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CHAPTER I
Introduction
society; the citizens’ makeup reflects that of the nation’s framework. Education, hence,
In the core of every educational landscape is the curriculum which covers dimensions of
the teaching and learning processes. This curriculum, as Garcia (2007) referred to, is the sum of
learnings stated as educational ends, educational activities, school subjects or topics decided
upon and provided within the framework of an educational institution or in a less formally
organized set up for student achievement. This curriculum covers three subsystems specifically
the formal curriculum, extra-class or curriculum extension, and the hidden curriculum. The first
subsystem refers to the school philosophy, aims and objectives, subjects and activities. At the
school level, available lesson plans, guides, teaching modules, unit plans, course syllabi, learning
continuums, and similar plans prescribed or may offer options to the learners. On the other hand,
curriculum extension is the co-curricular activities like student organizations, school newspaper,
convocations, and the likes. This subsystem also includes the special school services such as the
library, guidance center, entire educational technology center, health clinic and school canteen.
Likewise, hidden curriculum incorporates the school policies, rules and regulations school
climate, attitudes, beliefs, values, and motivation of the school administration, faculty and staff,
and the students to the formal organization, management style and physical of the learning
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institution. Evidently, curriculum is the thrust of all the learning experiences and opportunities
On May 15, 2013 Republic Act No. 10533, entitled “An Act Enhancing the Philippine
Education System by Strengthening its Curriculum and Increasing the Number of Years in the
Basic Education, Appropriating Funds therefor and for other Purposes,” otherwise known as the
“Enhanced Basic Education Act of 2013” was approved and took effect on June 8 on that same
year.
The implementation of the Republic Act seemingly caused an abrupt and drastic change
in the history of the Philippine educational system. New teachers, classrooms, school facilities,
learner’s module, teacher’s guide and all that are needed to substantiate the new curriculum have
been the concerns. The batch of Grade 1 and Grade 7 students on school year 2013-2014 were
the first expected graduates of the new curriculum in elementary and secondary levels
respectively by the end of school year 2017-2018. Formulation and design of the curriculum
Education (CHED) and Technical Education and Skills Development Authority (TESDA) so as
to harmonize basic, tertiary, and technical – vocational education curricula with the goal of
Along with the reform, eight new and enhanced Standards and Principles of the
curriculum were drafted. As compared to the previous curricula (BEC, 2002 and SEC, 2010),
which focus is on the promotion of functional literacy and lifelong learning, K to 12 curriculum
is on the promotion of holistic skill development leading to employment and higher education.
Going over the previous implementing rules and guidelines of the previous curriculum or RA
9155 (Governance of Basic Education Act of 2001), it can be observed that importance on the
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organizational structure was given more priority starting off from Rule II up to Rule XI.
However, the K to 12 curriculum gave more emphasis on the delivery and implementation of the
new curricula. It is the first time pedagogical approaches to be used in instruction were
prescribed and enumerated. Pedagogy as defined generally is the art or science of educating
children which includes the whole educational process. Petrie, et.al. (2009) wrote that in the
achievement of the goals of the curriculum, pedagogical approaches act as the framework which
In view of the education of the other countries, the Department of Education and Training
of Western Australia pointed out that effective teachers use techniques that are anchored on a
wide range of pedagogical approaches that best serve the learning needs of their students. Scott
(2015) mentioned that rethinking pedagogy for the twenty-first century is as crucial as
identifying the new competencies that today’s learners need to develop. She reasoned that since
21st century learners need skills such as critical thinking and the ability to communicate
effectively, innovate, and solve problems through negotiation and collaboration, pedagogy
should be properly addressed. Thus, the concept led the researcher in studying the prescribed
Pursuant to the Republic Act, public and non-public schools have been encouraged to
expand and offer Senior High School which offers a new curriculum. In the recent statistics from
the DepEd portal in 2017, there are already 5,965 public schools offering Senior High School
nationwide. In addition, it can be seen in the DepEd website that there are 4,728 private high
schools, private and public universities and colleges, technical-vocational schools and Philippine
schools overseas offering the program. Solely in the Division of Oriental Mindoro, there are 54
public schools which cater to Senior High School students. One of which is Porfirio G. Comia
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Memorial National High, one of the large secondary schools in the Division, which has a current
number of 2,006 enrollees upon the writing of this study. One thousand six hundred twenty of
which are Junior High School and 386 are Senior High School who are enrolled into two
Academic Strands: General Academics (GAS) and Science, Technology, Engineering and Math
(STEM). By the end of school year 2017-2018, the first batch of Senior High School will
graduate. The end of the additional two years of their educational endeavors will then mark the
beginning of their collegiate, vocational, and/ or work pursuit. Along with the conclusion of the
curriculum implemented among the first batch of Senior High School graduates is the great
expectation of the quality learning they receive that will capacitate them to face the local and
global competitions. It is understood that each individual is unique and not all students attain the
same level of mastery over a certain period of time. However, it is expected that all students
should be able to increase their proficiency level through a language program (in the current
case, the program refers to the English classes) carried out by a teacher using the recommended
approaches.
students’ performance was discussed in the study of Ghenghesh (2015). She found out that there
is a significant but moderate positive relation between the students’ proficiency in English and
their overall academic success. Specifically, the higher the English proficiency of students on
entry to the university, the better they perform in their degree area courses as well as in their
English levels. The result of the study affirms that those Grade 12 students who would want to
pursue higher education can be efficient when they have the proficiency in the English language.
Similarly, those who would want to pursue business and vocational courses should view their
Giles (2016) reasoned that English speaking countries have some of the most financially
successful economies in the world. These include the UK, Australia and the United States. Not
only is business English becoming a requirement, but a desire to learn is seen as a corporate
asset. English proficiency demonstrates that a candidate is willing to consistently improve his
communication skills. There are scientific reasons to learn another language as well. In a
research by Weiler (2015), it is stated that people who learn a new language begin to think more
flexibly. He added that the ability to speak a second language may change the way an individual
sees the world. For instance, English speakers focus more on an event in a story, whereas
German speakers tend to focus on the potential outcomes of an event. He concluded that
participants could switch perspectives as quickly as they could switch languages. In business,
academia, and everyday life, the ability to think flexibly and adapt thinking quickly is crucial to
success. Domingo (2018) reported in a news article that a sample of 10,000 Filipino graduating
college students scored B1 in the Test of English for International Communication (TOEIC)
which is equivalent to the score obtained by the high school students in Vietnamn and Thailand.
The result was “alarming” for Rex Wallen Tan, General Manager of Hopkins International
Partners which administered the test for English proficiency has lured foreign companies to set
up offices in the Philippines. He added that CHED officer-in-charge Prospero De Vera said that
the government was looking into revising the curriculum for college students to make sure that
the graduates will have the skills and competencies needed not just in workplace now, but in the
workplace in the future. Unlike in its two Southeast Asian neighbors, TOEIC (an example of
English proficiency test) is not required in the Philippines, but Hopkins International urges the
government to adopt a national standard for English language proficiency by 2020. Under the
proposal, students must have to pass the TOEIC before they can graduate from elementary or
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high school. English proficiency is undeniably important for it is the language used in
international communications. The students may be locally taught, but they are encouraged to
Generally, the researcher would like to find out whether the students have acquired the
competencies needed in the continuation of their scholarship and/or their search of job
opportunities. Specifically, the study would survey the relationship between the K to 12
Pedagogical Approaches which served as the means on how the lessons were taught and the
English Language Proficiency of the students of Porfirio G. Comia Memorial National High
School. Moreover, the study wanted to reflect the status of the first batch of graduates in terms of
their English language proficiency to provide them accurate feedback on their developing
abilities in the target language which is deemed beneficial in their future undertakings. Findings
will lead to a proposed curriculum support which targets to provide courses that would enhance
Research locale
Barcenaga Barangay High School, Barcenaga High School, and Barcenaga Barrio High School,
is a 10, 000 sq. meter milieu located at the western part of the municipality of Naujan which
serves the students of the Barangay Barcenaga who mostly live through farming and multi-scale
businesses. Adjacent to the elementary School, the site for the Barcenaga High School has an
area of 10,000 square meters, it was donated by the late Naujan Municipal Mayor Porfirio G.
Comia and titled in the name of the Department of Education, Culture and Sports.
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Figure 1
In 1967, Barcenaga High School was created and started its operation with barely 35
students. The school maintained its enrolment and unloaded its first graduates in S.Y. 1972-
1973.
After almost five decades of continuous changes in the curriculum, it was in 2013, that
the Division’s preparation for the Senior High School has begun. In 2016, the Senior High
School program was offered in the school catering to a number of 222 Grade 11 students.
Currently, the school has 2,006 students: 1,620 in Junior High School and 386 in Senior High
School. There are now 58 STEM students in Grades 11 and 12. GAS has 328 students with a
total of three sections in Grade 11 and five sections in Grade 12. (Source: Porfirio G. Comia
Theoretical framework
This research is grounded on the following theories which helped the researcher better
The design of the Philippine curriculum, as Garcia (2007) stated, is dependent on two
approach involving the control variables by educationists, including the teacher, predicted on
intentional planning, controlling, and affecting student learning. Basically, the design of the basic
education in public schools reflects that of the behavioral-empiricist wherein most of the
elements of formal and curriculum extension are provided by the Department of Education.
viewpoint which emphasizes the importance of individual student’s freedom and his own choice
in enhancing his human creativity and individuality. This theory also pays respect and
importance to the uniqueness of individual and freedom of choice to become and actualize their
potentials. Commonly, this is observed among the colleges and universities. However, it is now
not just limited to the tertiary level for the Senior High School programs also offer a wide range
The Senior High School formal curriculum is delivered based on the five main
approaches. First of which is constructivism. The term refers to the idea that learners construct
knowledge for themselves – each learner individually (and socially) constructs meaning – as he
used to explain how people know what they know. Fundamentally, constructivism says that
people construct their own understanding and knowledge of the world through experiencing
things and reflecting on those experiences. Constructivism is a theory that asserts that learning is
an activity that is individual to the learner. This theory hypothesizes that individuals will try to
make sense of all information that they perceive, and that each individual will, therefore,
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“construct” his own meaning from that information. Reflective approach helps scaffold this
theory since it is an active process of witnessing one’s own experience in order to take a closer
look at it, sometimes to direct attention to it briefly, but often to explore it in greater depth. Thus,
at the end of the course, students are expected to be individual learners who are capable of
independently constructing meaning and reflect on their experiences that will then lead to
learning.
On the other hand, Inquiry-based approach to teaching which is patterned from famous
Socratic Method engage learners in a systematic and disciplined questioning process to discover
basic truths. As cited in the K to 12 Capacity Building Series a Secretariat Special Edition, this
approach espouses investigation, exploration, search, quest, research, pursuit, and study. It is
enhanced by involvement with a community of learners, each learning from the other in social
interaction more than just simply answering questions or getting the right answer. This theory is
supported by the collaborative approach which was expounded by Smith and MacGregor (2009).
approaches involving joint intellectual efforts by students, or students and teachers together. In
most collaborative learning situations, students are working in groups of two or more, mutually
variability in collaborative learning activities, but most center on the students' exploration or
application of the course material, not simply the teacher's presentation or explication of it.
problems, or the challenge to create something drive the group activity. Learning unfolds in the
Basically, the new curriculum is also being delivered in an integrative manner. As the
curriculum guide in the Language Arts and Multiliteracies Curriculum indicated, the areas of
language learning – the receptive skills, the productive skills, and grammar and vocabulary will
be taught in an integrated way, together with the use of relevant print and non-print resources, to
provide multiple perspectives and meaningful connections. Integration may come in different
types either implicitly or explicitly (skills, content, theme, topic, and values integration).
