guidance from other people around them, they overcame the feeling of being unhappy and hurt.

Fourth, being a member of a dysfunctional family, one needed great courage to deal with constant family problems. A person in this kind of family must learn to become strong and independent to effectively overcome the problems in his/her family. Armed with the undying faith in God and the intense will to survive the drama, they focused their perspectives and narrowed their sights to their ultimate goal: studies.

Lastly, it had been proven that the parents’ presence in the family had great effects on the growth of each child. Even if the subjected students had the same minds to make decisions for their lives, it is more appropriate to have a parent guiding them to do the right things. The love and care of a parent are irreplaceable.

Recommendations From the findings and the subsequent conclusions, the researchers

would like to offer the following recommendations or suggestions. First, the teachers should give appropriate attention to those students

identified as members of dysfunctional families. They should show respect to these individuals, most especially with regard to their personal choice and decisions. The teacher should put into mind that some students are sensitive when it comes to their lives; others could easily get hurt and discouraged. In some instances, the teacher has a remark or comment to


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be given to the student. The teacher should make it the way he/she (the student) will not be hurt. The teachers should always put into mind that these individuals are sensitive, most especially with issues regarding family matters.

Second, the guidance counselors must be aware of the feelings and the emotions of the above-mentioned students. They should be aware of their experiences to better understand the students and to deal better with their behavior.

Third, pre-service teachers should treat their pre-service teaching experience as a family-building experience, and must enjoy every process of it in order for them to add up and to experience spice during their student life. They must make this experience the most extraordinary experience they ever had. They should not forget their goals in life, though, for them to set boundaries or limitations that would serve as a reminder of their real objective in life. They must not let their family situation hinder their way to success.

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Lardizabal, A. S. (1998). The family foundation of education. Manila, PH: rex Bookstore.

Lugos, J. (1993). Impediments to quality education: The modern years, pp. 27-28.

Mead, G. (1934). Mind, self, and society. Chicago, II: university of Chicago Press.

Mellody, P., Miller, A.W., & Miller, J. K. (1989). Facing codependence. San Francisco: Harper & row. retrieved on February 16, 2012 from http://books.google.com.ph/ books?id=GLXvlscnqMC&dq=Melody+1989+Facing&sitesec=reviews.

olson, D., & DeFrain, J. (1997). Marriage and the family. united States of America: Maryfield Publishing. Retrieved on December 19, 2011 from http://books.google.com.ph/books/about/Marriage and the family.html?id=rontAAAMAAJ&redir=y.

Vega, et al. (2006). Social dimension of education. Lorimar Publishing Co., Inc.

White, E. (2001). Growing a healthy family. Manila, PH: Philippine Publishing.


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EFFECT OF CODED AND UNCODED FEEDBACK ON THE WRITING PROFICIENCY AMONG SECOND

YEAR HIGH SCHOOL STUDENTS OF LA PAZ NATIONAL HIGH SCHOOL

Josie Salvie L. ApologistaHershey S. KilaykoJoven A. Lastiere

April rose S. NaciongayoJonah Mae E. Paltu-ob

Bachelor of Secondary Education (English)March 2012

Adviser: MA. ASuNCIoN CHrISTINE V. DEQuILLA, Ph. D.

Abstract

This quasi-experimental study aimed to determine the effect of coded and uncoded feedback on the writing proficiency among second year high school students of La Paz National High School. This study involved 22 second year high school students of La Paz National High School. The data-gathering instrument was a series of writing prompts prepared by the researchers. The research questions were the following: (1) What is the writing proficiency in the pretest of the group exposed to: (a) coded feedback, and (b) uncoded feedback? (2) What is the writing proficiency in the posttest of the groups exposed to: (a) coded and (b) uncoded feedback? (3) Is there a significant difference between the pretest and the posttest writing proficiency of the group exposed to coded feedback? (4) Is there a significant difference between the pretest and the posttest writing proficiency of the group exposed to uncoded feedback? (5) Is there a significant difference in the pretest and posttest writing proficiency of the groups exposed to: (a) coded feedback and (b) uncoded feedback? The obtained mean scores of the second year high school students of La Paz National High School in the pretest were analyzed using the mean, and this was the basis for the grouping. The Wilcoxon Signed Rank Test was used to determine if there was a significant difference in the effects of coded and uncoded feedback. The findings showed that there was no significant difference between the pretest and the posttest of the groups exposed to coded and uncoded feedback. The students will improve on their writing proficiency if they are directly taught the elements of writing and not just depend solely on the written feedback from the teacher. Finally, use of the teachers’ feedback on students’ writing productions may guide


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them appropriately to improve their work. However, students should not just depend solely on the written feedback on the teachers’ guidance and actual instruction during classes.

Background of the StudyWriting is the expression of language in the form of letters, symbols,

or words. The primary purpose of writing is communication. one generates his ideas and engages in more abstract thinking levels. Writing helps one organize his thoughts because writing requires thinking.

Writing is anything where the purpose is to express thoughts, feelings, and emotion, rather than to simply convey information. It makes each one of us express creatively in a manner that makes the readers love reading it.

Despite its importance, writing is now feared by students. Some students are afraid to write an output because they are made aware of their inadequacies. Even college students fear writing because over the years they never really learned how to do it well because they were never corrected on how they wrote. They were also deprived of feedback because teachers did not return their writing outputs.

These past few years, a concern regarding the inability of many students from elementary to college levels to express themselves adequately in writing has been rising. In most writing activities inside the classrooms, the teacher returns draft with written feedback attached to it, and teachers wonder why many students still cannot make good with their revisions. The above-mentioned problem raised the question of why feedback on written text did not seem able to produce more noticeable effect on writing quality.

This research was anchored on the following theories concerned with how teachers respond to students’ errors. Myles (2000) stated that feedback is of utmost importance to the writing process. Improvement will not take place without individual attention and sufficient feedback on errors. Myles (2000) said that we must accept the fact that second language (L2) writing contains errors; it is the teacher’s responsibility to help learners develop strategies for self-correction and regulation. Therefore, in writing using the second language (L2), it requires specific overt feedback from teachers not only on the form or on the structure of writing but also, more importantly, in content.

Instructors’ feedback on first drafts can help the students improve their writing skills. Glover, running, and Bruning (1990) stated, “one direct and simple way to improve students’ writing is to have teachers … give feedbacks on their efforts.”


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Class A Coded Writing Feedback Proficiency

Class B uncoded Writing Feedback Proficiency

Figure 1. Conceptual framework of the study.

Statement of the ProblemThis study aimed to determine the effects of coded and uncoded

feedback on the writing proficiency of second year high school students of La Paz National High School. Specifically, this sought to answer the following questions:

1. What is the writing proficiency in the pretest of the group exposed to: (a) coded feedback and (b) uncoded feedback?

2. What is the writing proficiency in the posttest of the groups exposed to: (a) coded and (b) uncoded feedback?

3. Is there a significant difference between the pretest and the posttest writing proficiency of the group exposed to coded feedback?

4. Is there a significant difference between the pretest and the posttest writing proficiency of the group exposed to uncoded feedback?

5. Is there a significant difference between the pretest and the posttest writing proficiency of the groups exposed to: (a) coded feedback and (b) uncoded feedback?

HypothesesIn light of the aforementioned research questions, the following null

hypotheses were formulated: 1. There is no significant difference between the pretest and the

posttest writing proficiency of second year students of La Paz National High School when exposed to (a) coded feedback (b) uncoded feedback

2. There is no significant difference between the pretest and the posttest writing proficiency of the group exposed to uncoded feedback.

3. There is no significant difference between the pretest and the posttest of the group exposed to coded and uncoded feedback.


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Research DesignThis study is a quasi-experimental pretest—posttest research. It

determined the effects of coded and uncoded feedback in the writing proficiency of second year high school students of La Paz National High School. A pretest—posttest design was utilized in the study. A pretest was given to determine the subjects’ level of performance before the intervention took place. The result of which was be used as the basis for the grouping of the respondents into two groups. A posttest was given to determine the subjects’ level of performance after the intervention took place. The mean was used to compare the mean of the two groups.

