POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction Linguists believe that language is a living soul to a community, a source of dignity and prestige for all people. It stands as the mine of a local community for the outsiders. But some experts added an interesting ingredient to this credence. According to Schneider, grammar is an important feature of language that allows human beings to communicate successfully with each other. Further, Ramos and Sanchez stated that grammar is seen as a clue in ones capabilities (67). It is essential for a person to have a good working knowledge of English grammar rules because it will not only make him appear intelligent and educated but it will also give him credibility. Moreover, if he is looking for a job, with great command of the English language and great grammar proficiency, he will have a clear advantage over someone whose grammar skills are below average. It is noticeable that the job market in the present times is increasingly competitive. It seems that the workforce nowadays has very strict qualifications. Other than the job seekers attitude toward work, one of the most important standards that employers are searching for is the applicants competency in using English confidently, correctly, and fluently. It has been observed that the most effective way of learning the English

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES language is by entering an academic institution that will serve as a training ground for learners. It is expected that these learners will be confident and knowledgeable enough in facing the world of global competition. According to a recent study conducted by Pulse Asia in 2008, the grammar performance of Metro Manila public secondary high school teachers and students (especially those in first and second years) is below average. To respond to this alarming status of English language learning, the researchers came up with this study. This will help the students identify their weaknesses and strengths when it comes to studying and learning English grammar. Also, teachers, future educators, and other personalities in educational institutions will be given ideas of the possible improvements to make English grammar learning easier, instead of fearsome.

Background of the Study College of Education prepares graduates to teach effectively across the different learning areas in the elementary, secondary, college, and vocational/technical schools. It also serves as a training ground for the students before entering into the advancement in job within the general business office. On November 22, 2009, by virtue of a resolution passed by the Board of Regents, the College of Administration and Business Teacher Education (COABTE) was renamed College of Education (CoEd) that offers Bachelor in Business Teacher Education (BBTE), Bachelor in Secondary Education

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES (BSED), and Bachelor in Elementary Education (BEED). The current dean of the College of Education is Dr. Mely M. Padilla. CoEd has two departmentsthe Department of Elementary and Secondary Education headed by Dr. Ma. Junithesmer D. Rosales, and the Department of Business Teacher Education under Dr. Rovelina B. Jacolbia. The changes in the college were brought about by the call for a dynamic shift in strategies to improve the quality of education in PUP, thus, enabling to keep pace with the emerging global thrust to help the youth in the future. CoEd envisions itself to be the center of excellence in the development of educational leaders, Given that each degree program may have English, Math, or Social Studies as their field of specialization, one factor that should be considered is having a good command of English in the field of teaching. The researchers found it necessary to examine the grammar skills of the first-year students of the College because the PUPCET results showed that the ratings obtained by the incoming freshmen for School Year 2010-2011 were generally considered below average. It is hoped that this study can help

teachers identify the students strengths and weaknesses in English grammar so that effective methodologies and techniques can be implemented for the improvement of English grammar instruction within the College.

Theoretical Framework Grammatical structures not only have a morphosyntactic form, they are also used to express meaning (semantics) in context appropriate use

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES (pragmatics). These are referred to as the dimensions of form, meaning, and use. Because the three are interrelated that is a change in one will involve a change in another it is helpful to view the three dimensions as a pie chart, with arrows depicting the interaction among the three.

Figure 1. Three Dimension The first wedge, FORM, deals with how a particular grammar structure is constructed its morphology and its syntax. MEANING answers the questions, What particular English grammar structure means? and What semantic contribution it makes whenever it is used? The last wedge, USE, deals with issues concerning the choices that users of a particular language make when using the forms of language communication. These are the relations between language and context that are grammaticalized, or encoded in the structure of a language (Levinson, 1983:9).

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Since grammar does not deal simply with form, language teachers cannot be content with having students achieve a certain degree of formal accuracy. Language teachers must also help their students to use the structures meaningfully and appropriately as well. Thus, the dimensions of form, meaning, and use make explicit the need for students to learn to use grammar structure accurately, meaningfully, and appropriately.

Conceptual Framework The conceptual framework of this study is presented in the following diagram: A. Personal Variables 1. Gender 2. Course, Year and Section 3. Type of High School Attended B. Grammar Test a. Asking Questions b. Responding to Questions c. Combining Sentences d. Expanding Sentences INPUT

Conduct Grammar Performance Test

Identify Strengths and Weaknesses of the Students Improvement of English Curriculum and Instruction

Statistical Analysis

Interpretation of Data

PROCESS

OUTPUT

[ FEEDBACK ]
Figure 2. Research Paradigm

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES As shown in the figure, the first frame refers to the input of the study, which contains the students profile in terms of gender, course, year and section, and type of high school attended. It also includes the grammar performance test on the four grammar skills: asking questions, responding to questions, combining sentence and expanding sentences. The second frame refers to the process which includes the administration of the grammar performance test, the statistical analysis and interpretation of data. The third frame refers to the output which is the identifying the strengths and weaknesses of the students, and improvement of English curriculum and instruction in the College of Education in Polytechnic University of the Philippines. At the bottom of the frame is the feedback. The line and arrows connecting the frames only mean that there is a continuous process, which indicates that if somehow the result is not successful, another process will be tried out to get the expected outcome.