The vertical and horizontal aspects of the K to 12 curriculum, specifically in the English
classes, are covered by the overarching theory of Cummins (1981) on Language Acquisition
which reveals that the average student can develop conversational fluency within two to five
developed within five to six years. With the total of six years in the Junior and Senior High
School under the K to 12 curriculum, it is then expected that through the different approaches,
Conceptual Framework
High School, the researcher would like to find out how the approaches have affected the overall
language proficiency of the students. The finding, served as bases for a curriculum support
program.
The first box of the conceptual framework is the independent variable which shows the
IV DV
Figure 2
The second box, which is correlated to the first, contains the dependent variable which is
The broken lines anticipate the results of the study which will serve as basis for a
The Curriculum Support Program is a two-hour weekly course which will run for ten
weeks and will target those elements of communicative performance that need improvement.
Review and exercises that target the problem areas will be provided in the whole course.
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The study determined the extent of utilization of the K to 12 Pedagogical Approaches and
the level of English language proficiency of the Grade 12 students of Porfirio G. Comia
High School?
Statement of hypothesis
High School.
Students. This study is focused on finding the result of the six years of scholarship of
students in Junior and Senior High school. Basically, the evaluation of the first set of graduates
in the K to 12 curriculum would be of great significance for they are the pioneers of the said
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curriculum. Assessing the status of their learning, specifically in English language proficiency,
would lead to reassurance of the gains derived from the additional two years in high school.
Upon knowing they are proficient in English, they can be confident that they can leverage their
skill in whatever they may pursue after Senior High School most especially in their ability to
withstand global competitions. Likewise, knowing that they are not yet proficient could persuade
Teachers. Being the facilitators of learning, this study would contribute to teachers’
understanding of the approaches they use to equip students with the competencies they need.
Results could serve as basis for teachers in Porfirio G. Comia Memorial National High School to
reevaluate their manner of delivery since as of now there is not enough standard instrument to
measure the extent of the use of prescribed approaches. The teachers could reflect if they are
really using the approaches or not. At the same time, they could search activities anchored on the
Porfirio G. Comia MNHS. The findings of this study would provide the school a first-
hand data on the assessment of the curriculum. Results may be the bases on the decisions for
some modification and improvement in the micro curriculum of the school. Also, this study
would greatly benefit the English Department in addressing the existing problems encountered
Schools Division of Oriental Mindoro. Since students involved in the research are the
first batch of graduates from the K to 12 curriculum, the findings could be used as a baseline data
of the Division in assessing the quality of learners produced by the new curriculum. Evaluating
the quality of learners would greatly reflect the kind of curriculum used and the manner is
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carried. This pioneering study would definitely be beneficial to the office in their planning of
Future researchers. The study would serve as a reference for the future researches to be
conducted. Its framework encourages the future researchers to conduct a more functional
research in the advancement of the K to 12 curriculum that would prepare the learners to
This study included the sample from the whole population of the Senior High School
students enrolled from school year 2017-2018 who will be the first batch of Grade 12 graduates.
participants that will be correlated with the extent of use of the K to 12 Pedagogical Approaches
Definition of terms
For better understanding of the study, the following terms were operationally defined:
own understanding of knowledge of the world through experiencing things and reflecting on
those experiences.
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Curriculum. Learning experiences which are planned and organized by the schools as
anchored on the mandate of the Department of Education. It includes the formal, extension, and
English Language Proficiency. The ability of the students to use the English language to
Grammar Skill. The ability of individual to use set of rules that explains how words are
used in a language.
problems or scenarios – rather than simply presenting established facts or portraying smooth path
to knowledge.
Integrative Approach. In terms of instruction, it cuts across subject matter lines bringing
together various aspects of the curriculum into meaningful association to focus upon broad areas
of study.
the speaker, and display interest in the topic discussed. It could also include providing feedback
integrative approach which are the main approaches used in the Senior High School.
continuous learning.
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Speaking Skill. The ability of the speaker to convey his message in a passionate,
Vocabulary Skill. The ability to figure out definitions using context clues and word
parts.
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Chapter II
This chapter presents review of literature and studies which are related to the on-going
study and enabled the researcher to have a clear perspective of the field under investigation.
Related literature
Since the study is founded on the curriculum, the first part of the review is mainly on the
dimensions of the curriculum design, while second part covers various literature about the
Andres and Francisco (2010) cited that curriculum is composed of the actual experiences
and activities of learners inside or outside the classroom under the guidance of the teachers and
for which the school accepts responsibility. It was furthered that the elements composing it are
the statement of the aims and of specific objectives, selection and organization of content,
patterns and learning and teaching, and program of evaluation and outcomes. In his discussion,
he mentioned that all curricula are composed of these elements; they differ according to
emphasis given to each of these elements according to the manner in which these elements are
related to each other, and according to the basis on which the decisions regarding each of them
are made.
Palma (2009) presented the etymology of curriculum that comes from the Latin root
“curere,” which means to run. In educational usage, the “course of the race” and with it comes to
stand for the “cause of study.” In terms of scope and organization, curriculum may be classified
either as macro or generic and micro or specific. Macro curriculum is the general course of the
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study mandated for all the Philippine schools. It is made up of subject required of the students to
complete and earn credentials corresponding to a school level, for instance, basic education. On
the other hand, micro curriculum is for the particular school. Refers to what learning
expectations schools include in the prescribed subject areas. While abiding by the particular
general curriculum and its corresponding minimum competencies for each subject area, a school
can organize, enhance and package the content of the subject areas to make it relevant to its
particular clientele and its vowed purpose. In all means, the curriculum is presented as the
school’s locus of control. Lacking this control mechanism, the school can be compared to a
rudderless boat that drifts with every passing wave of educational facts and frills.
It has been observed that over the years, the curriculum in Philippine education has
evolved in terms of its objectives and goals. According to Barlongo (2016) restructuring the
Philippines’ basic educational system through the K to 12 program is a tough but strategic move
by the government to ensure that it produces competent graduates who can serve as the backbone
for a highly skilled and employable work force. It was 2013 when a radical shift from the
previous curriculum happened when former president Benigno C. Aquino Jr. signed Republic
Act 10533. On Section 10.2, Rule II of the R.A.10533 or the Implementing Rules and
Regulations of the Enhanced Basic Education Act of 2013, there are eight new and enhanced
Standards and Principles of the curriculum: the curriculum shall be learner-centered, inclusive,
and developmentally appropriate; the curriculum shall be relevant, responsive and research-
based; the curriculum shall be gender- and culture – sensitive; the curriculum shall be
contextualized and global; the curriculum shall use pedagogical approaches that are
adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-
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MLE) which starts from where the learners are and from what they already know proceeding
from the known to the unknown, further instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be available. For this purpose MTB-MLE refers to
the formal or non-formal education in which the learner’s mother tongue and additional
languages are used in the classroom; the curriculum shall use the spiral progression approach to
ensure mastery of the knowledge and skills after each level; and the curriculum shall be flexible
enough to enable and allow schools to localize, indigenize and enhance the same based on their
respective educational and social contexts. The researcher has been interested in the
recommended approaches on how the content and competencies will be taught. It is believed that
the manner of the delivery has a great impact on how concepts will be learned.
On the other hand, expounding on the pedagogy helped the researcher understand its
Hargreaeves (2004) stated that pedagogy should at its best be about what teachers do that
not only help students to learn but actively strengthens their capacity to learn. Westbrook et.al.
(2013), elucidated that pedagogy involves activities that evoke changes in the learner. He cited
that pedagogy is any conscious activity by one person designed to enhance learning in another.
new forms or develops existing forms of conduct, knowledge, practice and criteria from
found Alexander’s (2007) definition of pedagogy most helpful, wherein teaching ‘is an act while
pedagogy is both act and discourse. Pedagogy comprises teachers’ ideas, beliefs, attitudes,
knowledge and understanding about the curriculum, the teaching and learning process and their
students, and which impact on their ‘teaching practices’, that is, what teachers actually think, do
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and say in the classroom. He added that in ‘effective pedagogy’, as with the term ‘pedagogy’, the
term ‘effective’ is contested. The ultimate goal of any pedagogy is to develop student learning,
and yet the 2005 Global Monitoring Report on quality (UNESCO, 2005) included creative,
emotional and social development as indicators of quality learning. In order to include a wide
number of studies on pedagogy, the review has conceptualised ‘effective’ pedagogy as those
teaching and learning activities which make some observable change in students, leading to
greater engagement and understanding and/or a measureable impact on student learning. Implicit
in these definitions is a starting point or baseline with which to contrast the observable change in
Rethinking pedagogy for the twenty-first century is as crucial as identifying the new
memorization or the application of simple procedures will not advance learners’ critical thinking
skills or autonomy. To develop the higher-order skills they now need, individuals must engage in
meaningful enquiry-based learning that has genuine value and relevance for them personally and
their communities. Real-world experiences merged with sustained engagement and collaboration
offer opportunities for learners to construct and organize knowledge; engage in detailed research,
enquiry, writing and analysis; and communicate effectively to audiences (Barron and Darling-
Hammond, 2008).
worldwide depends on transforming pedagogy and redesigning learning tasks. Promoting learner
autonomy and creativity is part of the solution. Technologies can be used to support efforts to
transform pedagogy, but it is essential to recognize that twenty-first century learning experiences
must incorporate more than just technology. Leadbeater (2008) also emphasized that learning
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strategies for this century would not be limited to school, but would also encompass learning
through peers, inter-generational partnerships and community relationships. Learning may take
place outside of school in libraries, museums, community centers, local businesses or nearby
Explicitly, this study focuses on the approaches mentioned as the principles and standards
in the implementation of the formal curriculum. Smith and MacGregor (2009) discussed that
collaborative learning holds enormous promise for improving student learning and revitalizing
Nonetheless, teachers who adopt collaborative learning approaches find them challenging. They
inevitably face fundamental questions about the purposes of their classes, teacher and student
roles and responsibilities, the relationship between educational form and content, and the nature
significant shift away from the typical teacher-centered or lecture-centered milieu in college. In
but it lives alongside other processes that are based in students' discussion and active work with
the course material. Teachers who use collaborative learning approaches tend to think of
themselves less as expert transmitters of knowledge to students and more as expert designers of
process.
Even though the presented idea of collaborative approach is focused on its use in
collegiate instruction, it is nonetheless parallel to the Junior and Senior High school structure.
Smith and MacGregor (2009) described a number of widely used collaborative learning
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Teaching, Discussion Groups and Seminars, and Learning Communities. On their paper, the
Cooperative learning represents the most carefully structured end of the collaborative learning
continuum. Defined as "the instructional use of small groups so that students work together to maximize
their own and each other's learning,"(Johnson, Johnson, &Holubec, 1990) cooperative learning is based
on the social interdependence theories of Kurt Lewin and Morton Deutsch (Deutsch, 1949; Lewin,1935).
They even emphasized that cooperative learning structures small group learning around
constructively, talking face-to-face, helping each other complete the given task. At the same
time, however, careful attention on each student is expected from the teacher. Students are
encouraged to practice accountability and responsibility to achieve the group's goals. Within the
framework of group work, each student's performance is assessed and each student is held
responsible for contributing to the group's success. In public schools, close monitoring from the
teachers is expected considering the large number of students per class reaching to 50 to 60
students.
frequently built around collaborative learning strategies. Approaches included Guided design
which is adopted in many disciplines and professional programs and is not much used in high
school instruction, Case Studies which are done mostly by undergraduate and graduate students
and Problem-centered Instruction in Medical Education which defines itself. Yet, Problem-
centered instruction also includes Simulation which is a structured role-playing situation that
simulates real experiences. This common practice is observed among high school classes.
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The third approach under collaborative learning is the writing group approach (known
variously as peer response groups, class criticism, or helping circles), which in the context of the
paper reviewed, has transformed thousands of college writing classes. Subtly, the approach is
Fourth on the list is Peer Teaching which involves the process of students teaching their
fellow students.
