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CHAPTER I

The PROBLEM and its SETTING

Introduction

Simultaneous to the development of an individual’s potential is the improvement of

society; the citizens’ makeup reflects that of the nation’s framework. Education, hence,

contributes a significant role to the building of the nation.

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

provided for and/ or chosen by a learner.

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

shall be a joint effort of the Department of Education (DepEd), Commission on Higher

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

producing Filipino graduates who are locally and globally competitive.

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

scaffolds learning in general.

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

pedagogical approaches of the Republic Act.

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.

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 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

proficiency in English as an edge in global competitions.


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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

think globally; thus, the need to be proficient in English is expected.

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

those elements of communicative performance that need improvement.

Research locale

Porfirio G. Comia Memorial National High School (Comehi), formerly known as

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

Memorial National High School’s School Improvement Plan)

Theoretical framework

This research is grounded on the following theories which helped the researcher better

establish the structure of the study.


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The design of the Philippine curriculum, as Garcia (2007) stated, is dependent on two

main schools of thoughts. The first is the behavioral-empiricists advocating a systematic

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.

However, private schools may modify theirs.

Another foundation of the Philippine schools is the humanist-phenomenological

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

of tracks students may pursue, depending on their preference.

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

or she learns. According to Bhattacharjee (2015) constructivism is an epistemology, or a theory,

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).

According to them, collaborative learning is an umbrella term for a variety of educational

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

searching for understanding, solutions, or meanings, or creating a product. There is wide

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.

Everyone in the class is participating, working as partners or in small groups. Questions,

problems, or the challenge to create something drive the group activity. Learning unfolds in the

most public of ways.


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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

years. In further discussions Cognitive Academic Linguistics Proficiency Skills (CALPS) is

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,

learners have proficiency in the English Language.

Conceptual Framework

In the survey of the relationship between the K to 12 Pedagogical Approaches and

English Language Proficiency of Grade 12 Students of Porfirio G. Comia Memorial National

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

indictors of the K to 12 Pedagogical Approaches. It includes constructivist, inquiry-based,

reflective, collaborative, and integrative approaches.


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IV DV

K to 12 Pedagogical English Language Proficiency


Approaches
 constructivist  Listening
 inquiry-based  Reading
Comprehension
 reflective
 Vocabulary
 collaborative
 Grammar
 integrative

Curriculum Support Program

Figure 2

The second box, which is correlated to the first, contains the dependent variable which is

the English Language Proficiency of the students.

The broken lines anticipate the results of the study which will serve as basis for a

Curriculum Support Program.

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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Statement of the problem

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

Memorial National High School.

1. What is the extent of the utilization of the K to 12 Pedagogical Approaches in Grade

12 classes of Porfirio G. Comia Memorial National High School?

2. What is the level of English Proficiency of Grade 12 students of Porfirio G. Comia

Memorial National High School?

3. Is there a relationship between the K to 12 Pedagogical Approaches and English

Language Proficiency of Grade 12 students of Porfirio G. Comia Memorial National

High School?

4. Based on the findings, what curriculum support program may be proposed?

Statement of hypothesis

1. There is no a relationship between the K to 12 Pedagogical Approaches and English

Language Proficiency of Grade 12 Students of Porfirio G. Comia Memorial National

High School.

Significance of the Study

This study will be beneficial to the following:

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

them to take some steps in improving their skills.

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

approaches to enhance their manner of educating the learners.

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

by students in developing proficiency in the English language.

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 trainings and seminars relative to the implementation of the K to 12 curriculum.

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

becoming the citizens we envision our nation to have.

Scope and limitations of the study

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.

This study is limited to identifying the level of English language proficiency of

participants that will be correlated with the extent of use of the K to 12 Pedagogical Approaches

namely: constructivist, inquiry-based, reflective, collaborative, and integrative.

Definition of terms

For better understanding of the study, the following terms were operationally defined:

Collaborative Approach. Provides situation in which two or more people learn or

attempt to learn something together.

Constructivist Approach. The meaning-making theory wherein people construct their

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

hidden curricula that can be contextualized by the school.

English Language Proficiency. The ability of the students to use the English language to

make and communicate meaning in spoken and written contexts.