Statement of the Problem This study was undertaken to determine the grammar skills of freshman students in the College of Education in Polytechnic University of the Philippines during the School year 2010-2011. It specifically attempted to answer the following questions: 1. What is the profile of the respondents in terms of the following

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES variables? 1.1 Gender 1.2 Course, Year, and Section 1.3 Type of High School Attended 2. What is the respondents level of performance in terms of the following grammar skills? 2.1 Asking Questions 2.2 Responding to Questions 2.3 Combining Sentences 2.4 Expanding Sentences 3. What is the respondents level of performance in each of the above mentioned grammar skill when grouped according to the following variables? 3.1 Gender 3.2 Course, Year, and Section 3.3 Type of High School Attended 4. Is there a significant difference among the respondents performance ratings in terms of different grammar skills when grouped according to section? 5. Is there a significant difference among the respondents performance ratings in terms of the above mentioned grammar skills when grouped according to gender, degree program, and type of high school

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES attended? Hypotheses 1. There is no significant difference among the respondents performance ratings in terms of different grammar skills when grouped according to section. 2. There is no significant difference among respondents performance ratings in terms of the above mentioned grammar skills when grouped according to gender, degree program, and type of high school attended.

Scope and Limitations of the Study This study was made to assess the grammar performance of freshman students of the College of Education in Polytechnic University of the Philippines, Manila during the school year 2010-2011. The respondents were students enrolled in the following courses: Bachelor in Business Teacher Education, Bachelor in Secondary Education, and Bachelor in Elementary Education. The focus was on four grammar skills, namely asking questions, responding to questions, combining sentences, and expanding sentences. The researchers used the freshmen students instead of the sophomores, juniors, and seniors, as the respondents of the study. The first year in the university is the right stage for the teachers to know their students strengths and weaknesses in grammar performance. The researchers limited their study to four grammar skills because this

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES type of skills reflects the learners ability to use the language rather than just show the learners knowledge of the language. The test itself contains some of the observed errors frequently committed by students such as the usage of proper tenses and the subject-verb agreement. The choice of freshmen college students as respondents proceeded from the idea that the first year in the tertiary level is the right stage to identify students strengths and weaknesses since ample time can be devoted by teachers to implement effective approaches in improving the grammatical competence of students as they move on to their senior years. Such time will give them adequate preparation for meeting the needs of their professional lives. To prevent an unwieldy conduct of the investigation, the grammar skills tested were limited to asking questions, responding to questions, combining sentences, and expanding sentences. Other grammar skills like verb-subject agreement, sentence patterns, tense sequence, and others were excluded from the study. The four grammar skills were chosen because, generally speaking, mastery over these skills reflects a persons use, rather than usage, of the language as means of communication. A person normally asks, answers,

combines or expands sentences as he interacts with other people. It can be argued, therefore, that when a person is competent in asking questions, giving answers, and combining or expanding sentences, he is most likely also competent in the other grammar skills.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Significance of the Study A study on the English grammar proficiency of the freshman students in the College of Education of the Polytechnic University of the Philippines may be able to impart suggestions on alternative and fresh approaches to the teaching of English grammar. The result of this study will help English teachers find ways to make their students learn to like grammar and motivate them to achieve success in varied spoken and written tasks. For the deans and chairpersons, this study will help them to be aware of their students weak points in learning English. With this study, they will be guided in improving their curricula and produce linguistically competent students. For the students, the findings will reveal the students strengths and weaknesses in English grammar. The assessment will help them focus on the areas where they are weak and will inspire them to do better to make learning English enjoyable and easier. For the teachers, the result will lead them to develop instructional materials which will help students who are having a hard time in studying English to find an advanced way in improving their studying habits and learning techniques. Lastly, for the researchers, may this serve as a reference for similar studies to be conducted in the future.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Definition of Terms The following are the terms operationally defined and significant in this study. Asking Questions. This refers to a grammar skill that tests the learners ability to ask yes/no, do does, did and WH questions. Combining Sentences. This refers to a grammar skill that tests the learners ability to combine sentences using different methods like (1) turning two or more short simple sentences by using a compound subject or a compound verb, (2) turning a simple sentence into a phrase- such as a prepositional phrase, an appositive phrase, or an infinitive phrase- and add it to another sentence, (3) and joining simple sentence by forming compound, complex, or compound-complex sentences using coordinating or subordinating conjunctions. Effective English Instruction. This refers to as the effective teaching of English language (Ruaya). English grammar. This is the act of speaking and writing in the English language effectively. It is the body of rules that govern the use of a language (Ruaya). Expanding Sentences. This is a grammar skill that tests the learners ability to expand or amplifying sentences using the form of syntactic structures namely; modification, predication, complementation and coordination. Grammar. This refers to a system of rules that specifies the class of phonetically possible utterances that are well formed in the language in

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES question, and that assigns to each well-formed sentence (whether or not it has ever actually been produced, or ever will be produced) a structural description that incorporates and expresses just the information about the sentence that is available to the person who understands it (Roberts ix). Performance. This consists of the use of this grammar in the comprehension and production of language (Ellis 13). Responding to Questions. This is a grammar skill that tests the learners ability to answer the different techniques of answering yes/no, do does, did and WH questions.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Chapter 2

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REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the description and review of some literature and research studies that provided the researcher with insights into the essential points of this study.