Discussion Groups and Seminars, on the other hand, were defined separately in the paper.
Discussion groups is coined as the processes, both formal and informal, that encourage student
dialogue with teachers and with each other. While Seminar has several connotations; historically
the seminar has been thought of as a course where advanced students take turns presenting
research for discussion and critical feedback from student peers as well as the teacher. Seminar
also refers to an extended discussion in which students and teacher examine a specific text or
common experience. However they may be defined, both terms are often interchangeable and
targets the same goals: dissection of ideas and the cultivation of new ones, analysis and
The aforementioned approaches are the bases in the making of the questionnaire under
was defined as a pedagogical approach that invites students to explore academic content by
posing, investigating, and answering questions. Also known as problem-based teaching or simply
as ‘inquiry,’ this approach puts students’ questions at the center of the curriculum, and places
just as much value on the component skills of research as it does on knowledge and
understanding of content.
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instruction to students, teachers help students generate their own content-related questions and
guide the investigation that follows. Because of the role of the teacher in an inquiry-based
students may not recognize the hard work that goes into planning and implementing an inquiry-
based approach – in fact, it may seem that teachers “aren’t doing anything” as students struggle
to formulate questions and seek out answers. Nothing could be further from the truth. When
teachers choose to use an inquiry-based approach, they commit to provide rich experiences that
manage multiple student investigations at the same time; to continuously assess the progress of
each student as they work toward their solution or final product; and to respond in-the moment to
This pedagogical approach is commonly used in Math and Science classes. However,
Meyer (2008) presented basic guidelines and strategies for implementing inquiry-based teaching
methods which are not just geared towards Mathematics and Sciences. Their paper enumerated
two models in Inquiry Instruction. The first is Guided Discovery which includes the Discovery,
Preparation, and Strategies. The researcher found the second model relative to teaching English –
however, the reality is the models were made in connection to provide agricultural educators
with another teaching technique for developing life-long learners. The second model, 5E Model
is composed of Engagement which builds curiosity and provides direction for the remainder of
the lesson. Exploration is the second E which allows students manipulate the materials, make
discoveries, and share their findings with classmates and the teacher. The activities may sound
25
scientific, however reading literature also provides the same experience among students.
Meanwhile, the teacher provides scaffolding by observing, questioning, and guiding. The next E
is Explanation. In this stage teachers invite their students to share their discoveries and
explanations. Likewise, Elaboration allows students to create connections between new concepts,
principles, theories, and real-world experiences by applying them to a new situation. The
application of this new knowledge provides an opportunity for students to move beyond
memorization to deeper understanding of what they have learned. Finally, Evaluation provides
Informal assessment and feedback may be provided throughout the inquiry learning process to
reassure, encourage, or direct students. Formal assessments, such as tests or projects, provide the
teacher with feedback and allow them to determine how much the students have learned from the
activity. Students should also be encouraged to utilize self-assessment throughout the learning
process.
theory of learning or meaning making, that individuals create their own understandings on the
basis of an interaction between what they already know and believe and ideas and knowledge
is a search for meaning. Therefore, learning must start with the issues around which students are
actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts.
Parts must be understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental
models that students use to perceive the world and the assumptions they make to support those
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models. 4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the “right” answers and regurgitate someone else’s meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make the
assessment part of the learning process, ensuring it provides students with information on the
On the same paper, it was stated that constructivist learning is inductive. Constructivist
learning dictates that the concepts follow the action rather than precede it. The activity leads to
the concepts; the concepts do not lead to the activity. Essentially, in constructive learning, the
presentations. From the beginning, students engage in activities through which they develop
It was even furthered that Traditional and Constructivist classrooms are different in
various ways. The former begins with parts of the whole – emphasizes basic skills, while the
latter begins with the whole – expanding to parts. Traditional classroom has strict adherence to
questions/interests. Textbooks and workbooks are used basically in the conventional pedagogy,
while primary sources/manipulative materials are used in the constructivist. In terms of teachers,
building on what students already know. Instructor assumes directive and authoritative role.
Instructor interacts and negotiates with students. Moreso, assessment in the former is still if form
of paper-pen tests and correct answers are just given. Whereas assessment via student works,
observations and points of views are evident in the latter. Process is as important as product.
Additionally, knowledge is inert in the first when knowledge is dynamic in the second. It
27
changes with experiences. Lastly, it can be observed that students work individually in
It was also cited that the teacher's role in a constructivist classroom is not limited to give
lecture to students but to act as an expert learner who can guide students into adopting cognitive
reflection. The role of the teacher in constructivist classrooms is to organize information around
big ideas that engage the students' interest, to assist students in developing new insights, and to
connect them with their previous learning. The activities are student-centered, and students are
encouraged to ask their own questions, carry out their own experiments, make their own
English classes, in the new curriculum, have been designed in an integrated manner. In
the K-12 Language Arts and Multiliteracies Curriculum, learners learn about language and how
to use it effectively through their engagement with and study of texts. The term ‘text’ refers to
any form of written (reading and writing), oral (listening and speaking) and visual
communication involving language. The texts through which students learn about language are
wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The
study of specific texts is the means by which learners achieve the desired outcomes of language,
rather than an end in itself. Learners learn to create texts of their own and to engage with texts
In the same curriculum guide, integration is presented as one of the five language
learning processes. The areas of language learning – the receptive skills, the productive skills,
and grammar and vocabulary will be taught in an integrated way, together with the use of
relevant print and non-print resources, to provide multiple perspectives and meaningful
28
connections. Integration may come in different types either implicitly or explicitly (skills,
In the presentation compiled by Ortega (2016), one of the goals of integrative teaching is
to break the teaching of subjects in isolation from one another. Integrative teaching, as cited, is
the putting of things together wherein the lesson and real life situation connect, the lesson and a
lesson from other subjects associate, the lesson and meaningful activities are interconnected, and
the lesson and the intelligences and learning styles are congruent. Proponents of integrated
teaching strategies assert that the teaching-learning process should touch the facts level, concept
On the same discussion, eight principles underlying the planning for integrative teaching
strategies were enumerated: the development of the whole personality of the learner is more
important than the subject matter; long range plans and large units should be prepared to daily
isolated tasks; learning activities should be recognized around real-life problems of the pupils,
their needs and interests; learning should be characterized by group planning, group work, and
differences should be provided for by a wide variety of learning experiences; the atmosphere of
under integrative approach. The first is Thematic Teaching which provides a broad framework
for linking content and process from a variety of disciplines. The theme provides coherence; it
gives a “focus” on the activities that are accompanied by the unit. Next is the Content-Based
Instruction (CBI) which is the integration of content learning with language teaching aims. It
refers to the concurrent study of language and subject matter, with the form of sequence of
29
language presentation dictated by content material. The language curriculum is centered on the
academic needs and interests of the learner, and crosses the barrier between language and subject
matter courses. Finally, the Focusing Inquiry which is defined as an interdisciplinary approach
that uses questions to organize learning crosses conventional knowledge boundaries. The teacher
guides learners to discover answers to questions, whether or not answer pre-exist. Learners
become creators of knowledge rather than recipients. Concepts and contents are less important
than the governing process conducting an investigation and communicating what was learned to
others. The objective of Integrative Approach can be summed to providing instruction in a more
The last portion of this review is about the last pedagogical approach used as one of the
witnessing one’s own experience in order to take a closer look at it, sometimes to direct attention
to it briefly, but often to explore it in greater depth. This can be done in the midst of an activity
or as an activity in itself. The key to reflection is learning how to take perspective on one’s own
actions and experience – in other words, to examine that experience rather than just live it. By
developing the ability to explore and be curious about our own experience and actions, we
suddenly open up the possibilities of purposeful learning – derived not from books or experts,
but from our work and our lives. This is the purpose of reflection: to allow the possibility of
learning through experience, whether that is the experience of a meeting, a project, a disaster, a
success, a relationship, or any other internal or external event, before, during or after it has
occurred.
30
We tend to recognize the importance of allocating time to reflection when we can see it as a
means for gaining visibility on a problem or question we need to answer. To gain visibility, we
examine experiences that are relevant to this problem or question. The most powerful
“technologies” for examining experience are stories (narrative accounts of experience) and
dialogue (building thinking about experience out loud). Journaling is similar to dialogue in the
Stories and dialogue can be effective technologies for the reflective process because they
provide cognitively complex and culturally potent systems for conveying the way we think
about, feel about, and make connections in experience. By examining the way we have
constructed a narrative account about a significant event, it suddenly becomes more possible to
observe the meaning we have taken from that experience and to excavate the underlying qualities
that made it significant. By engaging in collective dialogue about a story or a question, we build
our understanding of it and locate the significance of that story or question in the larger context
of our work. Even when there is not a clear problem or question driving reflection, it is through
the exploration of stories and the practice of dialogue that we can unpack the richness of
experience, and evaluate which issues emerging from that experience we need to pursue. In
deeper forms of reflection, it becomes possible to identify learning edges, those questions or
issues that an individual or group is seeking to understand in order to advance their work.
overlapping with one another in terms of concepts in teaching – learning activities. Upon the
review, it can be established that the main goal of all the approaches is to promote independent,
31
yet at the same time interdependent learning among students with the teacher acting mostly as
facilitator of learning.
Related studies
The first part of this paper is studies focused on the topics curriculum and pedagogical
approaches. Studies retrieved, however, are mostly conducted in the view of higher education
which is tantamount to the collegiate schooling in the context of the Philippine education.
Hitherto, the researcher found the framework of the studies substantial in the writing of the
proposed study.
In the abstract of the study of Khan and Law (2014) it was presented that the role of
curriculum in higher education is sine quo non for the provision of quality and relevant
educational programs and services to the current and potential learners in the USA and elsewhere
in the world. Regardless of sizes, types or origins, curriculum is considered the heart and soul of
Barnett & Coate Curriculum (2005) explained that it is crucial for the well-being and
effectiveness of higher education both in the short and long-term. Lamentably, it is a widely
recognized notion in academia that the approach to developing curriculum is disintegrated in that
minimal and isolated considerations are given to the various critical elements such as
institutional leadership, social trends, industry factor and the role of the government.
Marx et. al. (2004) found out that an inquiry-based curriculum yielded significant gains
in student achievement without sacrificing state curriculum standards. Over 8,000 students were
tested before and after the curriculum was implemented and to assess their knowledge of the
content, understanding of the process, and overall achievement. The researchers concluded that
32
their results demonstrate that an inquiry approach can benefit students who have been low
The study of Navaneedhan (2011) concluded that Reflective Teaching over the past two
decades has shown that it is linked to inquiry, and continuous professional growth. Also,
Reflective Practice can be a beneficial form of professional development at both the pre-service
and in-service levels of teaching. It develops critical thinking and promotes experiential learning.
Further, it enhances personal growth. And most especially, it gives freedom to teachers to
Summing up the ideas presented, it is observed that the approaches being used in the K to
12 curriculum have contributed on the gain of academic performance of students. Thus, the same
The second part of the review are studies about the English language proficiency.
Inclusion of the theses and dissertations about the topic is deemed important for the
Most relative to the current study is the study of Racca and Lasaten (2016) about the
English Language Proficiency and Academic Performance of Philippine Science High School
Students. Findings revealed there was a significant relationship that existed between the
students’ English language proficiency and their academic performance in Science, Mathematics
and English. The higher the English language proficiency levels of the students the higher their
academic performance levels in Science, Mathematics and English. The study further concluded
that students’ English language proficiency could be a predictor in the students’ academic
performance in Science, Mathematics and English since the medium of instruction used in the
Olanipekun et. al. (2014) investigated the influence of English language on students’
courses, respectively. One hundred twenty graduating students of 2012-2013 academic session
were sampled for the study. Four research hypotheses were tested and formulated upon this
study. T-test was a statistical tool found suitable for this study. Results indicated that English
academic performance based on gender in English and in the English of Agricultural science and
Economics education students has shown that there was no significant difference.