Grammar Skill. The ability of individual to use set of rules that explains how words are

used in a language.

Inquiry-based Approach. Form of active learning that starts by posing questions,

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.

Listening Comprehension. The ability to actively understand information provided by

the speaker, and display interest in the topic discussed. It could also include providing feedback

so the speaker know the message is being understood.

Pedagogical Approaches. The pedagogical approaches in this study are the

constructivist approaches, inquiry-based approach, reflective approach, collaborative approach,

integrative approach which are the main approaches used in the Senior High School.

Reading Comprehension. An individual’s ability to comprehend text as influenced by

his skills and ability to process information.

Reflective Approach. Ability to reflect on one’s actions as to engage in a process of

continuous learning.
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Speaking Skill. The ability of the speaker to convey his message in a passionate,

thoughtful, and convincing manner.

Vocabulary Skill. The ability to figure out definitions using context clues and word

parts.
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Chapter II

REVIEW of RELATED LITERATURE and STUDIES

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

pedagogy and the approaches used in instruction.

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

constructivist, inquiry-based, reflective, collaborative, and integrative; the curriculum shall

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

nature. The following are some literature encompassing pedagogy.

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.

According to Bernstein (2013), pedagogy is a sustained process whereby somebody acquires

new forms or develops existing forms of conduct, knowledge, practice and criteria from

somebody else or something deemed to be an appropriate provider and evaluator. A review

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

behaviour or learning taking place as a result of a teacher’s pedagogy.

Rethinking pedagogy for the twenty-first century is as crucial as identifying the new

competencies that today’s learners need to develop. Traditional approaches emphasizing

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).

Leadbeater (2008) argued that the successful reinvention of educational systems

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

farms, among others.

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

college teaching. It is a flexible and adaptable approach appropriate to any discipline.

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

of knowledge itself. Collaborative learning represents a radical departure from contemporary

practices in postsecondary education. As cited in their paper, collaborative learning represents a

significant shift away from the typical teacher-centered or lecture-centered milieu in college. In

collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely,

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

intellectual experiences for students – as coaches or mid-wives of a more emergent learning

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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approaches including Cooperative Learning, Problem-centered Instruction, Writing Groups, Peer

Teaching, Discussion Groups and Seminars, and Learning Communities. On their paper, the

proponents discussed each in detail.

Cooperative learning as cited is:

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

precisely defined tasks or problems. There is "promotive interaction"; students work

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.

Second is problem-centered instruction. It is widely used in professional education and is

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.
23

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

also used in high school especially in writing group reports.

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

synthesis, the acknowledgment of diverse perspectives, and the creation of community.

The aforementioned approaches are the bases in the making of the questionnaire under

the indicator collaborative learning.

In an article published by Center for Inspired Teaching in 2008, Inquiry-based teaching

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.
24

Considering the role of the teacher in an inquiry-based classroom, there is a quite

difference from that of a teacher in a conventional classroom. Instead of providing direct

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

classroom is unconventional, it is sometimes misunderstood. Administrators, parents, or even

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

provoke students’ thinking and curiosity; to plan carefully-constructed questioning sequences; to

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

students’ emerging queries and discoveries.

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

teachers an opportunity to assess students’ knowledge and provide feedback on performance.

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.

Richardson (2003) in his article cited Resnick’s (1989) definition of constructivism as a

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

which they come into contact.

Bhattacharjee (2015) outlined several guiding principles of constructivism: 1. Learning

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
26

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

quality of their learning.

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

standard classroom procedure is turned upside down – no lectures, no demonstrations, and no

presentations. From the beginning, students engage in activities through which they develop

skills and acquire concepts.

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

fixed curriculum, while constructivist classroom focuses on pursuits of student

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,

instructor gives and students receive. However, in constructivism, learning is interaction-

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

traditional classrooms while students usually work in groups in the constructivist’s.

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

strategies such as self-testing, articulating understanding, asking probing questions, and

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

analogies, and come to their own conclusions.

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

produced by other people.

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,

content, theme, topic, and values integration).

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

level and values level.