Foreign Literature Ho Mei Lin stated that the basic knowledge of grammar is acknowledged by some to underlie the ability to use language to express meaning and to communicate effectively. Mastery of the grammar is generally equated with language proficiency. In many language courses and programs, grammar teaching and testing remains one of the key areas of language learning, and it is often considered critical to developing fluency and accuracy in language use (16). Moreover, England said that the real-world communication problems of the 21st century are already upon us. We know that successful international communication will be more critical than ever. Global concerns and complex problems will be addressed more effectively by people who can speak and write clearly to one another. In more cases than not, that communication will take place in English. English teachers will become more critical and more accountable than ever before in their role in providing the necessary skills for

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES addressing those challenges. The role of English in the world has grown so much that there are reportedly more than four times as many nonnative speakers as native speakers of English. Those who teach English need to be able to manage a much broader range of teaching responsibilities and increasingly diverse learner needs (23). In addition to the statements mentioned above, Contrucci believed that grammar (and spelling) is just one way to look at the world. Crumley supported Lloyds statement. He said that in American schools, it is all about getting it right on paper. It will not improve the learners capability if writing is only medium in studying the language. There must be applications and superimposition in grammar perfection. But John opposed to Crumley and Lloyds statement. He stated that grammar is not language; it is only the rules of the language. He criticizes those who study bare rules of language without examples of prose or verse. Thus, there must be great applications and tests in order to learn English better (22). McCrum stated that with the turn of millennium, it appeared that English language and culture were becoming rapidly decoupled from their contentious past. English began to gain a supranational momentum that made it independent of its Anglo-American Origins. And as English became liberated from its roots, it began to spread deeper into the developing world. Kaplan affirmed the fact that applied linguistics is alive and well. Much has

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES transpired in the recent past that suggests it has a great future. But much remains to be done that future will not spring full blown into reality. Applied linguists and language teachers must not only work for the evolution of a new theoretical paradigm descriptive of the real uses of real language by real human beings; they must also strive to attain recognition of the importance of language activities not as the esoteric activity of ivory-tower theorists but as vital in development and modernization (4).

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Local Literature If English is to be given emphasis in our academic community today, there is a need to strengthen teachers skill in communicating so that the quality of English teaching will be improved (Yarcia 55). The pursuit of English proficiency needs the synergy of our educational leaders and mentors, the laymans understanding of the hurdles to clear by learners of English as a second language, the teachers expertise in facilitating students acquisition of English skills especially modeling it, and the atmosphere conducive to the communicative interchange in English whether in contrived or natural settings (Go 250). Being functionally literate in the contemporary world means being (1) verbally literate, (2) numerically literate, (3) scientifically and technologically literate (4) socially literate or socially intelligent, and (5) culturally literate (Cortes 151). Everybody is aware that education is a primordial concern in this country.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES From the start, Filipinos have raised the alarm, and it succeeded in getting national attention and support in involving the private sector (Ubac). English language is not only a common language among Filipinos but also a tool to access the literature and technology of the rest of the world. For a good number of Filipino-English speakers, some grammar and pronunciation usage cause problems which if corrected will improve accuracy. Ten rules can correct almost all common violations. Violation of the first two rules makes up more than 50% of the mistakes. The reason of these lapses is because the Filipino languages hardly change the endings of the words. They change the beginning or the middle but hardly ever the endings in contrast to Spanish in which the endings of words constantly change. English changes in endings of words only in two instances and these are where the Filipino English speakers trip up (Barcelon). children should learn to read and write and speak in a language familiar to them since it would enable them to grasp concepts more easily (Salaverria). With a strong foundation of the English language, students would be better equipped to learn more skills. Since people of today live and compete in the fast-moving information technology age and English is the language of technology, English language must be embraced (Salaverria). In terms of standards, highly recommended was the development of standards sensitive to APEC contexts and 21st century competencies, thus,

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES giving due importance to the three circles of English use; English dominant, English bilingual/lingua franca, and English as a foreign language. Communicative and intercultural competencies were also noted to be part of the standards to be developed for the learnerswith regard to the policy, the concern focused on the status of multilingualism and multiculturalism in APEC countries both in general and educational contexts (Madrunio). Weak English proficiency is not the sole determinant of poor overall achievement; it is merely a factor (Luz). Linguists of whatever persuasion accept the basic assumption that the grammar of a language (or language variety, for that matter) consists of a set of rules or principles that speakers have internalized somehow, that the members of a speech community share, and that thereby allows human beings to communicate successfully with each other. But grammatical models have tended to be overly abstract and to disregard the fact that real-life speech is highly variable and fuzzy in some respects, that there are typically many different ways of saying the same thing (Schneider 28).