MethodologyThe main purpose of this study was to test the effectiveness of coded

and uncoded feedback in the writing proficiency of second year high school students of La Paz National High School. The quasi-experimental method was used in the study. It is a type of evaluation that aims to determine whether a program or an intervention has the intended effect on the study’s participants.

ParticipantsThe participants were 22 second year high school students of La Paz

National High School grouped according to the result of the pretest conducted by the researchers. Group A was composed of 11 students that received the coded type of feedbacking. Group B was composed of 11 students that received the uncoded type of feedbacking.

Research InstrumentsTo gather the data for the investigation, the researchers constructed

a prompt used in the pretest. A topic of parallel level was also given as a writing prompt for the posttest. Apart from these prompts, there were two other prompts given to the students for the intervention activities. The subjects’ essays were rated based on the researcher-made rubric for essay writing.

Data-Gathering Procedure

Referral and Preliminary Procedure The researchers sought permission from the principal of La Paz

National High School to conduct the study.


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Orientation/Pretest once permitted, the pretest was administered among the second year

students. The subjects were asked to write a 100-word essay based on the given writing prompt. The written productions were scored based on the researcher-made rubrics. The results of which were used as basis of the grouping and pairing. The students were grouped according to the result of the pretest conducted by the researchers. Group A was composed of 11 students that received the coded type of feedbacking. Group B was composed of 11 students that received the uncoded type of feedbacking.

The Conduct of the Study The subjects underwent the treatment or intervention using the

feedbacking techniques assigned to the pertinent groups. Three writing tasks were given to the subjects of the study, and after every writing task, the paper were gathered for correction using coded feedback for one group and uncoded feedback for another group. After each evaluation, the essay was returned to the subjects as basis for working on their revision. The final draft was gathered for scoring.

After two trials, a posttest was administered to determine the level of proficiency of the second year high school students of La Paz National High School after the intervention.

Data Analysis ProcedureThe data were analyzed through the use of the mean and the Wilcoxon

Signed rank Test. The obtained mean scores of the second year high school students of

La Paz National High School in the pretest were analyzed using the mean, which was also the basis for the grouping. The Wilcoxon Signed rank Test was used to determine if there would be a significant difference between the effects of coded and uncoded feedback.

To determine the level of students’ writing proficiency, the succeeding scale was used.

Description Scale Excellent 8.1-10 Good 6.1-8.0 Satisfactory 4.1-6.0 Fair 2.1-4.0 Poor 0-2.0


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Results and Discussion Descriptive Data Analysis

The first problem that the study tried to determine is the writing proficiency in the pretest of second year high school students of La Paz National High School exposed to coded and uncoded feedback. The mean and standard deviation are presented in Table 1.

The descriptive analysis used is the measure of central tendency, like mean and standard deviation of the writing proficiency in the pretest of 11 second year high school students of La Paz National High School exposed to coded and that of the other group of 11 students exposed to uncoded feedback. results showed that the mean response of the uncoded feedback (M=7.36) is greater than the mean of the coded feedback (M=7.18). The total mean writing proficiency in the pretest is 7.27, and the descriptive quality as a whole is good.

On the other hand, the writing proficiency in the pretest of the uncoded feedback is more homogeneous (SD=0.674) compared to the writing proficiency in the pretest of the coded feedback (SD=0.874).

Table 1 Mean and standard deviation of second year high school students’ proficiency in the pretest exposed to coded and uncoded feedback.Feedback Mean Descriptive Quality N Standard Deviation Coded 7.18 Good 11 0.874 uncoded 7.36 Good 11 0.674 Total 7.27 Good 22 0.767

The second problem that the study sought to answer was to find out the proficiency in the posttest of second year high school students of La Paz National High School exposed to coded and of those exposed to uncoded feedback. The findings of the study were revealed through the use of descriptive tools such as the mean and the standard deviation. results are presented in Table 2.

The descriptive analysis used is the measure of central tendency, like mean and standard deviation of the writing proficiency in the posttest of 11 second year high school students of La Paz National High School exposed to coded and that of other 11 students exposed to uncoded feedback. results show that the mean response of the coded feedback (M=7.64) is greater than the mean of the uncoded feedback (M=6.64). The total mean writing proficiency in the posttest is 7.14, and the descriptive quality as a whole is good.


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On the other hand, the writing proficiency in the posttest of the uncoded feedback is more homogeneous (SD=0.505) compared to the writing proficiency in the posttest of the coded feedback (SD=0.674).

The mean writing proficiency of second year high school students of La Paz National High School exposed to coded feedback is significantly greater in the posttest compared to the pretest, while the mean writing proficiency of second year high school students of La Paz National High School exposed to uncoded feedback is significantly greater in the pretest compared to the posttest.

Table 2Mean and standard deviation of second year high school students’ proficiency in the posttest exposed to coded and uncoded feedback. Feedback Mean Descriptive Quality N Standard Deviation Coded 7.64 Good 11 0.674 uncoded 6.64 Good 11 0.505 Total 7.14 Good 22 0.774

Inferential Analysis

To determine the significant difference between the pretest and the posttest writing proficiency of the groups exposed to the coded feedback, the study used Wilcoxon Signed rank Test. results are presented in Table 3.

To determine whether there is a significant difference in the pretest and the posttest writing proficiency of the groups exposed to the coded feedback, the Wilcoxon Signed rank Test was utilized. results show that only one participant had a higher writing proficiency in the pretest than their posttest. However, five participants had a higher writing proficiency after treatment and five participants had no change in their writing proficiency.

Table 3 Pretest and posttest writing proficiency of the group exposed to the coded feedback.

N Mean rank Sum of ranks Posttest Coded Negative ranks 1a 3.00 3.00 Feedback Positive ranks 5b 3.60 18.00 Pretest Coded Tie 5c Feedback Total 11


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Legend: N-Frequency Count a - Posttest coded feedback < Pretest coded feedback b - Posttest coded feedback > Pretest coded feedback c - Posttest coded feedback = Pretest coded feedback

results in Table 4 show that there was no significant difference between the pretest and the posttest writing proficiency of the groups exposed to the coded feedback as shown by their p value of 0.096, which is significantly greater than the set alpha level (0.05).

Table 4.Test statistics of Wilcoxon signed rank test of the group exposed to coded feedback. Posttest coded feedback Pretest coded feedback

-1.667 Asymp. Sig. (2 - tailed) 0.096

P > .05 The fourth problem that the study sought to answer is, “Is there a

significant difference between the pretest and the posttest writing proficiency of the groups exposed to the uncoded feedback?” The findings of the study were revealed through the use of Wilcoxon Signed rank Test. results are presented in Table 5.

To determine whether there was a significant difference between the pretest and the posttest writing proficiency of the groups exposed to uncoded feedback, the Wilcoxon Signed rank Test was utilized. results show that six participants had a higher writing proficiency in the pretest than in the posttest. On the other hand, no participant had higher writing proficiency after the treatment and five participants had no change in their writing proficiency.

Table 5 Wilcoxon signed rank test of the pretest and the posttest writing proficiency of the group exposed to the uncoded feedback.

N Mean rank Sum of ranks Posttest Coded Negative ranks 6a 3.50 21.00 Feedback Positive ranks 0b 0.00 0.00 Prettest Coded Ties 5c Feedback Total 11


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Legend N-Frequency Count a - Post test coded feedback < Pretest coded feedback b - Posttest coded feedback > Pretest coded feedback c - Posttest coded feedback = Pretest coded feedback

Results in Table 6 show that there was a significant difference between the pretest and the posttest writing proficiency of the groups exposed to uncoded feedback as shown by their p value of 0.023, which is significantly lesser than the set alpha level (0.05).

Table 6 Test statistics of Wilcoxon signed rank test of the group exposed to uncoded feedback. Posttest uncoded feedback – Pretest uncoded feedback -2.271 Asymp. Sig. (2 - tailed) 0.023* *p< 0.05

The study tried to determine the significant difference in the pretest and the posttest writing proficiency of the groups exposed to coded feedback and uncoded feedback. The findings of the study are revealed in Table 7.

results show that when taken as a whole, seven participants had higher writing proficiency in the pretest than in the posttest. Five participants had higher writing proficiency after the treatment and ten participants had no change in their writing proficiency.