On the study of Cui (2011) high school students’ English learning anxiety in Chinese
EFL (English as a Foreign Language) classrooms was explored. The study surveyed and
analyzed 105 students from a high school in Dezhou City, Shandong Province, China. The
results indicated that students indeed had comparatively high anxiety in English learning. Males
have higher anxiety of English classes than females. And it was also found that high anxiety
plays a somewhat debilitative role in high school students’ language learning, some suggestions
The studies incorporated in this chapter are all about the manner on how students become
proficient on the English language. Some indicated the parallelism of the proficiency to the
students’ performance in other learning areas and the latter discussed about the anxieties which
detered the attainment of the proficiency. Having read the studies, the researcher understood the
other intervening factors that may affect the result of the proposed study.
34
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, the respondents of the study, the instrument
employed in data gathering and investigation, reliability of the instrument, data gathering
Research design
Hopkins (2008) aims to determine the relationship between one thing and another in a
population. It involved the description, recording, analysis, and interpretation of the present
relationship between two or more quantifiable variables, and if there is, to what extent or degree
the relationship between the variables whether positive or negative; and the degree or extent of
Research respondents
respondents among the Grade 12 students of Porfirio G. Comia Memorial National High School.
Through this type of sampling, the researcher selected units from the population to create sample
based on certain characteristic. In this regard, the top 10 students of each class were selected to
answer the questionnaire and standardized test. The researcher deemed that the chosen
respondents would answer the test perseveringly considering that it is a four-hour examination.
Choosing the set of respondents did not mean undermining those who are not part of the top ten.
The researcher opted in doing so to best obtain reliable results. This method is deemed as the
best possible way to get the most reliable results from the questionnaire and standardized test.
The following table shows the distribution of the participants of the study.
Research instrument
The study used two research instruments including a questionnaire and standardized test.
A closed-form questionnaire was made and went through validation through test-retest to assess
Porfirio G. Comia Memorial National High School. Whereas a standardized English Proficiency
Test (EPT) was administered among the participants to identify their English proficiency level.
36
Albeit EPT can be taken by anyone without any prerequisite course in English, the researcher
still explored if the test items in the EPT fall in any of the competencies being taught in Senior
High School (SHS). With the help of the SHS English teachers, a link between the test items and
Before administering the questionnaire to the respondents, the researcher used test-retest
method to test the reliability of the questionnaire. Four students who were not selected in the
sampling were requested to answer the questionnaire twice over an interval of two weeks. For
each test administration, results were tabulated. The reliability of each part of the questionnaire
was treated using the T-test. The table below presents the result of the test-retest on reliability of
the questionnaire.
Reliability
Variables R interpretation
Constructivist 0.731 Reliable
inquiry based 0.825 Reliable
Reflective 0.731 Reliable
Collaborative 0.752 Reliable
Integrative 0.813 Reliable
A letter seeking permission to conduct the study was given to the school principal. After
establishing the reliability of the instrument, the researcher conducted the study among the
selected respondents. The questionnaires and standardized test were personally administered by
the researcher to the respondents as the researcher encouraged the respondents to answer all the
items honestly for the reliability and validity of the results. The three English teachers of the
Senior High School department were present during the administration of the test and were
tasked to help conduct the listening test on the first part, and speaking test on the last part which
38
used a four-scale rubric for grading. After the administration of the instruments, the researcher
Two sets of scaling and quantification of data were used in this study. In the
questionnaire, the scaling and quantification of the data of the EPT used a five-point scale to
describe the extent of use of the K to 12 Pedagogical Approaches in Porfirio G. Comia Memorial
National High School as perceived by the student-respondents interpreted as very high, high,
On the other hand, achievement scale was used to measure the level of proficiency of the
Grade 12 students interpreted as very high, high, average, low, and very low.
Scale Interpretation
81 – 100 Very High
61 – 80 High
41 – 60 Average
21 – 40 Low
0 – 20 Very Low
39
Table of correlation is used to show the relationship between the independent variable
# 1 1.000
#2 .443 1.000
54 sample size
Descriptive statistics was used in the study. Considering that the study was finding the
relationship between the given variables, correlation coefficient’s Pearson r was used in treating
Two forms of statistics were used in analyzing the data that were collected from the
respondents. The first is descriptive statistics which includes scoring, frequency counts, and
Mean: m = ∑ x/n
Where:
m = mean
x = number of responses
Likewise, inferential statistics was applied in order to test the hypothesis of the study.
Pearson’s R Correlation was used to find the relationship between the K to 12 Pedagogical
Inferential analysis:
CHAPTER IV
This chapter presents the analysis and interpretation of data that were gathered from the
The following tables were thoroughly discussed so as to provide answers to the stated
a. constructivist approach,
b. inquiry-based approach,
c. reflective approach,
e. integrative approach
Constructivist
Items Mean Description Interpretation
1. I study the lesson before joining the
Rarely Low
class discussion. 2.35
2. I can independently research a topic and
Rarely Low
present my findings to the class. 1.68
3. I can answer a question given and
proceed to an open discussion with my Sometimes Moderate
classmates. 2.85
4. I experience active and interactive
Rarely Low
learning activities in our classes. 2.02
5. I am responsible and self-directed in
Sometimes Moderate
performing tasks in school. 2.79
Overall 2.34 Rarely Low
42
Item 1 reflects that the student-respondents rarely study the lesson before joining the
class discussion. It has a mean score of 2.35, interpreted as low. The result could be due to their
learners see the things they learn as meaningful. Johansson (2010) found out from his study that
people are motivated by having a grade, recognition or other rewards, and since the students-
respondents rarely review for the discussions, it can be assumed that they lack the motivation –
intrinsic or extrinsic – to do so. Another possibility to explain the result is due to the inconsistent
giving of assignments. The senior high school English teachers do not give assignments daily.
Thus, it can be inferred that students are not obliged to prepare for the following discussions.
This may be supported by what Dougherty (2012) asserted, that assignments engage students in
The second item which receives the lowest mean score of 1.68 presents that student-
respondents rarely research a topic and present their findings to the class independently. The
limited access to the computer units of the school is seen as a factor contributing to the low
result. As of this writing, there are only 49 computer units in the school which serve the 2,006
junior and senior high school students and research schedule given for senior high school is only
an hour a week. Another probable reason for this is that not everyone has access to the internet at
home. In the latest School Improvement Plan (SIP), it is recorded that students attending the
school are those who mostly live through farming and multi-scale businesses wherein simple
rural living is practiced until now. These students, who would prefer to rent on internet cafes for
research purposes have limited resource and time to do so. There are only four computer shops in
barangay Barcenaga, where the school is located, accessible only after school hours.
43
On the other hand, the reason for a low rating in the students’ ability to present their
findings in the class could be due to some apprehensions. This could be supported by the
findings of Petrie, et.al. (2016) that the level of apprehension an individual experiences has a
potential to positively or negatively influence his ability to perform. Since the student-
respondents have low rating in their ability to independently present their findings, their
The third item which has a mean score of 2.85, interpreted as moderate, describes that it
is only sometimes that student-respondents answer a question given and proceed to an open
discussion with their classmates. It could be that the students are not that confident with their
answers and would just allow the assertive ones to respond to the given questions. Also, it could
be that open-discussion of students with their classmates are only effective when guided by the
Item 4 which reveals that student-respondents rarely experience active and interactive
learning activities in their classes has another low mean score of 2.02. It is perceived by the
researcher that the result could be due to too much dependence on students, as particular
assertive students as what was made mention in the previous discussion. It is also a common
observation by the teachers that the higher the grade level of the students, the lesser they become
active and participative in class discussions because they are already conscious of how they
would look like in front of their classmates. Hence, it could be probable that they do not engage
in active and interactive activities because they are somewhat anxious on how other people see
From the presented table, it is also revealed that respondents could be not responsible and
self-directed in performing tasks in school (item 5). With a mean score of 2.02, the extent of
44
practice is at a low level. It can be recalled that constructivism is the ability to create one’s own
knowledge depending on how one reconciles previous ideas and experiences with the present
ones. But with the result in item 5, it can be concluded that average self-direction and
independence of the students in learning on their own as they promote initiative and self-
direction as one of the characteristics of the holistically developed Filipino with 21st century
skills. Yet, it seems that the first batch of K to 12 students who will soon graduate are not yet
With an overall mean score of 2.34, interpreted as low, it could be supposed that the
that learning is not the result of development, but learning its development. Thus, as an
individual makes meaning from his surrounding, he continues to improve. But, the discussions
suggest that constructivist approach is not yet fully utilized in the instruction since results reflect
that the ability of student-respondents to construct their own knowledge and understanding is
still minimal. Thus, the student-respondents are still not that able to make meaning on their own
understandings on the basis of an interaction between what they already know and believe and
The researcher believes that an extension study on how the approach is being used by the
teachers is helpful in pushing the students to progress in their academic and personal pursuits.
45
Inquiry-Based
Items Mean Description Interpretation
1. I am encouraged to ask questions about
the lesson to further and deepen Sometimes Moderate
learning. 3.39
2. I share my discoveries and
explanations as directed by guide Sometimes Moderate
questions. 3.02
3. I ask and answer questions from the
Low Order Thinking Skills (LOTS)
Sometimes Moderate
into Higher Order Thinking Skills
(HOTS) 2.74
4. I answer the KWL Chart (What I
Know, What I Want to Know, What I Sometimes Moderate
Learned) utilized in English classes. 3.06
5. I have self-discovery of concepts in
Sometimes Moderate
reading passages. 3.26
Overall 3.09 Sometimes Moderate
On table 7.2, item 1 gets a mean score of 3.02 which means that students are encouraged
to ask questions about the lesson to further and deepen learning on a moderate basis. An
observation in senior high school English classes proposes an explanation for the result. Usually,
direct instruction happens in classes. In this scenario, the teacher stands in front of the classroom
and presents the information. The use of straightforward, explicit teaching techniques to teach a
specific skill is observed. The teacher continues the instruction and seldom would there be
students who raise their questions. Lamb (2017) enumerated reasons why students do not ask
questions and the researcher believes that they could also be the same reasons of the student-
respondents. First, students do not understand the importance of asking questions. Also, they
need help to formulate good questions. He even adds that good questions do not usually occur to
46
students while they are in class. It could also be a probability that students have the fear of and/or
Item 2 bares that students moderately share their discoveries and explanations as directed
by guide questions. With 3.02 mean score, the result suggests that students would opt to keep
what they know instead of sharing them to class. They could be hesitant in voicing out their mind
because of their fear that they could be judged once their ideas are wrong and that their answers
to the guide questions are irrelevant. They are too anxious of how they will appear. In a study
conducted by Nimat (2013), anxiety has a debilitating effect on the performance of the second
language learners. Findings of the study suggested that sources of anxiety are presenting in class,
making mistakes, losing face, inability to express, and fear of failure. Therefore, through guide
questions are provided, students could still find it hard to share due to some apprehensions.
With a 2.74 mean score, interpreted as moderate, students can sometimes ask and answer
questions from the Low Order Thinking Skills (LOTS) into Higher Order Thinking Skills
(HOTS). In reality, question formulation, like asking questions is one of the core foundations of
and motivate students, to develop critical thinking, to review learning, and to simulate students to
pursue knowledge on their own. However, posing questions is not as simple as it may seem
especially when LOTS and HOTS are taken into consideration. Students disclose the fact that
they are actually now aware of what do LOTS and HOTS mean. Unfamiliarity of the concepts
hinders students to throw meaningful queries that could lead to deeper understanding. Teachers
could also be not always mindful whether they are asking in a lower thinking skill or higher
thinking skill manner, simply repeating “Okay class, do you understand? Do you have any other
47
questions?” in their classes. On this note, seminars, training-workshops, and evaluation on the
use of the strategies could be of help in articulating more significant questions in class.