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Foreign Studies Years of experience marking written work have made them familiar with the level of written competence pupils need in order to succeed in a specific standard. However, teachers often feel much less secure when dealing with tests which measure speaking and listening even though these skills regarded as essential components of a diagnostic tests which measures overall

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES linguistic proficiency. Although the second-language English pupils often come from an oral rather than a written culture, and so are likely to be more proficient in this mode of communication, at least in their own language, speaking in English may be a different matter. In English medium schools in particular a low level of English impedes students acquisition knowledge. Therefore, identifying the correct level of English of the students is all the more challenging and important (Hingle and Linington 26). Many never really had to go pre-school when we were toddlers, yet rare is the modern parent who would keep his child from attending college beyond age four. Some believe that early childhood education is a cornerstone of a childs future. The following are the early childhood education approaches that we have to guide as to the many different teaching methods for young children: Montessori, Progressive, Bankstreet, Developmental Interaction, Multiple Intelligence, Waldorf, Traditional and Reggio Emilia (qtd. in Ureta 180181). While it is important to make explicit the major grammatical design of the language, it is equally important to create in the learner the need to communicate by way of definite content. The question how is something said? implies the question what is to be said?. It is not enough for the learner to create grammatically correct sentences; it is essential for him to create sentences about something in a meaningful context (Bosco 37). According to Murdoch, We acquire when we focus on what is being said,

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES rather than how it is said. Such a focusing can only come about if the learners interest and desire to achieve an outcome are fully aroused (17). Putting students through a series of grammatical hoops (e.g., tenses, conditionals, active passive transformations) does not seem to enhance their linguistic competence. grammars can be internalized by encouraging subjects to solve grammatical problems in much the same way that a young child solves (constructs) the grammar of his native language (Bourke 21). Over the past five decades, the teaching of English, especially to second language learners, has undergone several major revolutions. Teaching methods have been tried, modified, discarded, revised, and revised again. Methods of training teachers, teacher standards and so forth have all been studied, modified, restudied. Why then is teaching English still so difficult?

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Because during all those years, no serious thought has been given to the validity of what we teach as English (Pierce 8). According to Zhenhui, instead of teaching grammar as an end and drilling patterns for their own sake, it is quite necessary to relate grammar teaching and pattern drills to meaning and use. In other words, language structure practice should be given in contexts which involve some basic principles of appropriateness (25). Since Chinas open-door policy began in 1979, economic, cultural and educational contacts with other countries worldwide have brought about an

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES unprecedented demand for English. English is no longer viewed as a required course in school. Instead, learners nowadays perceive English learning as an educational investment and as a step on the ladder of success. Along with such a change, there has been growing interest in gaining communicative competence. Learners have become keen on acquiring real-life

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communication skills (Rong 2). A few years ago the issue whether something was linguistic or not seemed like an important question but it no longer does. The entire issue is based on the idea that structured (grammatical) arrangements of words carry the meaning being expressed and can somehow be abstracted away from their actual use in a specific context. Important theoretical advances during the 1980s and 1990s have shown that a speakers meaning is not constrained in this way (Slobin 177). A grammatical description is an essential component of any program of language documentation and preservation. With over half the languages in the world currently in danger of extinction within a century, the need for descriptive grammars is more critical than ever. Potential grammar writers often find themselves paralyzed by the massive prospect of describing a language. Additionally, grammar writing is a long term task, and more immediate concerns often preclude the expenditure of time and energy necessary to accomplish and an adequate grammatical description (Payne 235). The audience for a grammatical description is an important consideration

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES for anyone involved in descriptive linguistics. Potential grammar users include linguists, the interested public and members of the communities in which the language is spoken. An awareness of target audiences is necessary in shaping the grammar to meet varying needs. It might, for example, affect the choice of topics to be discussed, the organization and style of the presentation, the depth of detail to include, the use of technical terminology, and the nature of exemplification (Mithun 281).

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Local Studies Ruaya (1997) studied the English grammar proficiency of the first year college students of the PMI colleges. A questionnaire was sent to 105 respondents. He found out that the first year college students grammar proficiency levels are glaring enough to cause the cause authorities to sit up and take notice of. He noted that it is high time that all school personnel from the administrator down to the instructors should put their hands together and plan an intensive and effective English instruction that would alleviate the situation. The proficiency level of grammar abilities of the first year college students was less satisfactorily developed. The first year college students were less proficient in the grammar skills namely: asking questions, negative and affirmative responses, combining statements and expanding statements. All of the students did not achieve the mastery level in any grammar skills that they were expected to have at this level of educational pursuit. English grammar

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES instruction in the high school was not efficiently provided to have built upon them a good foundation of knowledge. The first year college students were deficient in wanting for an effective instructional program to most of the challenges in worldwide communication in this highly technological world. Ruaya was supported by Florencios study as the latter stated that there was lack of proper choices of the methods of teaching to be used to facilitate learning of English by the pupils. According to Social Weather Stations, three-fourths of Filipino adults (76%) say that they understand spoken English; 75% say they read English; three out of five (61%) say they write English; close to half (46%) say they speak English; about two-fifths (38%) they think in English; while 8% say they are not competent in any way when it comes to the English language. David said that proficiency in spoken English is the most difficult to achieve, and the most valued by the business process outsourcing industry. Self-reported competence in spoken English dropped from 52% in 2000 to a mere 32% in 2006. While Balawid stated that mounting global employment due to the worsening economic slump has merely underscored the need of our human resources to be proficient in English the worlds lingua franca in order to stay highly competitive in the job market here and abroad. Moreover, Filipino children are not learning because they cannot understand what the teacher is saying.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Ruiz affirmed that the poor performance has been linked to poor English comprehension of students and the lack of mastery of English among teachers. In a self-assessment test conducted by the Department of Education in 2004, only one out of every five public school teachers is proficient in the English language. Gonzalez, Jambalos, and Romero stated that Filipinos of different generations have learned representative phonological and grammatical structures of English as a second language is its spoken and written phase, Filipinos of different ages, who went through different teaching and learning conditions as well as sociological and political environments (113). Gonzalez even shared that the Test in English proficiency administered to teachers indicate that English teachers scored only 57-60% in the English language test; if teacher themselves are not conscious of their own mistake and those of their pupils and are not in a position to make corrections or teach English properly. He came up with the following solutions: resume the use of application exercise for internalizing grammar rules; determine ways of rewarding the use of English outside the English classroom as a means of positive reinforcement and in lieu of (negative) sanctions which are no longer liable; in grammar, add to the existing syllabus more explicit through simplified rules of article usage, tense and tense sequence, and collocations as well as subcategorization and selectional restrictions of the lexicon (112-114). Sarile added that schools have even gone to the extent of requiring