Table 7 Wilcoxon signed rank test of the pretest and posttest writing proficiency of the groups exposed to the coded and uncoded feedback. N Mean rank Sum of ranks Negative ranks 7a 6.71 47.00 Posttest Positive ranks 5b 6.20 31.00 Coded and Ties 10c uncoded Total 22 Feedback – Pretest Coded and uncoded Feedback


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Legend N- Frequency Count a - Posttest coded feedback < Pretest coded feedback b - Posttest coded feedback > Pretest coded feedback c - Posttest coded feedback = Pretest coded feedback

Results in Table 8 show that there was no significant difference between the pretest and the posttest writing proficiency of the groups exposed to coded and uncoded feedback as shown by their p value of 0.509, which is significantly greater than the set alpha level (0.05).

Table 8Test statistics of Wilcoxon signed rank test of the groups exposed to coded and uncoded feedback. Posttest coded and uncoded feedback– Pretest coded and uncoded feedback Z -0.660 Asymp. Sig. (2 - tailed) 0.509 p> 0.05

Conclusions Based on the findings of this study, the following conclusions were drawn:

1. There is no significant difference between the pretest and the posttest writing proficiency of students exposed to the coded feedback, making the researchers realize that improvements in students’ writing proficiency is not solely based on the corrective measures being coded in students’ papers.

2. The significant difference between the pretest and the posttest writing proficiency of the group exposed to uncoded feedback leads to the idea that fewer markings in students’ papers mean less distractions in writing.

3. In as much as there is no significant difference between the pretest and the posttest of the groups exposed to coded and uncoded feedback, it can be presumed that students may improve on their writing proficiency if they are directly taught the elements of writing and that they are not made to just depend solely on the written feedback from the teacher.


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RecommendationsFrom the findings and the subsequent conclusions, the researchers

recommend the following: 1. There should be greater number of writing prompts to have a longer

period of time to observe the students’ behavior towards writing. 2. There should be a thorough validation of the tool by a panel of jurors

so as to assure the validity and the reliability of the instrument. A more distinct coded feedbacking technique should be utilized to give vivid and precise representation of errors.

3. Lastly, it is recommended that a similar study be conducted with a greater number of student participants and in a longer period of intervention to have the possibility of greater impact on students’ behavior.

References

Bitchener, J.,young, S., & Cameron, D. (2005).The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, pp. 191-205. New Zealand: Auckland University of Technology.

Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, pp. 267-296.

Fathman, A., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (ed.). Second language writing: Research insights for the classroom, pp. 178–190. Cambridge university Press.

Ferris, D. r. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, pp. 1-10.

Ferris, D. (2000). “Error feedback in L2 writing classes. How explicit does it need to be?” Journal of Second Language Writing 10, (3), pp. 161-184.

Ferris, D. r. (2001). Treatment of error in second language writing. Ann Arbor, MI: The university Michigan Press.


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Ferris, D. R. (2004). The ‘‘grammar correction’’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime. . .?). Journal of Second Language Writing, 13, pp. 49–62.

Ghaith, G. M. (2002). The relationship between cooperative learning, social support, and achievement. uSA: university Press.

Hyland, K. (2003). Second language writing. Cambridge university Press.

Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second language writing skills. The Modern Language Journal, 73 (3), pp. 305-313.

Lalande, J. F. (1982). reducing composition errors: An experiment. Modern Language Journal, 66, pp. 140–149.

Lee, I. (1997). ESL learners’ performance in error correction in writing: Some implications for college-level teaching. System, 25, pp. 465–477.

Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24 (3), pp. 203-218.

Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. (unpublished dissertation). New york: Queen’s university.

Polio, C., Fleck, N., & Leder, N. (1998). If only I had more time: ESL learners’ changes in linguistic accuracy on essay revisions. Journal of Second Language Writing, 7, pp. 43–68.

robb, T., ross, S., & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, pp. 83–93.

Semke, H. (1984). The effects of the red pen. Foreign Language Annuals, 17, 195-202.

Sheppard, K. (1992). Two feedback types: Do they make the difference? RELC Journal, 23, pp. 103-10.

Troyka, L. (1993). Simon and Schuster handbook for writers (3rd ed.). New Jersey.


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Winterowd, r., & Murray, P. (1985). Prentice Hall English: Writing and skills. uSA: Coronado Publisher.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, pp. 327–369.

Truscott, J. (1999). The case for ‘‘the case for grammar correction in L2 writing classes’’: A response to Ferris. Journal of Second Language Writing, 8, pp. 111–122.

Zamel, V. (1985).“Responding to student writing”, TESOL Quarterly, 19, pp. 79-102.


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ERROR ANALYSIS OF ESSAYS WRITTEN BY FOURTH YEAR BSEd ENGLISH MAJORS

Jayvan F. Asteterhoda Mae S. FormonDianna rose D. PaceteShena Mae G. Peñaflor

ronna Grace B. TacuyanBachelor of Secondary Education (English)

March 2012

Adviser: ProF. VICTorIA V. ALBACETE

Abstract

This study identified and categorized the most commonly committed errors in writing essays among fourth year BSEd English majors. It attempted to give reasons on why they committed such errors and identified the factors affecting their English writing proficiency. This data-driven study focused on the 30 fourth year BSEd English Majors of West Visayas State University, La Paz, Iloilo City for the school year 2011—2012. Using qualitative approach, the researchers identified and categorized errors in their written productions. These were inter-rated by the researchers to ensure the validity of the categorization. A focus group discussion was done by the researchers in support of the analysis and the tallying of data. The result of the study revealed that grammatical errors (singular/plural) ranked first, followed by syntactic errors (coordination); grammatical errors (tenses) ranked third, syntactic errors (nouns and pronouns) ranked fourth, and mechanics (punctuation and capitalization) ranked fifth. The researchers explained that the students committed errors due to lack of exposure in applying the theories and the rules they have learned. In addition, they committed errors in syntax due to ignorance of certain constructions and of the need to minimize redundancy. These evidences support the idea that students have not mastered the basic rules in grammar and English usage during their elementary and secondary education. The study conducted by the researchers proved that the fourth year English majors lack mastery and in-depth understanding of their specialization.

Background and Theoretical Framework of the StudyCommunication is defined as the sharing of meaning by sending

and receiving symbolic cues or the process of sending and receiving symbolic cues. Everyone needs to communicate, to be understood, and to


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understand others to function effectively in the modern world. Effective communication is not only necessary for personal success, but it is also vital for national survival and international understanding and peace (Cordero, 2000). To function effectively in the communication process, one must have communicative competence. According to richards, Heide, and Platt (1992), communicative competence is the ability of not only applying the grammatical rules of a language to form grammatically correct sentences but also knowing when and where to use these sentences and to whom.

Statistics shows an overall decline in the Filipinos’ English proficiency. Among the macro skills of speaking, reading, and writing, writing scored lowest in the survey. This shows that writing as a skill has been going downhill for a lot of Filipino students. Schools in the Philippines need to double their efforts to combat the decline and to give Filipino learners more opportunities for the future (Kyodo, 2006; as cited by Villaruel, 2010). The improvement of the writing skills of Filipino learners in English should also be given due attention; therefore, this study focused on the written form.

Furthermore, within the communication framework of language teaching, the skill of writing enjoys special status – it is via writing that a person can communicate a variety of messages to a close or distant, known or unknown reader or readers (Murcia, 2006). In addition, it is an intricate and complex process, especially among non-native speakers of the language. The many rules of the language that are needed to be applied generally make non-native speakers of the language prone to commit errors (Dela Peña, 2008). These errors when left unammended will have multiple effects, especially when these are committed by would-be English teachers—i.e., the Bachelor of Secondary Education-English majors of West Visayas State university, the respondents of this study. To address these errors, to avoid the multiple effects of wrong concepts, and to promote effective communication, there is a necessity to pursue this study.

Cordero (1967) as cited by Brown (2007) noted that a learner’s errors are significant in [that] they provide the researcher evidence on how language is learned or acquired and on what strategies or procedures the learner employs in the discovery of the language. Therefore, the mistakes a person makes in the process of constructing a new system of language need to be analyzed carefully because they possibly hold in them some key to understanding the process of second language acquisition (James, 1998; as cited by Brown, 2007). The fact that learners do make errors, and that these errors can be observed, analyzed, and classified to reveal something of the system operating within the learner led to a surge of study of learners’ errors called error analysis (Brown, 2007). It is important in the sense that it will pave the way of providing information in determining strategies or approaches that aim to improve competencies of the learners in their use of the target language.