Student-respondents rate item 4 as moderate with a mean score of 3.06. It is apparent that
KWL Chart (What I Know, What I Want to Know, What I Learned) is not always utilized in
English classes. Most of the time, the chart is posted every beginning of new lessons so as to
diagnose the schema of the students. Students are even conditioned that KWL chart always looks
like a chart hung or drawn on the board. However, they are not aware that teachers still use the
concept KWL chart even without the use of a tangible chart. This could be a reason shared by the
senior high school teachers relative to the result of the survey. The teachers state that the use of
KWL is implied since it is unnecessary in the set-up of senior high school instruction to always
Item 5 which scores a mean of 3.26 suggests that students have an average self-discovery
of concepts in reading passages. Contrary to the popular belief, millennials read more than the
older generations do (Howe, 2017). He stated that they read for pleasure or to keep up with the
current events. However, they do not really read for a more purposeful pursuit of knowledge
which could lead them to a deeper self-discovery of concepts. In some observations, students
would account the number of books they read and compare it with their peers. While they read
much in such a short period of time, it appears that they fail to ask themselves of questions that
could help them understand what they read. Moreso, reviews and summaries are available online.
If they cannot fully understand what they just read, they can just simply browse the internet to
read some helpful reviews. Their autonomy to explore the depths of the passages is somehow
inhibited because of the many available resources they can check out.
48
With an overall moderate rating, it could be assumed that students can explore academic
content by posing, investigating, and answering questions in an average level. Thus, the use of
the inquiry-based approach should be strengthened since it fosters curiosity and promotes critical
thinking among students. In the K to 12 classroom, it is expected that students are creative and
curious, critical thinkers and problems solvers, and risk takers – all of which are attributed to the
Reflective
Items Mean Description Interpretation
1. I witness my own experience in order
to take a closer look at it and explore it Sometimes Moderate
in a greater depth. 3.33
2. I keep a portfolio and/ or journal and
Sometimes Moderate
write entries about our learning. 2.85
3. I join small group discussions and
Sometimes Moderate
share my learning experiences. 3.07
4. I recall the lessons, realize my
learning, and commit to doing an Sometimes Moderate
action as a response to my learning. 3.13
5. I participate in differentiated tasks such
as singing, drawing, chorale, tableaux,
Frequent High
role play, etc. to communicate my
overall understanding of the lesson. 3.54
Overall 3.18 Sometimes Moderate
Table 7.3 presents an overall mean score of 3.18 for the use of the reflective approach,
At a moderate level, item 1 has a mean score of 3.33 which means that students
sometimes witness their own experience in order to take a closer look at it and explore it in a
greater depth. Millennials nowadays, including the respondents, are spontaneous and are so
caught up with so many activities that they only have a little time to be quiet and reflect. They
49
love to be with their friends and peers and do so much things together. Abbot (2013) wrote that
milleninials are multitaskers and that they are easily distracted especially by social media and
texting. Camus (2017) claimed in his article that the Philippines is number 1 in terms of time
spent in social media. In a report, called Digital in 2017, it was showed that Filipinos spend an
average of 4 hours and 17 minutes on social media site each day. With the remaining time left, it
respondents sometimes keep a portfolio and/or journal and write entries about our learning.
Teacher of the respondents explains that students will only keep records of their activities when
asked by the teachers. No one in the class, when asked, keeps a record of their day on a regular
basis. Only few of those who keep journal would write every day. On the other hand, records
related with their school affairs such as portfolio is only made in compliance to their
requirements. Fact is that they do not really compile accounts every after each lesson but they
would rush and cram when the deadline is approaching. However, it is observed that they are
somewhat inclined to posting almost everything on social media – which in a way is a form of
keeping record in a digital form. Probably, the concept is almost the same, but the purpose
somewhat differs. The former is for self-reflection while the other is for connection.
It is also apparent that at a moderate extent, with a mean score of 3.07, students
sometimes join small group discussions to share their learning experiences. In the previous
discussion, it was implied that millennials are good in connecting with others; thus,
communicators – just in another sense. The batch of learners that we now have a lot of things to
say especially in social media but they lack the ability to connect in person. Since relationship is
50
linked and empowered by in a virtual manner, the researcher supposes that it is a factor for the
students to not be able to always discuss with their group especially about their learning.
Item 4 notes that student-respondents sometimes recall the lessons, realize their learning,
and commit to doing an action as a response to their learning. Analogous to item number 2, a
lesser time to be alone means lesser time to reflect. This is reckoned by the researcher as a main
reason for the result. On another note, teachers comment that they somewhat observe what is
wrong. It is just that they lack the commitment to perform an action in response to what they
obtained from the class. This could be for the reason that they are so much consumed by a lot of
things that they cannot really always have a follow up action for their insights.
singing, drawing, chorale, tableaux, role play, etc. to communicate their overall understanding of
the lesson. Since in the previous discussions, it was implied that students find it difficult to have
self-reflection due to some intervening factors, joining differentiated tasks permits them to
communicate about their thoughts better. With a mean perception of 3.54, item 5 has a high
extent of use. Differentiated instruction identifies and profiles the learners based on their learning
styles and level of readiness before giving a particular task. Not everyone is good at a lone skill
that is why students who are engaged in differentiated tasks are given freedom to communicate
their learning, in collaboration with others, in the best possible way they can. This is assumed by
the researcher as a major reason why students gave a high rating on this item.
With an overall moderate rating, the respondents deem that the use of the reflective
approach is still not well executed. This means that students are not given enough guidance and
opportunity to think profoundly to better gain perspective by going over something for several
times. Amulya (2011) described Reflecting Practice as reflection which is an active process of
51
witnessing one’s own experience in order to take a closer look at it, sometimes to direct attention
to it briefly, but often to explore it in greater depth. This can be done in the midst of an activity
or as an activity in itself. Results provide an indication that the set of learners in the first batch of
Grade 12 are still not that reflective of their individual experience. According to Greene as cited
in Zeichener and Liston (2014) reflection is the action of thinking about one’s action in a specific
situation; it is a thoughtful process in which one learns through experiences to solve any existing
problems. Reflecting is important for it aids the learners to be critical on making decisions which
is needed most especially in planning their course after senior high school.
Collaborative
Items Mean Description Interpretation
1. I believe that teamwork is important in
Always Very High
any group activity. 4.76
2. I work constructively, talking face-to-
face, and helping the other members to Frequent High
complete the given task. 3.91
3. I actively participate in role-plays. 4.02 Frequent High
4. I contribute in accomplishing written
Frequent High
output/s of our group. 4.13
5. I perform the designated task properly
and do not merely rely on the group Frequent High
leader to perform my task. 3.78
Overall 4.12 Frequent High
Table 7.4 contains the scores given by the respondents on the use of reflective approach
registering the highest overall mean score of 4.12 among the other pedagogical approaches.
Student-respondents believe very highly that teamwork is important in any group activity. With
the mean score of 4.76, it can be deduced that item 1 is always regarded by the respondents to be
true. The students might believe the notion that in a team, everyone achieves more that is why
52
they give the item the highest rating. This also suggests that they trust the success of any work
Item 2 receives a high rating from the respondents at 3.91 mean perception. This is
interpreted in a way that they frequently work constructively, talking face-to-face, and help the
other members to complete the given task. In table 7.3, it was discussed that they seldom join
small group discussions and share their learning experiences which somewhat contradicts the
rating of this item. Yet, it has to be remembered that items on previous table are focused on
reflection of students. Thus, they find it somewhat difficult to express their personal insights in
small group setting. But, their rating on this item may suggest that in any group setting they work
better to accomplish a task when working face-to-face – which does not really require that they
communicate their ideas. It could also mean that it is better for them to work in person rather
With a computed mean score of 4.02, interpreted as high, it can be deciphered that the
student-respondents frequently join role plays with active participation. A survey among teachers
bared that the set of Grade 12 students are mostly kinaesthetic learners. That could explain their
high rating on this item. Additionally, it can be recalled that item 5 in the previous table is also
suggested by the high rating on item 4 with a mean score of 4.13. It can be associated to item 5
which also rated high with a mean score of 3.78. This means that students perform the designated
task properly and do not merely rely on the group leader to perform their task. This could be
because in most group activities, teacher grades them individually and by group. Individual
grading could be a motivating factor for them to act on their task such as contributing in writing
53
activities. It is also observed that the batch of learners are team-oriented, just like any other
millennials, and like working in group because working together is way more effective than
accomplishing work alone. Camus (2017) expounded that this generation of learners value
teamwork and seek input and affirmation of others and that they always want to be included and
significant shift away from the typical teacher-centered or lecture-centered milieu in college. In
but they live alongside with other processes that are based in students' discussion and active
work with the course material. Teachers who use collaborative learning approaches tend to think
of themselves less as expert transmitters of knowledge to students and more as expert designers
of intellectual experiences for students – as coaches of a more emergent learning process. Thus,
findings reveal that the Grade 12 English classes are already student-centered which is one of the
Integrative
Items Mean Description Interpretation
1. I use the five macroskills (reading,
writing, speaking, listening, and Frequent High
viewing) in our English-related classes. 3.67
2. I can relate our discussions to real life
Frequent High
situations. 3.69
3. I learn about the different purposes of
Sometimes Moderate
writing. 3.41
4. I observe that reading materials cover a
multitude of topics ranging from
Sometimes Moderate
Literature, Sciences, Mathematics, and
History. 3.37
5. I observe values integration in our
Frequent High
class discussions. 3.76
Overall 3.58 Frequent High
54
Second to the highest rating among the pedagogical approaches in terms of the extent of
utilization is the integrative approach. Table 7.5 shows an overall mean score of 3.58 inferred as
high.
With a mean score of 3.67, respondents believe that they frequently use the five
macroskills in their English-related classes. A high rating indicates that they are frequently
engaged in reading scholastic materials, writing various papers, listening to different audios,
speaking in classes, and watching videos. Their English teachers agree with the result of this
item since teaching in the 21st century classroom requires the maximum use of teaching aids that
helps the development of the macroskills. Further, teachers have their own laptop, attached to
Light Emitting Diodes (LED) televisions or projectors that they use in presenting their lessons.
Respondents also believe that they frequently relate discussions to real life situations.
Given the fact that each lesson has generalization and application of learning makes this
statement true. Item 2 which has 3.69 mean score, interpreted as high also denotes that most of
the lessons in classes are linked to real-life experiences probably with guidance from by the
teachers. This finding is significant since one of the features of the K to 12 curriculum is
integrative which targets that each learner is capable of connecting the concepts they learn
Item 3 which has a computed mean of 3.41 indicates that students learn about the
different purposes of writing at a moderate extent. Senior high school English teachers state that
they teach different forms of writing because that is part of the competencies students have to
learn. However, they think that thorough explanation of the purposes of each write-up was not
given proper emphasis. This suggests that the result of item 3 could be because structure and
The fourth item in the table is rated moderate at a mean score of 3.37. It reflects that
respondents sometimes observe that reading materials cover a multitude of topics ranging from
Literature, Sciences, Mathematics, and History. According to Ortega (2016) one of the goals of
integrative teaching is to break the teaching of subjects in isolation from one another. Integrative
teaching, as cited, is the putting of things together wherein the lesson and real life situation
connects, the lesson and a lesson from other subjects associates, the lesson and meaningful
activities are interconnected, and the lesson and the intelligences and learning styles are
congruent. Yet, item number 4 that relates to materials used in English classes are still limited in
terms of the other subjects it integrates. This could be supported by an interview with a teacher
Moreover, item 5 reveals that values integration is frequently observed in English classes.