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES everyone to speak in English on school campus. This policy was practiced by most schools in the past (177). A major problem with these definitions was an attempt to relate grammatical categories directly to meaning. Semantic categories, if indeed they existed, would more closely relate to things, actions, and modifiers. But since units could not be observed directly except perhaps when they paralleled grammatical categories, they were conceived of by inference only. Nevertheless, theories of language universals involving semantic units and patterns had been tested on many languages with promising results. Tsuda said that English has become the language of the global village, and it serves as a neutral language to people who come from different linguistics backgrounds. In a rapidly globalizing, the dominance of English causes not only linguistic and communicative inequality but also the feeling of anxiety and insecurity on the part of those who cannot speak the language. David and Dumanig shared that English has gained dominance over other languages sand plays a crucial role in promoting globalization (67). As stated by Alamis, in the past three decades, the study of the formal and functional implications of the global spread of English has received considerable attention among scholars of English language, linguistics, and literature; creative writers; and literary critics. The global spread of English has a number of consequences both for the nature of English and its teaching and in the global context, on the other hand, English functions as an international

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES language (99). Crisol stated that teaching profession was mostly dominated by women because they are linked to their traditional role as a caregiver or a teacher (40).

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Synthesis and Relevance of the Reviewed Literature and Studies The perspectives presented by both foreign and local literatures provided the researchers with some insights about the importance of grammar and the current situation of English proficiency in the Philippines. The information gathered from these articles helped the researchers in understanding and setting the direction of this study. Ho Mei Lins definition of grammar gave the researchers a perception in knowing grammar as the ability to use language, to express meaning, and to communicate effectively. The mastery of grammar is generally equated with language proficiency. In many language courses and programs, grammar teaching and testing remains one of the key areas of language learning, and often considered critical in developing fluency and accuracy in language use (16). The findings of these studies not only helped the researchers in the analysis and interpretation of data but also supported the theoretical framework (Three Dimension Theory) used in this study. Finally, they are significant to the present study because the procedure by which some of these studies were conducted is similar to the one followed by this study.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Chapter 3 RESEARCH METHODOLOGY

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This chapter presents the method of research utilized in the study, the population, sample size, and sampling technique, description of the respondents, research instrument, data-gathering procedure, and statistical treatment used for data analysis.

Research Method Used The descriptive method of educational research was employed in the study, since it describes what traits or what it is of a certain educational phenomenon. Borg defines the descriptive method as a distinctive research methodology of systematic data collection, presentation, and analysis. The method of research is concerned with conditions and relations that exist, practices that prevail, processes that are going on, point of view effects that are being felt, or trends that are developing. This method is the most appropriate method for this study, as Best asserts that the descriptive research goes beyond mere tabulation of data to the analysis and interpretation and meaning of what is being described. It involves a more in depth analysis through the use of numerical and comparative analysis (56).

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Population, Sample Size and Sampling Technique Table 1 Frequency and Percentage Distribution of Population and Sample Course, Year and Section BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N Total Population 55 55 51 53 51 51 51 52 55 55 55 53 55 55 54 801 Sample 44 44 30 30 30 30 30 30 29 31 28 28 29 29 30 473 % 80 80 59 57 59 59 59 58 53 56 53 51 53 53 56 886

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As shown in the Table 1, out of 801 freshmen in the College of Education, 473 were used in the study using the Slovins Formula. From BEED I-1D, there were 44 who were used as respondents; BEED I-1N, 44; BBTE I-1D, 30; BBTE I-2D, 30; BBTE I-3D, 30; BBTE I-4D, 30; BBTE I-1N, 30; BBTE I-2N, 30; BSED I-1D, 29; BSED I-2D, 31; BSED I-3D, 28; BSED I-4D, 28; BSED I-1N, 29; BSED I-2N, 29, and BSED I-3N, 30. The study aimed to investigate whether variables, such as gender, course year and section, and type of high school attended influence students grammar or linguistic performance. The respondents of the study were 473

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES freshmen from the in College of Education in Polytechnic University of the Philippines, first semester of the school year 2010-2011. The researchers used the freshman students as respondents of the study. The first year in the university is the right stage for the teachers to know their students strengths and weaknesses in grammar performance. This will allow teachers to hold remedial classes if needed. It is also the stage when grammar skills can still be improved in preparation for higher levels. Simple random sampling was used to determine the representatives of the freshmen population of the College of Education during the first semester of school year 2010-2011. To give the population of each departmental course an equal chance of participation, the names of all students were assigned numbers. These numbers were written on small sheets of paper, then rolled and placed in a box. The number of pieces of papers picked out (by lottery) from the box equaled the number of sample size for each departmental course.