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

group assessment; teaching-learning activities should follow democratic procedures; individual

differences should be provided for by a wide variety of learning experiences; the atmosphere of

the classroom should be permissive and happy.

On another presentation, Daligdig (2015) elucidated three modes of teaching strategies

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

relevant and interesting means.

The last portion of this review is about the last pedagogical approach used as one of the

indicators of the independent variable.

Amulya (2011) described Reflecting Practice as reflection 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. 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

Based on the discussions, Reflective practice is fundamentally structured around inquiry.

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

case of individual reflection.

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.

Based on the discussions, it is apparent that Collaborative, Inquiry-based and

Constructivism, Integrative, and Reflective approaches are intertwining and somewhat

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

all educational institutions.

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

achievers in the past.

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

impose their own methodology enhancing rational thinking.

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

is expected in the conduct of this study.

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

understanding of the concept.

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

teaching of the said subjects is English.


33

Olanipekun et. al. (2014) investigated the influence of English language on students’

performance in vocational education, majorly on Agricultural science and Economics education

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

language influenced students’ academic performance in vocational education. Students’

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

for reducing students’ anxiety in classrooms were proposed for teachers.

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

procedure, and statistical treatment of data used in the study.

Research design

This is a quantitative study using descriptive-correlational design which according to

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

nature, composition, or processes of phenomena.

A descriptive-correlational design was used to test whether there is an existing

relationship between two or more quantifiable variables, and if there is, to what extent or degree

the relationship is (Ariola, 2014).

Through a descriptive manner of unravelling the phenomena, the researcher determined

the relationship between the variables whether positive or negative; and the degree or extent of

the relationship was presented.


35

Research respondents

The researcher used quota sampling as non-probability sampling in selecting the

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.

Table 1. Distribution of Respondents

Section Number of Respondents


STEM 10
GAS A 10
GAS B 10
GAS C 10
GAS D 10

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

the extent of the utilization of the K to 12 Pedagogical Approaches in Grade 12 classes of

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

some competencies were noted.

Table 2. Test Items and SHS Competencies

Item no. Competency Code Subject


Listening Comprehension
Identifies the speaker’s purpose(s). EN11/12OC-Ibe-9 Oral Communication in
Context
Ascertains the verbal and nonverbal EN11/12OC-Ibe-11 Oral Communication in
1-25 cues that each speaker uses to Context
achieve his/her purpose.
Comprehends various kinds of oral EN11/12OC-Ibe-12 Oral Communication in
texts. Context
Reading Comprehension
Determines textual evidence to EN11/12RWS-IVac- Reading and Writing
validate assertions and 10
counterclaims made about a text
read
Identifies claims explicitly or EN11/12RWS-IIIij-6 Reading and Writing
implicitly made in a written text
Identify the figures of speech and EN12Lit-IIe-27 21st Century Literature
other literary techniques and devices from the Philippines and
26-45 in the text the World
Understands literary meanings in EN12Lit-IIh-36 21st Century Literature
context and the use of critical from the Philippines and
reading strategies the World
Vocabulary
Uses the appropriate language for a CS_EN11/12A- English for Academic and
specific discipline EAPP-Id-f-14 Professional Purposes
Differentiates language used in CS_EN11/12A- English for Academic and
46-65 academic texts from various EAPP-Ia-c-2 Professional Purposes
disciplines
Grammar
66-95 Uses knowledge of text structure to CS_EN11/12A- English for Academic and
glean on the information he/she EAPP-Ia-c-4 Professional Purposes
needs
Speaking
Uses principles of effective speech EN11/12OC-IIcj-24 Oral Communication in
delivery in different situations Context
Uses principles of effective speech Oral Communication in
delivery focusing on EN11/12OC-IIcj-26 Context
 Articulation
 Modulation
 Gestures
 Rapport
37

Reliability of the instrument

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.

Table 3. Test 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

Data gathering procedure

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

sought the assistance of the Statistician to treat the data gathered.

Scaling and quantification of data

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,

moderate, low, and very low respectively.

Table 4. Scaling and Quantification of Data Used in the Questionnaire

Scale Limit Description Interpretation


5 4.5 – 5 Always Very High
4 3.5 – 4.49 Often High
3 2.5 – 3.49 Sometimes Moderate
2 1.5 -2.49 Rarely Low
1 1 – 2.49 Never Very Low

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.