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In classrooms, English is usually the medium of instruction, especially in subjects like English, Science, and Mathematics. Among educators, English teachers are the ones expected to master English as a second language because it is their field of specialization and they undergo long years of mastering and exposing themselves to the rules of the language. Their competence in using English for communication influences the quality of the desired academic output of their students. They model the language and if they are not competent in using it, it is possible for them to teach the wrong concepts of the language. As early as possible, this incompetence in the use of English language especially in writing should be addressed. That is why this study focused on the errors committed by would-be English teachers in their writing outputs, specifically essays.

Essays have been viewed for years as a subjective type of measuring students’ learning growth, but there are times that teachers would give lower scores for students’ wrong grammar and mechanics that deviate from their line of thinking or from the thought that they wanted to present. The sad reality is that would-be teachers of English commit errors in the grammatical aspect namely: use of preposition, articles, reported speech, etc.; syntactic (coordination, sentence structure, etc.); lexis and semantics (word choice and meaning); and mechanics (punctuation marks, capitalization, and spelling), that the researchers decided to pursue this study in order to aid English language professors address the errors in grammar and mechanics of would-be English language teachers as an antidote to the linguistic errors.

As we all know, students tend to emulate their teachers to the extent that they worship them at some point. It is advisable to address the needs of would-be teachers first before they move on to teach. That way, their English language deficiency will not be passed on to future students; hence, this study was conducted.

Statement of the ProblemThe primary purpose of this study was to analyze and to determine the

errors in grammar, syntax, lexicon, semantics, and mechanics committed by the fourth year BSEd English majors in their essays.

Specifically, this study aimed to answer the question: What are the common errors in writing essays among fourth year BSEd English majors?

AssumptionThe following was the assumption of the study. The common errors in English essays by the BSEd English majors

would be in grammar, specifically in subject-verb agreement; syntactic structures, word choice, and punctuation. These are consistent deviances of the learners’ linguistic system at a given stage of learning, particularly


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because English is a second language in the Philippine context.Research Design

This action research aims to qualify the various errors in the writings of fourth year BSEd English majors of West Visayas State university for school year 2011–2012 through textual analysis of essays.

Content analysis or textual analysis is a study of documents or records. It is a method popularly used in historical studies and as preliminary activity in the preparation of reading materials. It is used in evaluating written materials for readability, completeness, and appropriateness (David, 2002).

In addition, it is a method used for analyzing and tabulating the frequency of occurrence of topics, ideas, opinions, and other aspects of the content of written or spoken communication (richards, et al., 1992).

The RespondentsThe respondents of this study were 30 purposively selected fourth

year BSEd English majors enrolled at West Visayas State university whose English essays were analyzed.

Purposive sampling is a type of sampling wherein the investigator uses a specific purpose in selecting a sample (David, 2002).

The InstrumentThe essay topic, “Teachers: Their significant roles in molding the

youth,” was used in gathering data. The essay topic was the springboard for the written production needed by the researchers so that they could have a documentary basis for error analysis.

Data Collection ProcedureTo ensure an orderly progression of the study, the researchers followed

this procedure. The researchers identified fourth year BSEd English majors as the

respondents of the study. Following the ethics of research, the respondents were asked to sign a letter of consent. After securing their consent, they were given the essay topic, “Teachers: Their significant roles in molding the youth”. After an hour, these essays were gathered by the researchers.

Data Analysis ProcedureAfter data were gathered, the 30 essays were divided into five sets

among the five members of the research group. Each researcher was given six essays for individual analysis. A table for analysis was created using the Taxonomy for Error Analysis adapted from Abi Samra for categorizing and analyzing the errors on essays. Each researcher utilized the table. Afterwards, they exchanged essays with their co-researcher. The same procedure was employed until all essays were cross-checked individually


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by each researcher. A focus group discussion was done by the researchers to discuss and

compare the results of the individual analysis of the essays. A focus group discussion is an in-depth discussion in which a small number of participants under the guidance of a facilitator talked about topics of special importance to a particular research issue (David, 2002). A focused group discussion was set by the group of researchers, wherein they discussed errors found in each essay. They identified the errors and categorized these using the Taxonomy for Error Analysis adapted from Abi Samra.

The number of errors according to each category was counted. By doing this, the researchers determined the most commonly committed errors in writing among the students. After this, the researchers agreed on the top five common errors, and these were ranked.


Table 1 presents the ranking of the top five most commonly committed errors.

The table shows that errors in the use of singular and plural forms of nouns ranked first, followed by coordination; tenses ranked third; nouns and pronouns ranked fourth; and punctuations and capitalizations ranked fifth.

Table 1 Table for Error Analysis.

Taxonomy for Error Analysis rank A. Grammatical

1. Preposition 2. Articles 3. reported Speech 4. Singular/Plural 1st 5. Adjectives 6. relative Clauses 7. Irregular Verbs 8. Tenses 3rd 9. Possessive Case

B. Syntactic 1. Coordination 2nd 2. Sentence Structure 3. Nouns and Pronouns 4th 4. Word order


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C. Lexical and Semantics 1. Word Choice

D. Mechanics 1. Punctuation and Capitalization 5th 2. Spelling The common errors identified adapting the Taxonomy for Error

Analysis used by Abi Samra are further exemplified in the following examples. The following sentences were directly lifted from the actual written productions of the respondents. A particular sentence may contain more than one kind of error, but only the error in focus is discussed.

Singular/ Plural Noun A noun is a word that names a person, place, thing, or idea (Lopez

et al., 2005). It can function in a sentence as a subject, a direct object, an indirect object, a subject complement, an appositive, an adjective, or an adverb. A noun has singular and plural forms, which are used according to the context it appears in (Villaruel, 2010). Singular words indicate one; plural words indicate more than one. Each noun must agree with the words it precedes in the sentence.

l They mold them to become God-fearing individual, a hardworking person or a globally competitive citizen of our country. (Essay #7)

In the preceding sentence, the lexical items “individual”, “person”, and “citizen” should be in plural form in reference to the plural pronoun “them” in the structure, which actually refers to the students in the previous text. The correct sentence should be: lThey mold them to become God-fearing individuals, hardworking

persons, or globally competitive citizens of our country.

lTeachers are the catalyst of positive change. (Essay #27)

This sentence is incorrect because the word “catalyst” is used as a subject complement of the word “teachers”, which is in plural form. Therefore, “catalyst” should be in its plural form in order to agree with the word it modifies. Therefore, the correct sentence should be:

lTeachers are the catalysts of positive change.


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Coordination Coordination is when you combine two independent clauses using a

coordinating conjunction (Forlini, 1998). oftentimes, the error of the student is when they start their sentences with a coordinating conjunction.

l Teachers’ ideas and opinion are very important and sets with high regard because they are known to be “the fountain of knowledge”. But how about the significant role of teachers in molding the youth? (Essay #8)

l So, teachers must be valued and given importance because of their significant role in the life of a person. (Essay # 1)

The sentences above are erroneous because they start with the coordinating conjunctions “but” and “so” that make the sentences dependent clauses, which express incomplete thought. To correct the first sentence, it should be attached to the preceding sentence to give it a complete thought. The correct sentence should be:

l Teachers’ ideas and opinion are very important and sets with high regard because they are known to be “the fountain of knowledge”, but how about the significant role of teachers in molding the youth?

To correct the second sentence, the coordinating conjunction should be omitted since the sentence already has a complete thought. The correct sentence should be:

lTeachers must be valued and given importance.