With a mean score of 3.76, interpreted as high, it is evident that teachers frequently instill morals
in instruction. When asked, teachers replied that it is a given that integrate values in teaching for
it provides the lessons that are more relevant in the lives of the learners than the theories and
The high rating on the use of integrative approach could mean that the goal of the K to 12
curriculum to integrate and contextualize teaching for learning to be relevant and responsive is
being achieved by the senior high school faculty and students of the school.
56
Summary
K to 12 Pedagogical Approaches Mean Interpretation
Constructivist 2.34 Low
Inquiry Based 3.09 Moderate
Reflective 3.19 Moderate
Collaborative 4.12 High
Integrative 3.58 High
Grand Mean 3.26 Moderate
Table 7.6 sums up the extent of use of the K to 12 pedagogical approaches as the
independent variable of the study. Constructivist approach records a low mean score of 2.34
followed by moderate rating on inquiry-based approach and reflective approach with 3.09 and
3.19 mean score respectively. The most used approach, as indicated, is the collaborative
approach with 4.12 mean score followed by integrative approach with 3.58 mean score, both
interpreted as high. The grand mean of 3.26 suggests that the K to 12 pedagogical approaches are
not yet fully used in the teaching-learning process since the result reflected a moderate rating
a. listening comprehension,
b. reading comprehension,
c. grammar,
d. vocabulary, and
e. speaking
57
Listening
Scale Frequency Percentage (%) Interpretation
81 – 100 0 0% Very High
61 – 80 0 0% High
41 – 60 45 83.33% Average
21 – 40 9 16.67% Low
0 – 20 0 0% Very Low
Mean = 50.11 Average
With a mean percentage of 50.11, table 8.1 bares that the listening proficiency of the
Listening plays an important role in communication as it is said that of the total time
spent on communicating, listening takes up 40-50%; speaking, 25-30%; reading, 11-16%; and
However, with only an average rating, the result reflects that the Grade 12 students have
not fully developed their skill on listening yet. Ardila (2013) stated that listening comprehension
is the ability of one individual perceiving another via sense, (specifically aural) organs, assigning
a meaning to the message and comprehending it. Steinberg (2007) supported the claim as he
elaborated that listening is more complex than merely hearing. This process consists of four
stages: sensing and attending, understanding and interpreting, remembering, and responding. The
Several studies have identified some factors affecting listening skills among English as
Foreign Language (EFL) learners which could be considered as the reasons for the average
result. In the case of the student-respondents, they are learning the English language in order to
participate in the global trend, thus counting them as foreign language learners. One study (Díaz,
2012), investigated the factors that interfere with EFL learners’ listening comprehension at a
58
public university. Findings revealed that factors interfering with EFL learners’ listening
comprehension are: speaker’s accent and rate of delivery; student’s limited vocabulary,
listening test, the following observations are deemed noteworthy by the researcher. The testing
area was in the covered court of the school which is an open and prone to noise. On the day of
examination, some polishing work in the newly constructed senior high school building was
being done parallel to the covered court. The noise could have affected the ability of the students
to listen attentively. Also, listening selections were only repeated twice. It can be seen that the
listening test contains five dialogues of five exchanges, 10 one-sentence statements, five news
items with four to five sentences, and a five-sentence interview for five test questions. It is also a
fact that the items cover various topics which could be unfamiliar to some respondents. It was
observed that vocabulary in the passages are common. However, the accent of the speaker could
have been another factor that obstructed the ability of the respondents to comprehend while
listening.
On another perspective, in secondary public schools, learners who are enrolled are mostly
average and below-average economic status who live in rural places. Considering their exposure
to the English language, it could be reasonable enough why they are not proficient in listening to
it. Their common medium of communication is their mother tongue, Tagalog, which is normally
different in the accent and rate as compared to the English language. Since their only opportunity
to listen to the English language is during English classes and sometimes during movie viewing,
students may have limited vocabulary thus making it hard for them to comprehend what they are
listening to. Unfamiliarity with the topic could also be a factor which affects the result. It can be
59
gleamed that the students are not widely exposed to different listening materials. Lastly, the
researcher considers noise as a factor that could have impeded the concentration of the students.
Noise could be in form of chatters, whispers, taps, sound of fan and anything that diverts the
Upon the discussion of the result, it is believed that activities that can best develop the
students’ listening skills should be designed to improve their ability to listen well. This is
because, as what Spivey (2006) stated, listening affects all areas of learning. Focusing on what
is important to hear plays a large part in the success of learning at school. And with an average
rating, it can be assumed that the student-respondents are also those average learners in the class
– not yet close to becoming globally competitive which is the goal of the K to 12 curriculum.
Reading Comprehension
Scale Frequency Percentage (%) Interpretation
81 – 100 0 0% Very High
61 – 80 5 9.26% High
41 – 60 15 27.78% Average
21 – 40 22 40.74% Low
0 - 20 12 22.22% Very Low
Mean = 36.13 Low
Reading comprehension obtains an average mean score of 36.16, interpreted as low. The
result implies that the respondents have difficulty in comprehending what they read.
Sandford (2015) enumerated factors that affect reading comprehension. One main factor
is presumed by the researcher to have affected the low rating of the subtest is the low prior
knowledge of the respondents. Kintsch (2013) stated that when a student lacks prior knowledge
about a topic, reading comprehension is impacted. Students who have a basic understanding of
60
what they are reading about can connect new information to what they already know. But if they
do not have any, they will find it hard to appreciate and understand what they are reading. This
could be true to the situation of the respondents who were given the English Proficiency Test.
The reading passages cover various topics such as general Science, economic growth, broadcast
media, American literature, relationships, and taxonomy. It is perceived by the researcher that
unfamiliarity of the respondents to the topic causes their low score in reading comprehension.
interest and disengage from reading (Guthrie, 2008). Many students begin to dislike reading
because they struggle to gain meaning from what they read. It could be deduced that students
who take reading comprehension exams are not really interested in the reading passages, but they
have to read and comprehend for the sake of answering the given questions.
While research supports a strong correlation between reading engagement and reading
ability, students often do not read well because they do not spend time reading. Bohn-Gettler &
Rapp (2011) concluded that a cycle of reading apathy begins, which makes it more challenging
In connection to the abovementioned factor, numerous cognitive processes are used when
reading that aid comprehension. One of which is strong vocabulary skills that aid a student’s
ability to read proficiently (Taylor et al., 2009). Unfortunately, as students struggle to read, they
often avoid reading, thus they do not learn new vocabulary. It is supported by Cain and Oakhill
(2011), who found out that reading influences vocabulary development. Additionally, Caccamise
and Snyder (2005) reported that vocabulary knowledge positively affects reading comprehension
and academic performance. During reading, students continually process words to create
61
meaning, and without a strong vocabulary knowledge, students will struggle to understand what
The result of the following table supports the findings presented above.
Vocabulary
Scale Frequency Percentage (%) Interpretation
81 – 100 0 0% Very High
61 – 80 2 3.70% High
41 – 60 9 16.67% Average
21 – 40 35 64.82% Low
0 – 20 8 14.81% Very Low
Mean = 35.65 Low
The proficiency level of the respondents in vocabulary ranks second to the lowest among
the subtests. As presented in the previous discussion, this low rating in the vocabulary of the
Upon reviewing the items included in the vocabulary test, it is observed that the first ten
items are about filling in the blank with the most appropriate answer. The second part is about
finding the synonym of the underlined words. In this regard, the researcher deemed that the
respondents do not practice the use of context clues in identifying correct answers. Given the
sentences that would help hint the meaning of the statement, vocabulary test should have been
easy.
The 64% of students obtaining a low score have common mistakes in filling in the words
compelling, thwart, burdened, and lurid. They also have difficulty in identifying the meaning of
the principal factors affecting the vocabulary learning. He explained that motivation is the most
significant factor for learning the second language because it determines the extent of the
learners’ active involvement and attitude toward leaning. The respondents with high motivation
used vocabulary learning strategies more often than did the less motivated. This design of this
study between the pedagogical approaches and English proficiency of learners used a purposive
sampling to best serve the purpose of the study. The top ten of the five classes were selected and
they best represent those who are highly motivated in learning. However, the result still reflects a
low rating. The researcher views that these respondents are not that inclined to improving their
English vocabulary probably because of some other personal reasons. It could be because they
do not need to learn new vocabulary since they do not need them in conversation for they do not
really communicate in English. After each English class, they are no longer required to speak the
language and they would talk again using their mother tongue. Another reason could be those
respondents who belong to STEM and GAS strands might not see vocabulary improvement as a
Grammar
Scale Frequency Percentage (%) Interpretation
81 – 100 0 0% Very High
61 – 80 1 1.85% High
41 – 60 15 27.78% Average
21 – 40 30 55.56% Low
0 – 20 8 14.81% Very Low
Mean = 35.25 Low
63
The lowest subtest to get a mean average score of 35.25 is grammar with only 1.85%
respondents who obtain high scores. Apparently, 27.78% has average scores but 55.56% gets
low scores and 14.81% very low scores. This evidently reflects that at Grade 12, students have
not yet mastered grammar which has been taught to them since their first grade.
The 30-item grammar test includes semantics, verb tenses, parts of speech, and subject-
verb agreement. Observation of the students’ performance would show that these students are not
able to fully comprehend the fundamental of grammar (such as part of speech and sentence
structure) that is why they find it difficult to understand its complex concepts.
For instance, in test number 66 where the statement reads He wondered__________, the
students found it difficult to choose from the following: (a) why did she persist in making the
error, (b) why she persisted in making the error, (c) why did she persist to make the error, (d)
why she persisted to make the error. It can also be gleamed that up until their current grade level,
they cannot still distinguish well the tenses to be used. An example is item number 70 where it
seems that they cannot decide among the options which is the best answer.
70. Tony ____________ his car painted just before he wrecked it.
Just like in learning division and multiplication, the learner should first learn how to add
and subtract. Without enough knowledge on the basics, it is impossible that they can proceed to
learning and even mastering the competencies at a higher level. Teachers reveal that they do not
really reteach the fundamentals of grammar because they already assume that the students are
already knowledgeable about them. They add that they can observe the problem the students face
64
in learning grammar, but they can no longer reteach since they have competencies to teach in a
particular class.
The following findings also explain the result. In a related study of Arham (2016) the
senior high school students who have undergone the research disclose that the main factors
affecting their grammar, specifically the learning of gerund, are the following: lack of
motivation, low frequency of practice or exercise, lack of literature and the teacher's method in
In terms of motivation, Johansson (2010) found out in his study that the biggest source of
motivation towards learning English grammar is to get a good grade. Mihalas et al. (2009) and
Kozminsky and Kozminsky (2002) discussed that the student-teacher relation is a factor that can
Johansson (2010) also found out that most students learn grammar the best through
traditional teaching wherein the teacher’s talking time is good for learning but not that good for
making the lesson interesting. Successful grammar teaching, according to Isnaini (2014), is also
based on the method used by the teacher. Method, generally, is important to make students
interested in learning grammar, so they can master their grammar. Such methods include
Suggestopedia, and Total Physical Response (TPR). Based on his observation in the grammar
lesson, the teachers tend to use a deductive strategy, in which they start the lessons by giving the
the former, Flight (2003) stated that a lecture is an oral presentation intended to present
information or teaches people about a particular subject, for example by a university or college
65
teacher. This kind of routine instruction may result in the students’ boredom which gradually
discourages them and, as a result hinders them maximizing their learning outcome.
The finding is contrary to the current practice of the teaching of grammar which
encourages the maximum participation of learners. The researcher deems that since in the K to
somewhat compromised.