Table 5. Scaling and Quantification of Data Used in English Proficiency Test

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

and the dependent variable of the study.

Table 6. Correlation Matrix


#1 #2

# 1 1.000

#2 .443 1.000
54 sample size

± .268 critical value .05 (two-tail)


± .348 critical value .01 (two-tail)

Statistical treatment of data

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

the data gathered.

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

computation of arithmetic mean.

Mean: m = ∑ x/n

Where:

m = mean

x = number of responses

n = number of respondents sample


40

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

Approaches and the English Proficiency of Grade 12.

Inferential analysis:

Pearson Product Moment Correlation

𝑛(∑ 𝑥𝑦)− (∑ 𝑥)(∑ 𝑦)


r=
√[𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 −(∑ 𝑦)2 ]

Where: r - Pearson correlation coefficient

x - Values in first set of data

y - Values in second set of data

n - Total number of values


41

CHAPTER IV

PRESENTATION, ANALYSIS and INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data that were gathered from the

selected Grade 12 students of Porfirio G. Comia Memorial National High School.

The following tables were thoroughly discussed so as to provide answers to the stated

problems in the study.

1. What is the extent of the utilization of the K to 12 Pedagogical Approaches in Grade 12

classes of Porfirio G. Comia Memorial National High School in terms of:

a. constructivist approach,

b. inquiry-based approach,

c. reflective approach,

d. collaborative approach, and

e. integrative approach

Table 7.1: Extent of Utilization of Constructivist 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

motivation on studying. As Mcgroarty (2002) suggests, motivation is important because it helps

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

purposeful work each day.

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

apprehension might have caused a negative effect on them.

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

teachers. Otherwise, they only proceed on talking about irrelevant topics.

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

them, which still boils down to their lack of self-confidence.

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

responsibility is tantamount to average learning. The K to 12 curriculum targets the

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

fully equipped with the ability to formulate knowledge on their own.

With an overall mean score of 2.34, interpreted as low, it could be supposed that the

constructivist approach is rarely used in the teaching-learning process. Constructivism suggests

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

ideas and knowledge which they come into contact with.

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

Table 7.2: Extent of Utilization of Inquiry-based Approach

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

The use of inquiry-based approach in the teaching-learning process is rated as moderate

by the respondents with an overall mean score of 3.09.

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

wary of how they will look like in class.

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

education. As Cotton (2001) outlined, questioning in classroom is important to develop interest

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

bring a chart and post it in front.

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

use of inquiry-based approach.

Table 7.3: Extent of Utilization of Reflective Approach

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,

interpreted as moderate. In it, items 1 to 4 are described as sometimes and interpreted as

moderate by the student-respondents, item 5 is frequent and therefore interpreted as high.

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

is obvious that students can no longer reflect on what they do.

With a mean score of 2.85, interpreted as moderate, it is observed that student-

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.

Student-respondents perceive they frequently participate in differentiated tasks such as

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.

Table 7.4: Extent of Utilization of Collaborative Approach

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

when done in group.

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

than to work through any other manner such as working online.

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

rated high by the respondents.

Frequently, students contribute in accomplishing written output/s of their group. It is

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

involved. According to Smith and MacGregor (2009) collaborative learning represents a

significant shift away from the typical teacher-centered or lecture-centered milieu in college. In

collaborative classrooms, the lecturing/listening/note-taking process may not disappear entirely,

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

features of the K to 12 curriculum.

Table 7.5: Extent of Utilization of Integrative Approach

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

through personal endeavours.

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

content are given more importance over the intention of writing.


55

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

who mentioned to usually use Science-related materials in teaching STEM students.

Nonetheless, various materials are used in GAS classes.

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

concepts that they teach.

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

Table 7.6: Summary of the Extent of Use of the K to 12 Pedagogical Approaches

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

from the respondents.

2. What is the level of English Proficiency of Grade 12 students of Porfirio G. Comia

Memorial National High School in terms of:

a. listening comprehension,

b. reading comprehension,

c. grammar,

d. vocabulary, and

e. speaking
57

Table 8.1: Proficiency Level in Listening

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

student-respondents is at an average level.