Tenses The tense of a verb tells you something as to what is happening now,

was happening at some time in the past, or will be happening at some time in the future (Forlini, 1998). Most of the time, the error in the use of tenses is when students fail to use the appropriate auxiliary verb.

lIt is been said that the role of teachers is not that easy. (Essay #17)

The sentence above is grammatically incorrect because instead of using the linking verb “has” to indicate that the action taken is in the present perfect form, it used the auxiliary verb “is”, which is used to show action in the simple present tense. The correct sentence should be:


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lIt has been said that the role of the teachers is not that easy.

lI believe that I become a winner—a successful teacher—when my students get to learn and understand my lessons. (Essay #6)

The sentence above is erroneous because it is supposed to convey an action to be taken in the future. It lacks the auxiliary verb “will” that signifies future action. The correct sentence should be:

l I believe that I will become a winner—a successful teacher—when my students get to learn and understand my lessons.

Nouns and Pronouns Noun is the name of a person, place, or thing, while pronouns are words

that stand for nouns or for words that replace the noun (Lopez et al, 2005). oftentimes, the error of the students occurs when they use inappropriate pronouns as the antecedents of their nouns.

lBut what is really the significant of his teaching? (Essay # 4)

The sentence above is considered incorrect because the word “significant” is an adjective, which is used to modify a noun or pronoun that serves as the subject in the sentence. In the grammar rule, an adjective cannot be used as a subject, so the correct sentence should be:

lBut what is really the significance of his teaching?

lThere outlook with life on how they will conquer the future is the true achievement of the student.” (Essay #4)

The sentence above is incorrect because the word “there” can either be used as adverb referring to a place or a pronoun used as an introductory word in impersonal constructions, especially when the verb has no complement. The sentence requires the possessive case of the personal pronoun “their” to show possession or ownership. The correct sentence should be:

lTheir outlook in life on how they will succeed in the future is the true achievement of the student.

Punctuation/Capitalization The most important marks are the period (.), the question mark (?), the

exclamation point (!), the comma (,), the colon (:) the parentheses


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( () ), the dash (—), the hyphen (-), the quotation mark (“), and the semicolon (;). By using these marks carefully, writers give readers information such as when to pause for clarity, when to read with a particular emotion, or when to stop completely. Just as every sentence must begin with a capital letter, every sentence must end with an end mark. Capitals are used to indicate titles, people, and works. Capital letters work as visual clue to the reader by making certain words stand out more prominently on a printed page. To capitalize means to begin a word with a capital letter. Confusion when to use capitalization leads the students to use it incorrectly. oftentimes, they just insert punctuations on their own whims.

lIn what ways did they change the life of a person. (Essay # 15)

The sentence above is an interrogative sentence to which an answer might be made. Interrogative sentence must end with a question mark. The correct sentence should be:

lIn what ways did they change the life of a person?

l The children of yesterdays dream! (Essay # 11)

The sentence above is incorrect because the word “dream” is the object of the preposition “of” and is considered as a noun, while “yesterdays” is an adverb of time but functions as an adjective in the sentence, modifying “dream”. Therefore, they should not be capitalized because only proper nouns are meant to be capitalized. The correct sentence should be:

lThe children of yesterday’s dream.

As the research went on, the researchers found out that there were errors committed by the learners that were not specifically identified in the Taxonomy for Error Analysis. However, they can be considered as subcategories of the four major factors identified by Abi Samra. These errors were given examples for further understanding about the errors. The following sentences were also directly lifted from the actual written productions of the respondents. A particular sentence may contain more than one kind of error, but only the error in focus was discussed.

ParallelismParallelism is considered as a big word for a simple logical idea. It is

the placement of equal ideas in words, phrases, or clauses of similar types (Forlini, 1998).


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l Youths have different characteristics & personality. (Essay #18)

l Teachers are designed to nurture & mold the young minds of the youth. (Essay #1)

The sentences above are considered grammatically incorrect because the words “characteristics” and “personality” are not parallel. The other one is plural in number, and the latter is in singular form. The same goes with the words “to nurture” and “mold” because the first verb is in the infinitive form, while the other is in the base form. Whenever you present a comparison or series of ideas that are equal in importance, you must express them equally. Therefore, the correct sentences should be:

lYouths have different characteristics and personalities.

lTeachers are designed to nurture and to mold the young minds of the youth.

Run-on Sentences run-on sentences happen when two or more complete sentences are

capitalized and punctuated as if they are one (Briones, 2009). oftentimes, the error of the students occurs when they join two independent clauses with the use of the comma only.

lThe chalk are like a magic wand to us, we are not just writing, we are feeding students necessary nutrients for them to be feed by nutritious knowledge. (Essay #20)

There are three complete sentences above merged into one by commas. The run-on sentence can be corrected by dividing the sentences. The correct sentence should be:

l The chalk is like a magic wand to us. We are not just writing. We are feeding students necessary nutrients for them to be fed by nutritious knowledge.

Fragmentized Structures Fragments are incomplete sentences. usually, fragments are pieces

of sentences that have become disconnected from the main clause (Purdue oWL, 2010; as cited by Villaruel, 2010).


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lTeacher. A simple word that may refer to someone. A thought that may distinguish a person. A kind of a descriptor, aside from being a noun right? A word that when uttered has no significance at all when all you have given importance is the sound that it produced but when you consider & let the sound have its way to your heart and of course open your mind to deeper sense of the word, you would probably see the essence of that simple word. (Essay #15)

The sentence above is a clause fragment. To turn it into a complete sentence, the linking verb “is” and a semicolon to connect the dependent clause to the main clause can be added. The correct sentence should be:

lTeacher is a simple word that may refer to someone; thought that may distinguish a person; a kind of a descriptor aside from being a noun, right? A word that when uttered has no significance at all when all you have given importance is the sound that it produced, but when you consider and let the sound have its way to your heart and, of course, open your mind to a deeper sense of the word, you would probably see the essence of that simple word.

ConclusionsIn view of the foregoing findings, the following conclusions were

drawn. At the onset of this study, the researchers anticipated that the most

common errors of the students would be in grammar, specifically in verb tenses, syntactic structures, word choice, and punctuations. The researchers assumed that the use of the singular and the plural forms of the nouns would not be a problem; however, the results showed that the students’ most common errors were found in singular and plural forms.

Another error that was found was the improper usage of coordinating conjunctions. oftentimes, the respondents started their sentences with coordinating conjunctions that made the sentence a dependent clause, which does not express a complete thought. Consistency in the point of view of the writer was also one of the errors the researchers found.

Therefore, the researchers concluded that the fourth year BSEd English majors still did not master the rules in writing. They lacked exposure in applying the theories and the rules they have learned.

The researchers’ assumptions about the errors committed by the fourth year BSED English majors were proven true except on word choice.


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RecommendationsIn light of the research findings and the conclusions advanced, the

following are recommended. English teachers need to revisit and to assess their course outlines

to determine if the emphasis of their curriculum matches the needs of their learners. Teachers need to determine what their learners’ needs are.

To further hone the students’ skills, writing workshops are suggested by the researchers.

To expose the learners to the English language, reading English novels and watching English movies are also highly recommended. It will also enrich their vocabulary, which is a salient element in expressing ideas comprehensively in writing.

Writing diaries are also recommended not only for self-expression but also for practice of their writing skills.

Further analysis of this study’s topics is recommended. The researchers suggest additional variables such as reasons behind the errors and a wider scope of respondents. The researchers believed that these other aspects of writing would also gain meaningful feedbacks and insights about the students.

Another study may be conducted, one that involves more variables, such as the reasons behind errors, to find out the underlying causes of the linguistic errors committed by the learners. It can be assumed that lack of awareness and lack of knowledge in writing skills are the major reasons of the errors.

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ERROR ANALYSIS IN THE SPOKEN DISCOURSE OF FIRST YEAR BILINGUAL STUDENTS OF WVSU-ILS

Glory Mae S. AblanidaChristy V. Calion

Mae Shane G. LamaneroCherry Claire A. Parochelin

Joenes S. TamallanaBachelor of Secondary Education (English)

March 2012

Adviser: ProF. FINA FELISA L. ALCuDIA

Abstract

This linguistic study identified and categorized the syntactic, semantic, and other errors in the spoken discourse of first year bilingual students of WVSU-ILS. It also attempted to analyze the errors caused by the learners’ first language (L1), Hiligaynon, and how it influenced their L2. The transcribed data were obtained from the recorded utterances of thirty (30) WVSU-ILS bilingual students. Using a qualitative approach, the errors in the students’ spoken English were identified and categorized. These were inter-rated to ensure validity of the categorization. Error analysis of the utterances showed that in syntactic errors the most frequent that occurred were in tenses of the verb, use of the articles, subject-verb agreement, noun form, pronoun form, and prepositions. Word choice was the only semantic error identified. The errors that did not fall into the taxonomies identified were labeled as “others” and were described in the analysis. Among these errors were addition, omission, and misordering of errors. It can be inferred from the study that the interference of the students’ L1 (Hiligaynon) with L2 (English) had an effect on the students’ oral competence in interpreting visual cues.