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Description of the Respondents The respondents of this study were the freshmen of College of Education S.Y. 2010-2011 who passed all the requirements needed to be enrolled, such as: having a PUPCET score of 88 and above, getting a high school average of 82 and beyond, acquiring a grade of 81 and above for English, 80 and beyond for math and science, and passing an interview in the said college. Out of the 801 total population of freshmen, 473 were drawn. One

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES hundred thirty-nine (139) of the respondents were male and 334 were female. In each degree program, 205 respondents were taking Bachelor of Secondary Education (BSED), 180 were taking Bachelor of Business Teacher Education (BBTE), and 88 were taking Bachelor of Elementary Education (BEED). In the type of high school attended, 370 students graduated from public high school while 103 came from private high school.

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Research Instrument The main tool used in gathering the primary data for this study was the questionnaire called Proficiency Test in English Grammar for the First-Year College Students. This is a forty-item questionnaire developed by Felix V. Ruaya for his masters thesis. With the assistance of their thesis adviser, the researchers made some modifications on Ruayas questionnaire to suit the needs of the present study. Among the changes made were substituting

original items with new items which the researchers thought were more timely or relevant. This instrument assesses four grammar skills, namely: asking questions, responding to questions, combining sentences, and expanding sentences. This type of skills was selected because they more or less reflected the learners ability to use the language rather than just show the learners knowledge of the language. The first part of the questionnaire provides spaces where students could indicate their gender, course and section, and type of high school attended which are necessary in answering the sub

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES problems posted in chapter one. The second part is a questionnaire proper. It consists of four tests, test I is on asking questions, this part is intended to test the learners ability to ask yes/no, do does, did and WH questions. Test II is on responding to questions, the items in this part are intended to test the learners ability to answer the different techniques of answering yes/no, do does, did and WH questions. Test III is combining sentences; the items in this part are intended to test the learners ability to combine sentences using different methods like (1) turning two or more short simple sentences by using a compound subject or a compound verb; (2) turning a simple sentence into a phrase- such as a prepositional phrase, an appositive phrase, or an infinitive phrase- and add it to another sentence; (3) and joining simple sentence by forming compound, complex, or compound-complex sentences using

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coordinating or subordinating conjunctions (Palma and Mogol, 379). Test IV is expanding sentences. The items in this part are intended to test the learners ability to expand or to amplify sentences using the form of syntactic structures namely: modification, predication, complementation, and coordination. For purposes of this study, the scores obtained by the respondents on the grammar proficiency test were converted to PUP grading system as shown on the following. Grade 1.0 1.25 1.5 1.75 2.0 Percentage 97-100 94-96 91-93 88-90 85-87 Equivalent Excellent Excellent Very Good Very Good Good

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES 2.25 2.5 2.75 3.0 82-84 79-81 76-78 75 Good Satisfactory Satisfactory Passing

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5-Point Likert Scale (Level of Proficiency) Range 32.20-40.0 24.40-32.19 16.60-24.39 8.80-16.59 1.00-8.79 Verbal Interpretation Very Proficient Proficient Fairly Proficient Moderately Proficient Poorly Proficient

5-Point Likert Scale (Level of Proficiency in Grammatical Skills) Range 8.20-10.00 6.40-8.19 4.60-6.39 2.80-4.59 1.00-2.79 Verbal Interpretation Very Proficient Proficient Fairly Proficient Moderately Proficient Poorly Proficient

The questionnaire was presented to some expert professors in the College of Languages and Linguistics for face validation. They were requested to give their comments or suggestions as to the clarity and appropriateness of the items in the questionnaire. After the requested period, the questionnaires were retrieved. The suggestions were incorporated and then a second draft of the questionnaire was developed. The questionnaires were further subjected to a dry run test to selected freshmen students who were automatically

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES disregarded in the selection of respondents in the actual survey. They were likewise requested to comment on the clarity and comprehensibility of the different items in the questionnaire. Similarly, after the given period, their suggestions were considered in the final draft of the questionnaire. After completing the validation process, the questionnaires were reproduced and administered to target respondents.

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Data-Gathering Procedure The researchers prepared a letter addressed to the Dean of the College of Education requesting for the approval of the conduct of the study in the said college. After securing the necessary approval, the researchers personally met the professors of the respondents and requested them to allow them to distribute copies of the questionnaires to the target respondents. The

researchers spent 45 minutes with the target respondents to assist them in answering the different areas of the questionnaire. Retrieval was done on the same day of the administration of the questionnaire to ascertain high percentage of retrieval. After retrieving all the administered questionnaires, the responses were organized and processed for the appropriate statistical treatment.

Statistical Treatment of Data The study made use of the following statistical tools: 1. To determine the profile of the respondents, frequency and percentage

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES distribution was used. Formula: %=( f/n) 100% Where: 100% = constant f = frequency n = number of cases 2. To determine the English grammar performance of the respondents in terms of the different aspects mean/ arithmetic average.

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Where:

= summation of all available data N = total number cases

3. To determine the significant difference on the grammar performance of the respondents with respect to program and section, one way analysis of variance (ANOVA) was used. 4. To determine the significant difference on the English Grammar Performance of the respondents with respect to gender and type of school attended, t-test for two independent samples was used.