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

writing, about 9% (Mendelsohn, 1994).

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

stages occur in sequence but people are generally unaware of them.

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,

concentration, discussion of unknown topics and noise.

If the factors enumerated will be considered in assessing the administration of the

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

attention of the listener.

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.

Table 8.2: Proficiency Level in Reading Comprehension

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.

In connection to the former, reading comprehension is hindered when students lose

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

to support struggling readers.

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

they have read.

The result of the following table supports the findings presented above.

Table 8.3: Proficiency Level in Vocabulary

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

respondents affected the result of the reading comprehension subtest.

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 words defray, ablaze, emulated, and callous.


62

Conversely, in a study by Wu (2013), motivation and family background are emerged as

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

necessity in the track they are pursuing.

Table 8.4: Proficiency Level in Grammar

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.

(a) has had (c) has have

(b) had had (d) had have

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

teaching which is not very effective.

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

motivate students to learn more.

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

Audiolingual, Direct Method, Grammar Translation, Situational Language Teaching,

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

rules of grammar accompanied with examples of rule application in sentences. In connection to

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

12 curriculum teachers are encouraged to be facilitators of learning, the teaching of grammar is

somewhat compromised.

Table 8.5: Proficiency Level in Speaking

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

development of idea is somewhat limited, usually lacks elaboration or specificity and

relationships between ideas may at times not be immediately clear; still leaving an average rating

on the proficiency level of the respondents.

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 performance of students. First of which is performance conditions. Students perform a

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

immersion, respondents are able to say something about it.


67

Table 8.6: Summary of the Results of the English Proficiency Subtests

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.

3. Is there a relationship between the K to 12 Pedagogical Approaches and English

Language Proficiency of Grade 12 students of Porfirio G. Comia Memorial National

High School?

Table 9.1: Constructivist Approach and English Proficiency

Constructivist Approach and English Proficiency


Interpretation
EPT r comp Direction Degree Significance
Listening .271 Positive Low Significant
Reading .614 Positive High Significant
Vocabulary .376 Positive Low Significant
Grammar .288 Positive Low Significant
Speaking .192 Positive Very Low Not Significant
df = 52 α = 5% r crit = 0.268
68

Table 9.1 presents association of the constructivist approach to the English proficiency of

the respondents in terms of listening, reading, vocabulary, grammar, and speaking.

On the first row, the absolute value of r computed is greater than the absolute value of r

critical that is │.271│>│.268│ at 5% level of significance with 52 degree of freedom. Thus, it

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

terms of listening comprehension. This resulted in a statistically significant relationship between

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

extent of use of constructivist approach in the pedagogy affected the student-respondents’

average proficiency level in listening.

With the absolute value of r computed greater than the absolute value of r critical that is

│.614│>│.268│ at 5% level of significance with 52 degree of freedom, the null hypothesis is

rejected. This means that there is a significant relationship between constructivist approach and

reading comprehension. At a high extent, which resulted into a statistically significant

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

value of r critical that is │.376│>│.268│ at 5% level of significance with 52 degree of freedom.

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

instruction as presented in Table 6.1.

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 is │.288│>│.268│ at 5% level of significance with 52 degree of freedom. At a low

extent of significant relationship, it is still probable that the student-respondents’ understanding

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

in a traditional manner. That is a strict combination of drills as formulated by Paulston wherein

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

competent in that matter. However, the reality exposes otherwise.

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.

Table 9.2: Inquiry-based Approach and English Proficiency

Inquiry-based Approach and English Proficiency


Interpretation
EPT r comp Direction Degree Significance
Listening .242 Positive Low Not Significant
Reading .532 Positive Moderate Significant
Vocabulary .353 Positive Low Significant
Grammar .367 Positive Low Significant
Speaking .160 Positive Very Low Not Significant
df = 52 α = 5% r crit = 0.268

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

conversations where the participants listen to exchange information.

The second row shows that the absolute value of r computed is greater than the absolute

value of r critical that is │.532│>│.268│ at 5% level of significance with 52 degree of freedom.