Speaking
Scale Frequency Percentage (%) Interpretation
81 – 100 0 0% Very High
61 – 80 12 22.22% High
41 – 60 19 35.18% Average
21 – 40 20 37.04% Low
0 – 20 3 5.56% Very Low
Mean = 53.43 Average
Apparently, the speaking subtest which attains an average mean score of 53.54,
interpreted as high reflects that only 5.56% of the respondents have very low proficiency level in
speaking. Moreover, among the other subtests, it has the most number of respondents to have the
highest average mean score. The result implies that the majority of the respondents have an
average to high proficiency level in speaking the English language. That means that responses
are mostly coherent, sustained and convey relevant ideas/information. However, the overall
relationships between ideas may at times not be immediately clear; still leaving an average rating
The high result in the subtest could be due to the fact that students are not that pressured
to compose their answers and that the facilitators of the test are their English teachers. This
66
explanation could be true to what Tuan and Mai (2015) enumerated as the factors affecting the
speaking task under a variety of conditions. Nation & Newton (2009) believe that performance
conditions can affect speaking performance. The four types of performance conditions that
Nation & Newton (2009) suggest include time pressure, planning, the standard of performance
and the amount of support. The result could have been due to the fact that respondents are given
enough time to prepare for their speaking test and that they are with their peers and friends.
Second on the list is the affective factor. Krashen (1982) states that a variety of affective
variables have been confirmed to be related to success in second language acquisition in research
over the last decade but most of those studies examined the three categories: motivation, self-
confidence and anxiety. The said variables are considered to have contributed to the performance
of the respondents. It can be recalled that during the test, respondents were relaxed and confident
due to the given time for them to prepare for their answers. They were given one minute to
prepare and were highly encouraged to speak out their mind. Additionally, they were given
privacy in saying their answers with the facilitators as the only ones who heard their answers.
Lastly is topical knowledge which is cited by Tuan and Mai (2015) as knowledge
structures in long-term memory. In other words, topical knowledge is the speakers’ knowledge
of relevant topical information. Given the singular topic which is related to their experience in
Summary
English Proficiency Mean Interpretation
Listening 50.11 Average
Reading 36.13 Low
Vocabulary 35.65 Low
Grammar 35.25 Low
Speaking 53.23 Average
Grand mean 40.07 Low
With the grand mean of 40.07, the overall result of the English Proficiency Test is low.
Grammar (35.25), vocabulary (35.65), and reading (35.16) tests all reflect low score. On the
other hand, listening (50.11) and speaking (53.23) tests obtain an average rating. This denotes
that the first batch of Grade 12 students of Porfirio G. Comia MNHS are not yet proficient in the
English language.
High School?
Table 9.1 presents association of the constructivist approach to the English proficiency of
On the first row, the absolute value of r computed is greater than the absolute value of r
suggests that the null hypothesis is rejected and there is a significant relationship between
constructivist approach and listening comprehension. The positive value of r computed means
that the more the students construct meaning on their own, the more they comprehend through
listening. At a low extent, this independent variable affects the proficiency of the students in
constructivist approach and listening comprehension which means that the relationship is
meaningful and can affect the dependent variable. Since listening is conceptualized as a process
that involves the interpretation of messages (Rexhaj, 2016), there is a need that an individual
knows how to understand wholes as well as parts (Bhattacharjee, 2015). The low result in the
With the absolute value of r computed greater than the absolute value of r critical that is
rejected. This means that there is a significant relationship between constructivist approach and
relationship between constructivist approach and reading comprehension, the dependent variable
directly affects the independent variable. The positive value of r computed means that as the
students create their own understandings on the basis of an interaction between what they already
know and believe and ideas and knowledge which they come into contact, the more they
69
comprehend through reading. The low proficiency of the students in reading could then be due to
the rare use of the approach in instruction. In a relative study, Alegrid (2016) stated that effective
comprehension programs tend toward a strong form of constructivism. He even furthered that
self-discovery is the most successful mode of learning and that it is known as the best ways to
develop comprehension.
The third row shows that the absolute value of r computed is greater than the absolute
Therefore, the null hypothesis is rejected and there is a significant relationship between
constructivist approach and vocabulary. The significant relationship between the two
independent and dependent variables at a low extent denotes that constructivism directly affects
the improvement of the student-respondents’ vocabulary. The reason behind the students’ low
vocabulary could be related to the low extent in the utilization of the constructivist approach.
According to Lin (2015), constructivism stresses that word meaning cannot be assimilated by the
child in a ready-made form but have to undergo a certain development. It was explicated that
acquisition of the words meaning depends on the cooperation between the student (host) and the
teacher (instructor). Thus, it could be regarded that the reason why the student-respondents have
low proficiency in vocabulary is the due to the rare use of the constructivist approach in
in the fourth row with the absolute value of r computed greater than the absolute value of r
of grammar is influenced by their ability to comprehend and make meaning on their own.
70
However, the low extent of the use of constructivism could mean that teaching grammar is still
at first, learners practice grammatical structures via mechanical drills, then meaningful drills,
then communicative drills. When interviewed, teachers disclosed that grammar teaching is no
longer a priority in senior high school since they are expecting that the students are already
The last row reveals that at a very low extent, there is no significant relationship between
the independent variable and the dependent variable. That is because the absolute value of r
computed is less than the absolute value of r critical that is │.192│<│.268│ at 5% level of
significance with 52 degree of freedom and the null hypothesis is accepted. It implies that the
ability of an individual to construct his own meaning does not directly influences his proficiency
in speaking.
From the presented table, it can be interpreted that there is no significant relationship
between Inquiry-based approach and listening skill of the student respondents. With the absolute
value of r computed less than the absolute value of r critical that is │.242│<│.268│ at 5% level
of significance with 52 degree of freedom, the null hypothesis is accepted. At a low extent, it can
71
be concluded that the independent variable does not directly affect the dependent variable. This
could be due to the fact that listening is a receptive skill and when you listen, you do not
necessarily pose questions. The tendency for the listeners is to fix their attention to what they are
listening to as they try to reconcile the meaning of what they hear. Most of the time, when
students listen in class discussions, they do it with the purpose of getting information unlike in
The second row shows that the absolute value of r computed is greater than the absolute
Therefore, the null hypothesis is rejected. It also means that at a moderate extent, there is a
significant relationship between Inquiry-based approach and reading. The moderate degree of
relationship indicates that there is an average possibility that as the students read, they also
inquire of what they just read to have deeper understanding. Looking at the common classroom
scenario, students are given guide questions by the teachers before they start the reading.
Afterwards, process questions are provided to evaluate understanding of the students. The result
also suggests that as teachers use inquiry based approach in teaching reading, the more the
respondents is reflected in the third row. With an absolute value of r computed that is greater
than the absolute value of r critical that is │.353│>│.268│ at 5% level of significance with 52
degree of freedom, there is a low extent of relationship between the independent and dependent
variables. Therefore, the null hypothesis is rejected which means there is a significant
relationship between Inquiry-based approach and vocabulary. In a classroom set-up, it is the part
of the class when the teacher guides learners to unlock meaning of difficult words. Usually,
72
queries are raised in the class for students to find ways to know the meaning of the words. Yet,
the low extent of use directly affects the level of vocabulary of students.
The fourth row specifies that learning of grammar is affected by the use of the inquiry-
based approach in instruction. The absolute value of r computed is greater than the absolute
Thus, it suggests that the null hypothesis is rejected and there is a significant relationship
between constructivist approach and grammar. The positive value of r computed depicts that the
more the teachers use questions to guide the teaching-learning process, the more the students
learn grammar. Though Johansson’s (2010) study revealed that traditional method is effective,
the findings of Isnaini (2014) in his study supports the claim of the researcher. According to him,
inquiry-based teaching is more effective than lecture method, which is the common practice in
traditional classrooms, to teach grammar. It could also mean that senior high school teachers do
not just spoon feed their students in teaching competencies related to grammar.
speaking. The absolute value of r computed is less than the absolute value of r critical that is
│.160│<│.268│ at 5% level of significance with 52 degree of freedom proposing that the null
hypothesis is accepted. The very low degree of relationship suggests that it is impossible for the
inquiry-based approach to influence the speaking skills of the learners. Although, in inquiry-
based approach, teachers commit to provide rich experiences that provoke students’ thinking and
curiosity, posing questions is not a necessity in developing speaking sub-skills: fluency, accuracy
with words and pronunciation, appropriacy, using functions, turn-taking skills, relevant length,
responding and initiating, repair and repetition, range of words and grammar, and using
Table 9.3 shows that since the absolute value of r computed is less than the absolute
and the null hypothesis is accepted. At a very low degree, the treated data indicate that there is no
significant relationship between reflective approach and listening skill. The result is somewhat
unreasonable because there is a practice called reflective listening. However the article of Fisher
(1993), it was discussed that reflective listening is used in situations where you are trying to help
the speaker deal with something. In the case of the students, they do not listen to provide
The same thing is true with reflective approach and vocabulary. The absolute value of r
computed is that is less than the absolute value of r critical that is │-.017│<│.268│ at 5% level
of significance with 52 degree of freedom accepts the null hypothesis, signifying that there is no
significant relationship between the independent variable and the dependent variable.
Commonly, vocabulary learning strategies include use of vocabulary, guessing and notetaking
(Kulikova, 2015). Her assertion suggests an explanation for the result. Probably, the student-
participants no longer look up unfamiliar words from the dictionary on a regular basis and that
very low extent, the absolute value of r computed is that is less than the absolute value of r
critical that is │-.012│<│.268│ at 5% level of significance with 52 degree of freedom, the null
hypothesis is accepted.
The last row reveals that at a very low extent, no significant relationship exists between
the independent variable and the speaking. With the absolute value of r computed which is less
than the absolute value of r critical that is │.084│<│.268│ at 5% level of significance with 52
degree of freedom and the null hypothesis is accepted. It implies that reflective approach does
not contribute to the speaking proficiency of the students. The insignificance of relationship
between the independent variable and the dependent variable could be due to the fact that
grammar is never in isolation with vocabulary. Hence, if vocabulary is not directly affected by
Yet, the table bares that reflective approach impacts reading comprehension. A
significant relationship between the constructivist approach and grammar is transpired in the
fourth row with the absolute value of r computed greater than the absolute value of r critical that
through constant reflection, it is possible to improve the reading process (Pino, 2015).
Table 9.4 reflects the connection between collaborative approach and English proficiency
of the student-respondents.
Among the dependent variables, it is apparent that only reading comprehension has a
significant relationship with the collaborative approach. That means, that with the absolute value
of r computed greater than the absolute value of r critical that is │.404│>│.268│ at 5% level of
significance with 52 degree of freedom; hence, the null hypothesis is rejected. At a moderate
extent, it infers that as the students collaborate in reading activities, the more they enhance their
reading comprehension. This is deemed to be probable by the researcher because as the students
collaborate, exchange of differing ideas happen. Klinger and Vaughn (2015) opened that by
using collaborative strategic reading (CSR), students are being taught to use comprehension
strategies while working cooperatively. In collaboration, each student performs a defined role as
students collaboratively implement the strategies which include preview, click and cluck (which
intends to monitor their reading comprehension and to identify when they have a breakdown in
understanding, get the gist (wherein the students identify most important ideas), and wrap up
(which permits learners to formulate questions and answers about what they already learned by
reviewing key ideas).They stressed that student roles are an important aspect of CSR because
cooperative learning seems to work best when all group members have been assigned a
meaningful task.
the other four other sub skills. In the result, of between the association of the independent
variable and listening, the absolute value of r computed is less than the absolute value of r critical
that is │.162│<│.268│ at 5% level of significance with 52 degree of freedom. For that reason,
The null hypothesis, in terms of collaboration and vocabulary, is also accepted depicting
that there is no significant relationship between the two variables. At a low extent, the absolute
value of r computed is less than the absolute value of r critical that is │.218│<│.268│ at 5%
As gleamed from the table, grammar is not directly affected by the use of collaborative
approach in the pedagogy. Having an absolute value of r computed is less than the absolute value
Lastly, it can be described that there is also a no link between collaborative approach and
speaking. Therefore, there is no significant relationship between the two since at a very low
extent, the absolute value of r computed is less than the absolute value of r critical that is
The above table shows various results regarding the relationship of the integrative
approach with the five sub skills in the English Proficiency Test. Speaking and reading
comprehension shows a significant relationship with the independent variable, while the other
greater than the absolute value of r critical that is │-.533│>│.268│ at 5% level of significance
with 52 degree of freedom. The result points out that the null hypothesis is rejected. The
significant relationship could be best explained by the various integrated topics for reading test
that were covered in the English Proficiency Test. A study of Bui and Fagan (2013) investigates
the Effects of an Integrated Reading Comprehension Strategy and they found out that the level of
word recognition, reading comprehension, and story retell increased significantly. Their finding
Also, even at a low extent, there is a recorded relationship between speaking and
integrative approach. Integration may come in different types either implicitly or explicitly
(skills, content, theme, topic, and values integration). Speaking offers freedom among students
to spontaneously gather everything they know and weave threads of ideas, as a result integration
happens. The absolute value of r computed is greater than the absolute value of r critical that is
hypothesis, suggesting that there is a significant relationship between the independent variable
and listening, integrative approach and vocabulary, and integrative approach and grammar with
the dependent variables’ r computed value less than the absolute value of r critical that is │-
with 52 degree of freedom. This suggests that integrative approach is not effective to teach the
aforementioned sub-skills.