Background of the StudyPeople communicate everyday to express and exchange ideas. It is

the most basic and widespread linguistic means of conducting human affairs (McArthur; cited in Pridham, 2001). Speech, which is the primary and universal method of communication, plays a far more important role in each and everyone’s lives than writing. This is probably because most people speak much more than they write. Besides, almost everyone learns how to speak, but not necessarily write. Therefore, the importance of speaking leads one to think about how people communicate with each other by talking.

Communication is the process through which information is exchanged


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between individuals through a common system of symbols, signs, or behavior (Merriam Webster, 2003). It is the heart of all human interaction and the basis of life. No one can live alone. Living does just not mean surviving or subsisting but it also means having a life full of rich experience, and this could be attained through the process of communication. Communication is considered the key aspect of human life because it is this ability that makes us human.

To communicate effectively and to achieve communication goals, one needs to have the ability to use the language correctly and appropriately. This ability is referred to as the communicative competence. The communicative competence involves communicating in accordance with the fundamental system of rules, which are mastered in order to fulfill the condition for good employment of sentences in utterances (Habermos, 1979). Spitzberg (1988) defined communication competence as “the ability to interact well with others.” To interact well with others means to interact accurately, comprehensibly, effectively, appropriately, and coherently. In expressing thoughts, feelings, emotions, perceptions, or sentiments, one needs to use language.

Language refers to any system of formalized symbols, signs, sounds, or gestures used in expressing thoughts, ideas, or emotion. It is a very important element of communication that involves the systematic use of sounds or conventional symbols. It is a code to express one’s self in written or spoken modes.

Language is knowledge, and in the world today, knowledge is one key factor in competitiveness. In an advanced industrial society and in an increasing interdependent world, the knowledge of other language becomes more indispensable. For the last few years, millions of people across the world are able to communicate with each other and exchange ideas. They are able to do this not only due to various technological advances but also because of the common language they share. one language that links the people and the world together is the English language. English is undeniably one of the most essential languages in global leadership as well as in commerce throughout the world.

The English language has been very much a part of the social and the intellectual life of the Filipinos. It is one of the languages used in schools as medium of instruction and also the language of industry and the government.

Skilled Filipino workers, who are proficient in the use of the English language, possess the biggest competitive advantage in the global job market for the Philippines. However, this advantage may be lost because of the declining mastery in the use of English, especially among college graduates of the country. The Social Weather Survey (2003) reported that for over 12


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years, the English proficiency of the Filipinos has declined notably in the ability to speak English. To be proficient in a language, one must master the different skills, abilities, or domains under it. Language proficiency is a multidimensional construct of different levels of abilities and domains. One of these is the speaking ability. Brown (1994) defined speaking as an interactive process of producing, receiving, and processing information. The ability to speak is an important skill because through it, one conveys meaning on a message.

Speaking takes a crucial role in the teaching and in the learning of a second language. It is one of the major skills that pose a problem, especially for English as a Foreign Language (EFL) and English as a Second Language (ESL) learners. The grammatical, contextual, social, and cultural rules and the variations of a new language are complicated for the EFL learners; thus, the ability to communicate in the target language is difficult. Linguistic accuracy of spoken language may be difficult to study because of the nature of speech. According to Bartram and Walton (2002), accuracy in spoken English refers to utterances that are native-like as possible. Bettie (1983) stated that spontaneous speech is unlike written text. It contains many mistakes, and the sentences are usually brief. In English as the language basis, the speaking ability level varies between the native, who thinks in the language used, and non-native speakers, who thinks in their own native language. While speaking, non-native speakers in general have to think about the rules they need to apply, rules the native speakers are supposed to have automatized. Therefore, non-native speakers are more prone to making mistakes or committing errors.

As Samuel Johnson (1761) commented: “To use two languages familiarly without contaminating one by the other is very difficult”. With this phenomenon, errors usually come into existence. Errors are significant in the teaching and learning process of ESL learners, especially in the sense that there is hidden competition between the mother tongue and the target language. The role of error analysis cannot be overemphasized.

Error analysis according to Brown (1980) is the process to observe, analyze, and classify the duration of the rules of the second language and then reveal the systems operated by the learner. Error analysis deals with the learner’s performance in terms of the cognitive processes they make use of in coding or with recognizing the input they receive from the target language. Its primary focus analysis is on the evidence that learner’s errors provide an understanding of the underlying processes of second language acquisition. It is inevitable that a learner commits errors, but identifying these and operating on them according to the feedbacks given can help remedy these errors. Proper error analysis may subsequently determine the educational outcomes of ESL learners because the identification of trouble spots that


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exist between the learner’s mother tongue and his/her target language can provide the right compass to both ESL learners and teachers according to Warrick (1989).

Errors are flaws that need intervention. According to Gass and Selinker (1994), errors are “red flags” that provide evidence of the learners’ knowledge of the second language. Considering how fast the development of the world is, especially in technological aspects, the spoken English of Filipino learners had been a target of criticism. It is observed that though they had been studying English for their whole school life because it is a part of the curriculum, they still commit a lot of errors, especially in oral communication. usually, the low achievement of these students are blamed on or laid into the hands of teachers before any other factor is considered. It is also observed that the deficiency in the student’s oral speech is evidently on pronunciation and grammar. Many studies conducted on the processes of first language acquisition and second language learning point to the conclusion that the processes work in the same way, that learners make mistakes in L2 learning. These observations and ideas gave the researchers the drive to compare the native language and the target language and to conduct an error analysis to make predictions and explanations about these errors. According to Johanson (1975), error analysis is the best tool for describing and explaining errors made by the speakers of other languages.

This study tried to look into the spoken production of Hiligaynon— speaking students and to analyze the errors [in spoken English] they committed. It aimed to identify, describe, and categorize the errors committed by these students to find out which of these are due to the interference of their first language, Hiligaynon.

Statement of the ProblemThis study aimed to determine the errors [in spoken discourse]

committed by first year bilingual students of the WVSU-ILS. Specifically, the study aimed to answer the following questions:

1. What are the errors committed by first year bilingual students of WVSu-ILS in terms of:

a. syntactic structure? b. semantic structure? c. other errors?2. What are the errors committed by first year students of the WVSU-

ILS? a. male students? b. female students? 3. Are there errors that may be due to the interference of Hiligaynon?


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Theoretical and Conceptual FrameworksIn this study, the researchers determined the errors committed by

the first year WVSU-ILS bilingual students. The variables of the study are shown below.

Students Interpretation of Male Visual Cues Errors in L2 Female

Figure 1. The paradigm showing the relationship among the variables in the study.

one such theory put forth to account for second language development is the creative construction theory (Dulay, Burt, & Krashen, 1982). In a large scale study of Spanish-speaking and Chinese-speaking children learning English in school (Dulay & Burt, 1974), English language samples were collected using a structured interview based on colorful cartoon pictures. Children were asked questions about the pictures in ways that elicited the use of certain grammatical structures. Children’s syntactical errors were then examined to determine whether they could be attributed to influence of the first language or whether they were similar to the types of errors that young, native English-speaking children make. Data analysis showed that the majority of errors were similar to those made by native English-speaking youngsters as they acquire their mother tongue. Based on these results, the authors proposed that English language learners creatively construct the rules of the second language in a manner similar to that observed in first language acquisition. Dulay and Burt therefore concluded that second language acquisition is similar to first language acquisition. Dulay and Burt (1974) also used their findings to refute the hypothesis that learner errors will generally be predictable from a contrastive analysis of the learner’s mother tongue and the developing second language.

HypothesisFrom the foregoing framework and questions, the following hypotheses

are drawn. L2 learners tend to commit syntactic and semantic errors in their

oral production of the L2. They may apply certain rules of the L1 in to the sentence constructions in the L2.