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

students enhance their reading skill.

A significant relationship between inquiry-based approach and vocabulary of the student-

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

value of r critical that is │.367│>│.268│ at 5% level of significance with 52 degree of freedom.

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.

It is revealed that there is no significant relationship between inquiry-based approach and

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

discourse markers (Lackman, 2010).


73

Table 9.3: Reflective Approach and English Proficiency

Reflective Approach and English Proficiency


Interpretation
EPT r comp Direction Degree Significance
Listening -.087 Negative Very Low Not Significant
Reading .276 Positive Low Significant
Vocabulary .017 Positive Very Low Not Significant
Grammar .012 Positive Very Low Not Significant
Speaking -.084 Negative Very Low Not Significant
df = 52 α = 5% r crit = 0.268

Table 9.3 shows that since the absolute value of r computed is less than the absolute

value of r critical that is │-.087│<│.268│ at 5% level of significance with 52 degree of freedom

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

feedback especially in classes, but to obtain information.

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

they do not apply the other strategies in learning vocabulary.


74

There is also no significant relationship between grammar and reflective approach. At a

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

reflective approach, the same is true with grammar.

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

is │.276│>│.268│ at 5% level of significance with 52 degree of freedom. At a low extent,

through constant reflection, it is possible to improve the reading process (Pino, 2015).

Table 9.4: Collaborative Approach and English Proficiency

Collaborative Approach and English Proficiency


Interpretation
EPT r comp Direction Degree Significance
Listening .162 Positive Very Low Not Significant
Reading .404 Positive Moderate Significant
Vocabulary .218 Positive Low Not Significant
Grammar .199 Positive Very Low Not Significant
Speaking .175 Positive Very Low Not Significant
Df = 52 Α = 5% R Crit = 0.268
75

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.

On the contrary, there is no significant relationship between collaborative approach and

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 is accepted.


76

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%

level of significance with 52 degree of freedom.

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

of r critical that is │.199│<│.268│ at 5% level of significance with 52 degree of freedom, and at

a very low extent, there is no significant relationship between the two.

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

│.175│<│.268│ at 5% level of significance with 52 degree of freedom.

Table 9.5: Integrative Approach and English Proficiency

Integrative Approach and English Proficiency


Interpretation
EPT r comp Direction Degree significance
Listening .187 Positive very low not significant
Reading .533 Positive Moderate significant
Vocabulary .265 Positive Low not significant
Grammar .197 Positive very low not significant
Speaking .277 Positive Low significant
df = 52 α = 5% r crit = 0.268

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

three have no significant relationship with it.


77

To a very moderate extent, the absolute value of r computed in reading comprehension is

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

could be attributed to the reason behind the result being discussed.

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

│-.277│<│.268│ at 5% level of significance with 52 degree of freedom rejects the null

hypothesis, suggesting that there is a significant relationship between the independent variable

and the dependent variable.

It can be depicted that there is no significant relationship between integrative approach

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 │-

.187│<│.268│, │.265│<│.268│, and │.277│<│.268│respectively at 5% level of significance

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, CONCLUSION and RECOMMENDATIONS

This chapter presents the summary of findings, conclusion and recommendations

established from the results of the study.

Summary of Findings

The results of the analysis present the following findings:

1. Students perceived the extent of use of the K to 12 Pedagogical Approaches in terms of

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

reflects a moderate rating from the respondents.

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,

listening (50.11) and speaking (53.23) tests obtained an average rating.

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

G. Comia Memorial National High School. Specifically, there was a significant

relationship between constructivist approach and listening comprehension, constructivist


79

approach and reading comprehension, 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.

Conclusions

1. The the K to 12 pedagogical approaches in instruction are not yet used at a high extent at

Porfirio G. Comia Memorial National High School.

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

the English language.

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

influences the level of English Proficiency of the students.

Recommendations

Based on the findings, the following are recommended.

1. Seminars and trainings about the K to 12 pedagogical approaches among teachers at the

school-level could be proposed. Such activities can be included in summer of semester

break in-service trainings.


80

2. Competencies covered in Junior High School could be reinforced through a curriculum

support program to augment the competencies covered in Senior High School so as to

increase the level of English proficiency of the students.