78
CHAPTER V
Summary of Findings
constructivist approach which recorded a low mean score of 2.34 followed by moderate
rating on inquiry-based approach and reflective approach with 3.09 and 3.19 mean score
respectively. The most used approach, as indicated, was the collaborative approach with
4.12 mean score followed by integrative approach with 3.58 mean score, both interpreted
as high. The grand mean of 3.26 of the extent of use of the pedagogical approaches
2. The level of the English proficiency of the students of Porfirio G. Comia Memorial
National High School had a grand mean of 40.07, interpreted as low. Grammar (35.25),
vocabulary (35.65), and reading (35.16) tests all reflected low score. On the other hand,
3. The result shows that there was a significant relationship between the K to 12
pedagogical approaches and the English proficiency of the Grade 12 students of Porfirio
constructivist approach and speaking. It was also identified that with the inquiry based
approach directly affects the proficiency level of students in reading, vocabulary, and
relationship was also found between integrative approach and reading, and integrative
Conclusions
1. The the K to 12 pedagogical approaches in instruction are not yet used at a high extent at
2. The Grade 12 students of Porfirio G. Comia Memorial National High School have a low
English proficiency level which could mean that the respondents are not yet proficient in
3. There is a significant relationship between the pedagogical approaches and the English
proficiency of the students. The extent of use of the pedagogical approaches directly
Recommendations
1. Seminars and trainings about the K to 12 pedagogical approaches among teachers at the
English proficiency is relevant for any individual’s pursuit of success. A significant finding
between the relationship of English language proficiency and students’ performance was
discussed in the study of Ghenghesh (2015). She found out that here is a significant but
moderate positive relation between the students’ proficiency in English and their overall
academic success. Specifically, the higher the English proficiency of students on entry to the
university, the better they performed in their degree area courses as well as in their English
levels. The result of the study affirms that those Grade 12 students who would want to pursue
higher education can be efficient when they have the proficiency in the English language.
Similarly, those who would want to pursue business and vocational courses should view their
proficiency in English as an edge in global competitions.
Giles (2016) reasoned that English speaking countries have some of the most financially
successful economies in the world. These include the UK, Australia and the United States. Not
only is business English becoming a requirement, but a desire to learn is seen as a corporate
asset. English proficiency demonstrates that a candidate is willing to consistently improve
their communication skills. There are scientific reasons to learn another language as well.
Research shows that people who learn a new language begin to think more flexibly. A March
2015 Science Magazine article states that the ability to speak a second language may change
the way an individual sees the world. In it, a recent study shows that English speakers focus
more on an event in a story, whereas German speakers tend to focus on the potential outcomes
81
of an event. The study showed that participants could switch perspectives as quickly as they
could switch languages. In business, academia, and everyday life, the ability to think flexibly
and adapt thinking quickly is crucial to success.
For that reason, after taking a standardized English Proficiency Test, identified learners who
scored average to low extent will undergo a program that intends to increase their proficiency
level. The course will run for 15 days wherein each sub-skill is given three successive
meetings. Any material can be used as long as competencies are covered. The program is
designed to reinforce the competencies from Grades 7 to 10 since it was observed that
competencies in Grades 11 and 12 are not too inclined in achieving the students’ English
proficiency.
Overall Objectives:
The curriculum support program aims to provide courses that will enhance those elements of
communicative performance that that need improvement.
End of Program Outputs:
English proficient Grade 12 students
Expected Final Outcomes/ Success Indicators:
100% Grade 12 students in high to very high level of proficiency in listening
comprehension, reading comprehension, vocabulary, grammar, and speaking
II. BUDGETARY REQUIREMENT
A. SOURCE OF FUND
1. MOOE Php 10,000.00
B. ESTIMATED EXPENDITURES
1. Photocopy of materials Php 50 x 100 students x 2 semesters
82
approach should be utilized. Finally, speaking skills should be developed using the
integrative approach.
83
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Appendix A
QUESTIONNAIRE
Greetings!
Thank you.
Sincerely,
JUDY M. LAYLO
Researcher
Noted:
Approved:
Directions: Encircle the number that corresponds to your answer using the 5-point scale. Please
answer it honestly.
A. Constructivist
Items A O S R N
B. Inquiry-based
Items A O S R N
C. Reflective
Items A O S R N
D. Collaborative
Items A O S R N
E. Integrative
Items A O S R N
Appendix B
Appendix C
LETTERS
99
Appendix C
CURRICULUM VITAE
JUDY M. LAYLO
Nag-iba II, Calapan City, Oriental Mindoro
Mobile Number: 0915-903-4990
PERSONAL INFORMATION
EDUCATIONAL BACKGROUND
Elementary : Mariano P. Leuterio Memorial School
Andres Ylagan, Naujan, Oriental Mindoro
2003
ELIGIBILITY
EMPLOYMENT HISTORY
ABSTRACT
relationship between the K to 12 Pedagogical Approaches and the English proficiency of the
Grade 12 students of Porfirio G. Comia Memorial National High School. The research surveyed
Comia Memorial National High School through a self-made questionnaire. It also assessed the
level of the English language proficiency of selected Grade 12 students using a standardized
English Proficiency Test which covered the listening comprehension, reading comprehension,
Porfirio G. Comia Memorial National High School. Students perceived the extent of use of the K
score of 2.34 followed by moderate rating on inquiry-based approach and reflective approach
with 3.09 and 3.19 mean score respectively. The most used approach, as indicated, was the
collaborative approach with 4.12 mean score followed by integrative approach with 3.58 mean
score, both interpreted as high. The grand mean of 3.26 of the extent of use of the pedagogical
Meanwhile, the level of the English proficiency of the students of Porfirio G. Comia
Memorial National High School had a grand mean of 40.07, interpreted as low. Grammar
(35.25), vocabulary (35.65), and reading (35.16) tests all reflected low score. On the other hand,
The result shows that there was a significant relationship between the K to 12 pedagogical
approaches and the English proficiency of the Grade 12 students of Porfirio G. Comia Memorial
National High School. Specifically, there was a significant relationship between constructivist
constructivist approach and grammar, and constructivist approach and speaking. It was also
identified that with the inquiry based approach directly affects the proficiency level of students in
reading, vocabulary, and grammar. Meanwhile, reflective and collaborative approaches have
significant relationship with the reading comprehension of the students. Lastly, a significant
relationship was also found between integrative approach and reading, and integrative approach
and speaking.
103
ACKNOWLEDGMENT
The researcher humbly extends her eternal gratitude to the individuals who encouraged
Dr. Troadia D. Curva, Head Teacher III, who always reminded her to finish her master’s
thesis.
Dr. Joey B. Gutierrez, researcher’s adviser, who gave the idea on what to research about
and the one who influenced the researcher to become committed and focused on her study. If not
for his persistent efforts to update and inquire the researcher about the progress of the study, this
paper would not be published. His dedication as an adviser has not just inspired the researcher to
finish her work, but has transformed her life to become a better, if not the best, teacher.
Dr. Cerillo C. Illaga, the thesis Statistician, for his unrivaled expertise in his craft which
helped the researcher to fully understand the significance of her study. Without his contribution,
Dr. Corazon S. Morilla, Dean of the Graduate School, who has been very amiable,
considerate, and supportive ever since. Your trust made the accomplishment of this work
possible.
Chairman of the panel, Mr. Djhonder Noel G. Gutierrez and the members, Dr. Evelyn
Javier S. Javier and Dr. Cueto for the constructive remarks and corrections. Your profound
Mrs. Bedilla B. Navelgas, Principal II, for signing the letter of consent and allowing the
researcher to conduct her study. Also, for every time the researcher would ask for permission to
Mrs. Annabelle A. Genteroy, Head Teacher III; Mr. Ritchie P. Dalangin, SHS
Coordinator; Mrs. Jenie V. Quinzon, SHS Master Teacher II; Ms. Madel Y. Tolentino, SHS
Teacher III, and Ms. Marianne Nita O. Capoquian, JHS Teacher III for the technical assistance
To the Grade 12 students who perseveringly and honestly answered the four-hour English
proficiency test and questionnaire. You are part of the researcher’s success.
Her mother, who fervently prayed from the very beginning – your silent prayers were
heard in heaven.
To the relatives and friends who helped in providing snacks to the respondents and who
would fetch the researcher whenever she goes home in late hour.
To everyone who prayed and believed that the researcher would make it, a heart-felt
thank you.
Above all, to the Lord Jesus Christ who never left nor forsaken the researcher in every
season of her life. Truly, nothing is impossible in Your name! Yours be all the glory forever and
ever!
Judy M. Laylo
105
TABLE of CONTENTS
CHAPTER I:
The PROBLEM and its SETTING
Introduction ------------------------------------------- 1-5
Research Locale ------------------------------------------- 5-7
Theoretical Framework ------------------------------------------- 7-9
Conceptual Framework ------------------------------------------- 10-11
Statement of the Problem ------------------------------------------- 11
Statement of Hypothesis ------------------------------------------- 11
Significance of the Study ------------------------------------------- 12-13
Scope and Limitations of the Study ------------------------------------------- 13
Definition of Terms ------------------------------------------- 13-14
CHAPTER II :
REVIEW of RELATED LITERATURE and STUDIES
Related Literature ------------------------------------------- 15-29
Related Studies ------------------------------------------- 29-31
CHAPTER IV:
PRESENTATION, ANALYSIS and INTERPRETATION OF DATA
Table 3.1 ------------------------------------------- 38-42
Table 3.2 ------------------------------------------- 42-45
Table 3.3 ------------------------------------------- 46-49
Table 3.4 ------------------------------------------- 49-51
Table 3.5 ------------------------------------------- 51-53
Table 3.6 ------------------------------------------- 54
Table 4.1 ------------------------------------------- 55-57
Table 4.2 ------------------------------------------- 57-59
Table 4.3 ------------------------------------------- 59-60
Table 4.4 ------------------------------------------- 61-63
Table 4.5 ------------------------------------------- 63-64
Table 4.6 ------------------------------------------- 65
Table 5.1 ------------------------------------------- 65-68
Table 5.2 ------------------------------------------- 68-70
Table 5.3 ------------------------------------------- 71-72
106
CHAPTER V:
SUMMARY of FINDINGS, CONCLUSION and RECCOMENDATIONS
Summary of Findings ------------------------------------------- 77-78
Conclusions ------------------------------------------- 78-79
Recommendations ------------------------------------------- 79
REFERENCES
APPENDIX B : Letters
APPENDIX C : Questionnaire