Research Design and MethodologyThis study on error analysis of bilingual first year high school students

used a qualitative research design to ascertain how Hiligaynon affects the learning of English as a second language.


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Qualitative data analysis is primarily an inductive process of comparison in which the categories and patterns emerge from the data from specific questions that the researcher asks about the data. The researcher codes the data into categories, and then identifies (sorts) similarities and distinctions between categories to discover patterns or relationships among the categories. Synthesis or analysis is the key to identify patterns. Types of analyses are called strategies rather than procedures.

Qualitative analysis is no less rigorous than statistical procedures, nor is data reduction. The qualitative researcher does not force data into the researcher’s presuppositions, but instead immerses him or herself in the data to let the data “speak.” Qualitative researchers are expected to monitor and report their analytical techniques, processes, and reasons for decisions.

There are five main approaches to analysis, each with subcategories of variations to the approaches. They are descriptive narration, topology, theme analysis, grounded theory, and concept analysis.

Theme analysis was utilized as the approach used in the qualitative design because it describes recurring themes found in the data, such as visual qualities, behavioral characteristics, discourse topics, or participants’ expressed concerns.

The qualitative design emphasizes verbal descriptions and explanation of human behavior and practices in an attempt to understand how the units of or the members of the study population experience or explain their own world (David, 2002).

Analyzing text and multiple other forms of data presents a challenging task for qualitative researchers. Deciding on how to present the data in tables, matrices, and narrative forms adds to the challenge.

Data analysis in qualitative research consists of preparing and organizing the data (i.e., text data, as in transcripts, or image data, as in photographs) for data analysis, reducing the data into themes through a process of coding, condensing the codes, and finally representing the data in figures, tables, or a discussion.

Several issues are important to address in the coding process. According to Huberman and Miles (1994), investigators make preliminary counts of data codes and determine how frequently codes appear in the database. Some qualitative researchers feel comfortable counting and reporting the number of times the codes appear in their databases. It does provide an indicator of frequency of occurrence, something typically associated with quantitative research or systematic approaches to qualitative research. In his own work, Creswell (2007) looked at the number of passages associated with each code as an indicator of participant interest in a code, but he did not report counts in his articles. This is because counting conveys a quantitative orientation of magnitude and frequency contrary to qualitative research.


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This study came about when the researchers analyzed errors and compared their construction of the first language to come up with answers on why errors are committed.

Participants The participants of this study were 30 randomly selected students of

WVSu-ILS. The participants were taken from the total 44 enrollees. The thirty first year students were classified according to gender and school graduated from.

Data-Gathering Instruments This study used two sets of picture clips to collect the data needed.

The first set of pictures revealed some phases of the life of humans, wherein students will make their own story out of the picture clips presented. The second set shows how the world changes due to human negligence.

Procedure To ensure an orderly progression of the study, the researchers followed

this procedure: Permission to conduct the study was sought from the chairperson of

Department of Secondary Teacher Training and the class advisers.

Error/Data Collection The researchers randomly selected 30 first year students. Students’

available time was used for the conduct the study. Each participant was given two sets of pictures and 3-5 minutes to say something about the visual cues. Spoken data was recorded and transcribed into text for analysis.

Error Identification and Categorization The researchers analyzed each transcribed utterance to identify errors

committed by the students, categorized, and tabulated them. This study adapted the Taxonomy for Error Analysis used by Abi Samra (Corder, 1974; richards, 1974; James, 1998; Selinker, 1972 in richards, 1974; richards & Sampson, 1974 in AbiSamra, 2003; Villaruel, 2010), including the following categories and subcategories: syntactic (tenses of verb, subject-verb agreement, noun form, pronoun form, articles, and preposition), semantic (word choice), and “others” (addition, omission, and misordering).

The researchers asked three inter-raters, English professors in the University, to validate the identified errors and their categorization.


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Interlanguage Analysis In this phase, the researchers analyzed the common errors of the

learners based on their first language, Hiligaynon, to find out whether these errors are due to the interference of L1.

An example of exemplification done in this study is given. The asterisk shows the erroneous unit that has been extracted from the learner’s transcribed utterance. The italicized words below are the Hiligaynon translations of the extracted.

In the past, the earth is clean and peaceful. Sang nagligad, ang kalibutan matinlo kag malinong.

The sentence can actually be spoken in two ways:

In the past, the earth is clean and peaceful.The earth is clean and peaceful in the past.

In this sentence, the verb “is” is inappropriate. The speaker improperly used the present tense of the verb. He should have considered the phrase “in the past”.

“In the past” is an adverb phrase which modifies the adjectives “clean” and “peaceful”. The verb “is” does not conform to the adverb phrase “in the past”. The adverb phrase signifies that the action was already done so the verb must be in the past form.

If the English sentence is compared with the Hiligaynon translation, it can be observed that the learner is expressing what he wanted to say in his native language and translating it directly to English.

The speaker unconsciously translated it directly in English. He/She is not aware that there are rules to be followed in the English structure, in this case, in the tenses of the verb. The grammatical structure of Hiligaynon is different from that of the English language.

In Hiligaynon, affixes are used to show range of time the action happened. In this account, the learner’s utterance is affected by the structure in his native language.

The correct sentence must be:

In the past, the earth was clean and peaceful. The earth was clean and peaceful in the past.

The exemplification above is an example of what was done with the data acquired for this study.


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Results and DiscussionThe overall summary of errors according to categories is shown below.

Grammatical errors are errors pertaining to grammar rules, such as noun form and subject-verb agreement and articles, while syntactic errors pertain to errors in syntax committed by the learners, which include omission, addition and misordering. Lastly, lexical and semantic errors deal with the respondents’ word choice.

Table 1 shows the overall summary of the errors committed by the participants in spoken discourse. Based on the frequency of errors, syntactic errors rank first, “other” errors rank second, and semantic errors rank third.

Table 1 Frequency count and rank of the summary of errors committed by the participants.

Frequency Percentage Rank Categories Male Female Total Syntactic 30 35 65 50 1 others 19 31 50 39 2 Semantic 7 7 14 11 3 Total 56 73 129 100

Table 2 shows the summary of the errors committed by the learners in the syntactic category. Based on the frequency of errors, the top five were: tenses (ranked first), articles (ranked second), noun form (ranked third), subject-verb agreement and pronoun (ranked fourth), and preposition (ranked fifth).

Table 2 Frequency count and rank of syntactical errors committed by the participants.

Male Female Total Verb Tense 10 14 24 Subject Verb Agreement 5 3 8 Noun Form 4 5 9 Pronoun Form 3 5 8 Articles 6 5 11 Preposition 2 3 5 Total 30 35 65


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The following are examples of these errors:

Tense Tense conveys when the action, occurrence, state, or being expressed

by a verb takes place (Troyka, 1990).

Technologies polluted the earth and people abuses their surroundings. (voice clip #5.5)

Tense consistency should be developed in the sentence because it expresses past action. Therefore, the verbs should be in line with each other. The corrected sentence is:

Technologies polluted the earth and people abused their surroundings.

Article Articles – a, an, the – are adjectives. “The” is called the definite article, and “a” and “an” are called indefinite articles (Forlini, 1990).

There were two a bestfriends. (voice clip #12.5)

The noun “bestfriends” is modified by two adjectives, “two” and “a”. The article has no function in the sentence because the noun was already modified by two. The corrected sentence is:

There were two bestfriends.

Noun Form A noun is a name of a person, place, or thing. It names things that

can be seen and touched, as well as those that cannot be seen and touched (Forlini, 1990).

...there were many garbages in the world. (voice clip #1.5)

“Garbage” is a mass noun; thus, it should not have an “s” to show that it is in its plural form. It is already understood that it is composed of more than one thing. The corrected sentence is:

...there were many garbage in the world.

Subject-Verb Agreement Subject-verb agreement is a grammatical rule that states that the verb


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must agree in number with its subject (Intensive English Grammar, 2006)

The children was so happy... (voice clip #2.5)

The subject of the sentence, “children”, is in its plural form; however, the verb of the sentence “was” is in its singular form. The corrected sentence is:

The children were so happy...