CURRICULUM SUPPORT PROGRAM

I. General Program Information


Program Title
Program Description A two-part course covering 15-weeks of each semester
done within 1.5 hours every Friday. Course 1, offered in
first semester, covers competencies from Grades 7.
While course 2, offered in second semester, will cover
the competencies from Grades 9 to 10.
Prerequisite English Proficiency Test
Duration 15 weeks
Management Level of Program School-based
Target Personnel Grade 12 students
Budget Requirements
Rationale:

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.

In course 1, the following competencies will be covered.


 Listening comprehension: EN7LC-I-a-5 to EN8LC-IVi-3.14
 Reading comprehension: EN7RC-I-a-7 to EN8RC-IVi-15
 Grammar: EN7G-I-a-11 to EN8G-IVi-16
 Vocabulary: EN8VC-IVi-15 to EN7VC-I-a-
 Speaking: EN7F-I-a-3.1 to EN8OL-IVi-1.5

In course 2, the following competencies will be covered:


 Listening comprehension: EN9LC-Ia-8 to EN10LC-IVi-3.14
 Reading comprehension: EN9RC-Ia-1 to EN10RC-IVi-10.2
 Grammar: EN9G-Ia-17 to EN10G-IVi-32
 Vocabulary: EN9V-Ia-1 to EN10V-IVi-30
 Speaking: EN9OL-Ia-1.15 to EN10F-IVi-1.16

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

3. Reading comprehension could be taught using the five pedagogical approaches.

Likewise, listening comprehension can be best intensified through constructivist

approach. In teaching grammar and vocabulary, constructivism and inquiry-based

approach should be utilized. Finally, speaking skills should be developed using the

integrative approach.
83

References

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Appendix A

QUESTIONNAIRE

Dear Research Respondents:

Greetings!

The undersigned is currently conducting a research titled “K TO 12 PEDAGOGICAL


APPROACHES AND ENGLISH LANGUAGE PROFICIENCY OF GRADE 12 STUDENTS OF
PORFIRIO G. COMIA MEMORIAL NATIONAL HIGH SCHOOL: BASIS FOR CURRICULUM
SUPPORT PROGRAM” to 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.
In line with this, may they request your cooperation by encircling the number which best
describes your perception on the items/statements given below.

Thank you.

Sincerely,

JUDY M. LAYLO
Researcher

Noted:

JOEY B. GUTIERREZ, PH.D.


Adviser

Approved:

CORAZON S. MORILLA. PH.D.


Dean, DWCC Graduate School
94

Respondent Number: ____

Directions: Encircle the number that corresponds to your answer using the 5-point scale. Please
answer it honestly.

Scale 5 - Always (A)


4 - Often (O)
3 - Sometimes (S)
2 - Rarely (R)
1 - Never (N)

A. Constructivist

Items A O S R N

6. I study the lesson before joining the class 5 4 3 2 1


discussion.
7. I can independently research a topic and present 5 4 3 2 1
my findings to the class.
8. I can answer a question given and proceed to an 5 4 3 2 1
open discussion with my classmates.
9. I experience active and interactive learning 5 4 3 2 1
activities in our classes.
10. I am responsible and self-directed in performing 5 4 3 2 1
tasks in school.

B. Inquiry-based

Items A O S R N

6. I am encouraged to ask questions about the lesson 5 4 3 2 1


to further and deepen learning.
7. I share my discoveries and explanations as 5 4 3 2 1
directed by guide questions.
8. I ask and answer questions from the Low Order 5 4 3 2 1
Thinking Skills (LOTS) into Higher Order
Thinking Skills (HOTS)
9. I answer the KWL Chart (What I Know, What I 5 4 3 2 1
Want to Know, What I Learned) utilized in
English classes.
10. I have self-discovery of concepts in reading 5 4 3 2 1
passages.
95

C. Reflective

Items A O S R N

6. I witness my own experience in order to take a 5 4 3 2 1


closer look at it and explore it in a greater depth.
7. I keep a portfolio and/ or journal and write entries 5 4 3 2 1
about our learning.
8. I join small group discussions and share my 5 4 3 2 1
learning experiences.
9. I recall the lessons, realize my learning, and 5 4 3 2 1
commit to doing an action as a response to my
learning.
10. I participate in differentiated tasks such as 5 4 3 2 1
singing, drawing, chorale, tableaux, role play, etc.
to communicate my overall understanding of the
lesson.