Decision Rule: If P Value 0.05, Reject Ho (there is significant difference); otherwise, Accept

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Ho (there is no significant difference). Note: Assuming that population variance is not equal. The researchers made use of reliable statistical software (e.g. SPSS and Minitab) to come up with authentic computation.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Chapter 4

35

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data obtained from a survey of the respondents profile and the significant difference in terms of their performance in the English grammar skills such as asking questions, responding to questions, combining sentences, and expanding sentences. Based on analyzed and interpreted data, the following are the results of the study: 1. Respondents Profile 1.1 Gender Table 2 Frequency and Percentage Distribution of the Respondents According to Gender

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 2 shows the frequency and percentage distribution of data when grouped according to gender. There were 334 female or 70.61% out of the total sample size. While the 29.39% or 139 respondents were male. All in all, there were 473 respondents in this study. It can be deduced that teaching profession, as how Crisol stated, is dominated by women because they are linked to their traditional role as a caregiver or a teacher (40). 1.2 Course, Year, and Section Table 3 Frequency and Percentage Distribution of the Respondents According to Course, Year, and Section Course BEED Section I-1d I-1n I-1d I-2d I-3d I-4d I-1n I-2n I-1d I-2d I-3d I-4d I-1n I-2n I-3n Frequency 44 44 30 30 30 30 30 30 29 31 28 29 29 29 30 473 % 9.30 9.30 6.34 6.34 6.34 6.34 6.34 6.34 6.13 6.55 5.92 6.13 6.13 6.13 6.34 100%

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BBTE

BSED

TOTAL

Table 3 presents the frequency and percentage distribution of respondents when grouped according to course, year, and section. Of the

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES three courses sampled, Bachelor in Secondary Education was the biggest source of respondents, obtaining a frequency of 205 or 43.34% of the total population. Bachelor in Business Teacher Education was the second biggest source, recording a frequency of 180 or 38.05%t of the total population size. Bachelor in Elementary Education generated the lowest number of respondents--88 or 18.60% of the population size. 1.3 Type of High School Attended Table 4 Frequency and Percentage Distribution of the Respondents According to their Type of High School Attended Course section BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N TOTAL PUBLIC Frequency % 36 7.61 29 6.13 28 5.92 21 4.44 24 5.07 26 5.50 20 4.23 26 5.50 24 5.07 25 5.29 21 4.44 22 4.65 20 4.23 25 5.29 23 4.86 370 78.23% PRIVATE Frequency % 8 1.69 15 3.17 2 0.42 9 1.90 6 1.23 4 0.85 10 2.11 4 0.85 5 1.06 6 1.23 7 1.48 7 1.48 9 1.90 4 0.85 7 1.48 103 21.70%

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Table 4 illustrates the frequency and percentage distribution of respondents when grouped according to type of high school attended. The greater proportion of the respondents came from public school garnering a

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES frequency of 370 or 78.23%. On the other hand, the respondents who graduated from private school accounted a frequency of 103 or 21.70% of the total sample. Since Polytechnic University of the Philippines is considered as a state university, majority of the students belong to the economically challenged level of society. It is the University's commitment to give qualified and talented students access to quality and responsive education to aid them in the achievement of their dreams and improve their lives. Being well-educated and skilled individuals, they will not only become job seekers but job creators as well, a force of knowledge workers and entrepreneurs (www.pup.edu.ph). 2. Respondents Level of Performance in Terms of Asking Questions, Responding to Questions, Combining Sentences, Expanding Sentences Table 5 Grand Mean of the Respondents Level of Proficiency in Each Grammatical Skill

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 5 demonstrates the grand mean of the level of proficiency of the respondents when grouped in each grammatical skill. The two grammatical skills that shared the same grand mean of 6.30, interpreted as fairly proficient were Responding to Questions and Expanding Sentences; the lowest was Asking Questions which had 4.38 grand mean or interpreted as Moderately Proficient.

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3. Respondents Level of Performance in Each Grammar Skills Grouped According to Variables 3.1 Gender Table 6 Respondents Level of Performance Grouped According to Gender Grammar Skills Asking Questions
Responding

4.07 6.06 5.52 6.02

MALE s Interpretation Moderately 2.03 Proficient 2.18 1.95 1.91 Fairly Proficient Fairly Proficient Fairly Proficient

4.55 6.37 5.92 6.47

FEMALE s Interpretation Moderately 1.95 Proficient 1.95 1.81 1.81 Fairly Proficient Fairly Proficient Proficient

to Questions Combining Sentences Expanding Sentences

Table 6 shows that on the tests of asking questions the female respondents were more competent than male gaining a mean of 4.55. In responding to questions, females were higher than males, obtaining a mean of 6.37. In combining sentences, females gained a mean of 6.37 higher than a

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES 6.06 mean of males. In expanding sentences, females appeared to be more competent than males obtaining a mean of 6.47. These findings seemed to confirm Corsons assertion that when language competencies revealed in the school setting itself are examined, girls do have a measure of superiority over boys.