Preposition A preposition is a word that relates a noun or a pronoun that appears

with it to another word in the sentence. (Forlini, 1990).

Jed and Jocel studied in West Visayas State university.(voice clip #28.5)

The preposition “in” is used for countries, towns, and large islands. “West Visayas State university” is an institution or building. The corrected sentence is:

Jed and Jocel studied at West Visayas State university.

Pronoun A pronoun is a word that substitutes a noun or a noun phrase.

...he has a permanent work and after he married the boy. (voice clip #13)

The pronoun “he” was used to substitute the noun “girl” as shown in the visual cues. It is inappropriate because the pronoun “she” should be used instead of “he”. The correct sentence is:

...she has a permanent work and after she married the boy.

Table 3 shows the summary of the errors committed by the learners in the “others” category. Based on the frequency of errors, addition ranked first, omission ranked second, and misordering ranked third.


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Table 3 Frequency count and rank of the other errors committed by the participants. Male Female Total Addition 12 21 33 omission 6 8 14 Misordering 1 2 3 Total 22 31 53

The errors are exemplified below. A particular sentence may contain several observed erroneous specific forms committed by bilinguals but only the error in focus was discussed.

Addition Addition is the inclusion of some unnecessary words that creates

redundancy to the thought of the sentence.

They are graduated in college. (voice clip #1)

The verb “are” in the sentence has no specific function because “there” is already an action verb “graduated” that expresses the thought in the sentence. The corrected sentence is:

They graduated in college.

Omission omission is a syntactic error where the speaker omits words that are

necessary in the sentence.

The girl met his soulmate and they married. (voice clip #12)

The verb of the sentence is “married” but it could not stand alone without the helping verb “got” to give the sentence a complete thought. The corrected sentence is:

The girl met his soulmate and they got married.

Misordering Misordering is the wrong sequence of the words used in the sentence

and hinders its clarity.


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After they graduated, they had a successful jobs and the girl after that found love and married a guy. (voice clip #4.5)

The sentence expresses order of events. Therefore, the conjunction “after that” should be placed before the independent clause. The corrected sentence is:

After they graduated, they had successful jobs and after that the girl found love and married a guy.

Table 4 shows the summary of the errors committed by the learners in the semantic category. Based on the frequency of errors, the learners showed that the wrong choice of word is the only error yielded by the data.

The error on semantics is further exemplified in the example below. A particular sentence may contain several observed erroneous specific forms committed by bilinguals but only the error in focus will be discussed.

Table 4 Frequency count and rank of semantic error committed by the participants. Male Female Total Word Choice 7 7 14

Word Choice Word choice or diction affects the clarity and the impact of the message intended to be conveyed.

The girl got pregnant and they gift with one child. (voice clip #31)

The word “gift” in the sentence is inappropriate. It does not give a clear interpretation of the message. The corrected sentence is:

The girl got pregnant and they were blessed with one child.

Errors Due to Interference of Hiligaynon

Tense of the Verb

In the past, the earth is clean and peaceful. Sang nagligad, ang kalibutan matinlo kag malinong.

In this sentence, the verb “is” is inappropriate. It does not conform with the time marker “in the past”. “In the past” signifies that the action was


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already done so the verb must be in the past form. If the English language is compared with the Hiligaynon translation,

it can be observed that the learner is expressing what he wanted to say in his native language and translating it directly to English. In this account, the learner’s utterance is applying the structure in the native language. He translated it directly to English overlooking back rules and structure of sentences in English, specifically in the tenses of the verb. In Hiligaynon, verbs do not mark the tenses. Instead, affixes are used to show the range of time when the action happened. The correct sentence should be:

In the past, the earth was clean and peaceful.

Preposition Jest and Jocel studied in West Visayas State university.

Nagabutho sanday Jest kag Jocel sa West Visayas State University.

The English utterance contains errors in the use of prepositions. The Hiligaynon translation shows that the preposition “sa” is used for the preposition “in”. However, “sa” when translated in the English language may have diverse equivalents, such as “at”, “by”, “on”, of, and “to”. This may be the reason why the speaker committed such an error. Though these prepositions have the Hiligaynon equivalent “sa”, they have different functions in the target language. Hiligaynon uses the same form to represent a variety of meanings. In the English language, prepositions may take functions or meanings differently. The prepositions “at” and “in” specify direction, position, or destination of someone or something. “In” is used when talking about unfinished position or direction, whereas “at” is used for specific position or direction. In the prepositional phrase “in West Visayas State University”, “West Visayas State University” is a specific direction; thus, the utterance would be better spoken as:

Jest and Jocel studied at West Visayas State university.

Word Choice

The husband and wife put a heart in the sand. Nagbutang sang tagipusuon ang mag-asawa sa balas.

The utterance above contains an error in word choice. The correct utterance should be:


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The husband and the wife draw a heart in the sand.

The speaker uses the word “put”, which means “placing something in the surface”, whereas the picture shows that the couple are drawing a heart shape in the sand; thus, he commits an error in the word choice. “Put” does not suit what the picture suggests.

As to the Hiligaynon translation of the utterance, it can be observed that the speaker directly translates what he meant in his native language to the English language. The verb “nagbutang” would be the equivalent of the words “put” or “draw”, but when it is translated in the English language, it would have different equivalents as to how it is used in the sentence. The speaker is generalizing the word he uses as to how he understands it in his native language. Equivalences in Hiligaynon, when directly translated to English, may turn out to be inappropriate or erroneous. Sentence meaning becomes different.

ConclusionsIn view of the findings, the following conclusions were drawn. This study examined the errors in sentence structures of the spoken

English of bilingual students. Based on the analysis of grammatical errors, tenses of the verb and use of articles are most common.

Carelessness and lack of in-depth knowledge in grammar rules are mostly the causes of these errors. Carelessness may be caused by the student’s disregard of rules. The world today is fast-paced, wherein individuals could get everything in a snap. The same principle in speaking seemed to be applied by the students. They want to be done with their descriptions as fast as they could to the point of disregarding the simple rules of using correct articles. Errors also originate from L1 interference.

The difference of Hiligaynon syntax and lexicon appears to complicate the students’ learning of the target language’s grammar rules and vocabulary. Moreover, the Ilonggo bilingual uses Hiligaynon as his first language, but has not been taught the rules of usage and construction. Lack of in-depth knowledge of Hiligaynon grammatical rules are even acknowledged by older generations.

The most number of errors in “others” category is addition and omission, which were most probably due to lack of skills of organizing ideas in their mind. These errors require a more careful review of one’s ideas before speaking. These may be due to the limited knowledge of vocabulary and failure to organize thoughts to construct a correct and an acceptable coherent sentence. Misordering can be the result of haste or being in a hurry to finish the utterance and compressing several ideas into one sentence.

Errors in word choice are caused by carelessness and limited


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vocabulary. The researchers discovered that students tend to speak as they think in L1 without paying attention to the correct or the proper word to be used. The use of the word “put” is a good example. The student would say:

The husband and wife put a heart in the sand.

Students can be heard speaking this way. A more appropriate term would be “draw”. It seems that students have limited knowledge of vocabulary and multiple meanings of common words. Because of this, they are unable to use the proper word for a specific idea.

RecommendationsIn light of the research findings and conclusions advanced, the

following are recommended. Foundations in the basics of English in the early and the most delicate

stages of learning must be valued and substantiated with practice so as to become good habits in using the language. Teachers should give attention to the diverging patterns between the L1 and the L2. With this, learners will be more knowledgeable of the similarities and the differences of L1 and L2 structures as well as the observable features of interference.

It is natural for non-native speakers of English to commit errors in speaking. This inevitability must be looked upon by teachers. They should focus on the learners’ errors as the basis for improving teaching strategies, the time frame of the activities for each learning competencies, and the frequency of exercises that they would need to implement. Moreover, in dealing with errors, teachers must have consistency and must supply adequate explanations to the errors committed by the students; thus, a high proficiency in the English language is something that teachers of English should strive for.

Another study may be conducted that involves more variables, such as economic status and exposure to mass media in the error analysis of the learners’ descriptions of the picture clips to find out if there is a difference in the type and the frequency of errors made according to these variables.


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