D. Collaborative

Items A O S R N

6. I believe that teamwork is important in any group 5 4 3 2 1


activity.
7. I work constructively, talking face-to-face, and 5 4 3 2 1
help the other members to complete the given
task.
8. I actively participate in role-plays. 5 4 3 2 1
9. I contribute in accomplishing written output/s of 5 4 3 2 1
our group.
10. I perform the designated task properly and do not 5 4 3 2 1
merely rely on the group leader to perform my
task.
96

E. Integrative

Items A O S R N

6. I use the five macroskills (reading, writing, 5 4 3 2 1


speaking, listening, and viewing) in our English-
related classes.
7. I can relate our discussions to real life situations. 5 4 3 2 1
8. I learn about the different purposes of writing. 5 4 3 2 1
9. I observe that reading materials cover a multitude 5 4 3 2 1
of topics ranging from Literature, Sciences,
Mathematics, and History.
10. I observe values integration in our class 5 4 3 2 1
discussions.

- end of the questionnaire -


97

Appendix B

ENGLISH PROFICIENCY TEST


98

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

Date of birth : April 04, 1991


Citizenship : Filipino
Religion : Born Again, Christian
Civil Status : Single
Occupation : Teaching
Email : judylaylo@yahoo.com

EDUCATIONAL BACKGROUND
Elementary : Mariano P. Leuterio Memorial School
Andres Ylagan, Naujan, Oriental Mindoro
2003

Secondary : Agustin Gutierrez Memorial Academy


Poblacion I, Naujan, Oriental Mindoro
2007

Collegiate : Philippine Normal University


Taft Avenue, Manila
2011

ELIGIBILITY

Licensure Examination for Teachers


December 2011

EMPLOYMENT HISTORY

Secondary School Teacher III


Porfirio G. Comia Memorial National High School
October 22, 2017 – present
100

Secondary School Teacher I


Porfirio G. Comia Memorial National High School
May 30, 2014 – October 21, 2017

High School Teacher


Faith Christian School
April 7, 2011 – May 24, 2017
101

ABSTRACT

This is a quantitative study using descriptive-correlational design which determined the

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

the extent of use of the K to 12 Pedagogical Approaches including constructivism, inquiry-based,

reflective, collaborative, and integrative approach in the teaching-learning process at Porfirio G.

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,

vocabulary, grammar, and speaking tests.

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. Students perceived the extent of use of the K

to 12 Pedagogical Approaches in terms of 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 reflects a moderate rating from the respondents.

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,

listening (50.11) and speaking (53.23) tests obtained an average rating.


102

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

approach and listening comprehension, constructivist approach and reading comprehension,

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

and inspired her in the writing of her study.

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,

it is impossible for the researcher to analyze and explain the findings.

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

wisdom has contributed a lot in the polishing of this paper.


104

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

file a leave of absence to accomplish her thesis.

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

during and after the conduct of the study.

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 III: RESEARCH METHODOLOGY


Research Design ------------------------------------------- 32
Research Respondents ------------------------------------------- 33
Research Instrument ------------------------------------------- 33-34
Reliability of Instrument ------------------------------------------- 35
Data Gathering Procedure ------------------------------------------- 35
Scaling and Quantification of Data ------------------------------------------- 35-36
Statistical treatment of data ------------------------------------------- 36-37

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

Table 5.4 ------------------------------------------- 72-74


Table 5.5 ------------------------------------------- 74-76

CHAPTER V:
SUMMARY of FINDINGS, CONCLUSION and RECCOMENDATIONS
Summary of Findings ------------------------------------------- 77-78
Conclusions ------------------------------------------- 78-79
Recommendations ------------------------------------------- 79

REFERENCES

APPENDIX A : Curriculum Support Program

APPENDIX B : Letters

APPENDIX C : Questionnaire

APPENDIX D : English Proficiency Test

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