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3.2 Course, Year and Section Table 7 Respondents Level of Performance in Asking Questions According to Course, Year and Section Course, Year & Section BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N Grand Mean 4.57 3.98 5.5 5.2 4.27 3.93 3.57 4.1 4.04 4.79 4.04 4.79 4.66 4.31 3.77 4.38 s 1.81 1.39 2.06 2.3 1.73 1.53 2.03 1.81 2.41 1.99 1.48 2.00 1.73 1.98 2.04 Interpretation Moderately Proficient Moderately Proficient Fairly Proficient Fairly Proficient Moderately Proficient Moderately Proficient Moderately Proficient Moderately Proficient Moderately Proficient Fairly Proficient Moderately Proficient Fairly Proficient Fairly Proficient Moderately Proficient Moderately Proficient Moderately Proficient

This table shows that BBTE I-1D obtained the highest mean among the fifteen (15) sections, with weighted mean of 5.5 and interpreted as fairly

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES proficient. On the other hand, BBTE I-1N got the lowest mean of 3.57, interpreted as moderately proficient.

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Table 8 Respondents Level of Proficiency in Responding to Questions According to Course, Year, and Section Course, Year & Section BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N Grand Mean

S 6.09 5.75 7.30 6.17 6.77 6.27 5.47 6.6 6.69 6.29 5.93 6.38 5.86 6.34 6.60 6.30 1.77 1.72 1.77 2.38 2.06 2.03 2.33 2.13 2.40 2.1 1.73 2.19 1.98 1.79 2.27

Interpretation Fairly Proficient Fairly Proficient Proficient Fairly Proficient Proficient Fairly Proficient Fairly Proficient Fairly Proficient Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient

This table reveals the respondents level of proficiency in responding to questions when grouped according to course, year, and section. It depicts that BBTE I-1D respondents were proficient in the abovementioned skill, obtaining the highest weighted mean of 7.30 Majority of the sections were fairly proficient. However, the BBTE I-1N got the lowest mean of 5.47.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 9 Respondents Level of Proficiency in Combining Sentences According to Course, Year and Section Course, Year & Section BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N Grand Mean

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s 5.84 5.73 6.77 6.63 5.8 5.77 6.40 6.00 5.50 5.45 5.50 5.45 5.21 5.28 5.43 5.78 2.30 1.76 1.71 2.44 1.58 1.67 1.72 1.95 1.88 1.82 1.55 1.57 1.63 1.39 1.99

Interpretation Fairly Proficient Fairly Proficient Proficient Proficient Fairly Proficient Fairly Proficient Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient

The table above depicts the respondents level of proficiency in combining sentences when grouped according to course, year and section. Findings revealed that BBTE I-1D generated the highest weighted mean of 6.77, interpreted as proficient. It further reveals that most of the sections had a uniform level of performance, which is fairly proficient.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 10 Respondents Level of Proficiency in Expanding Sentences According to Course, Year and Section Course, Year & Section BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N Total

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S 5.86 6.20 7.07 6.57 6.43 6.33 6.40 6.00 6.11 6.50 6.11 6.59 5.62 6.17 6.33 6.29 1.84 1.82 1.53 2.08 1.67 1.87 1.66 2.03 1.91 1.62 1.88 1.73 2.17 1.64 1.79

Interpretation Fairly Proficient Fairly Proficient Proficient Proficient Proficient Fairly Proficient Proficient Fairly Proficient Fairly Proficient Proficient Fairly Proficient Proficient Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient

Table 10 displays the level of proficiency in expanding sentences of the respondents when grouped according to course, year, and section. BBTE I-1D was deemed proficient in the abovementioned skill with 7.07 as their mean. On the other hand, BSED I-1N posted the lowest mean of 5.62.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES 3.3 Type of High School Attended

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Table 11 Respondents Level of Performance Grouped According to Type of High School Attended Grammar Skills Asking Questions Responding to Questions Combining Sentences Expanding Sentences Public Interpretation Moderately 1.96 Proficient S 2.11 1.91 1.90 Fairly Proficient Fairly Proficient Fairly Proficient Private Interpretation Fairly Proficient Fairly Proficient Fairly Proficient Fairly Proficient

s 4.70 6.33 5.86 6.39 1.99 2.01 1.75 1.71

4.33 6.26 5.78 6.33

Table 11 shows that on the tests of asking questions, private schools appeared to be more competent obtaining a mean of 4.70. In responding to questions, private schools obtained a mean of 6.33 which was higher than the public schools. In combining sentences, a mean of 5.86 was gained by the private school higher than of the public schools. And in expanding sentences, private schools appeared to be more competent than public schools. These findings seemed to confirm Sen. Tessie Aquino-Oretas assertion that the lack of competent public school tutors, who could teach the English language effectively, makes English learning difficult for most public school students.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES 4. Significant Difference in Respondents Performance Ratings on Each of the Grammar Skills when Grouped According to Section Table 12A Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Asking Questions Grouped According to Section (Gender) Asking Questions
CYS BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female t-test 3.714 4.73 3.9 4 5.25 5.538 5.167 5.222 3.818 4.526 3.769 4.059 2.7 4 3.5 4.4 4.857 5.591 3.917 4.368 4.125 4 5 4.727 4.364 4.833 3.8 4.417 3.545 3.895 1.43 0.17 0.44 0.06 1.07 0.52 1.87 1.23 0.71 0.63 -0.19 -0.26 0.63 0.49 0.45 P value 0.191 0.870 0.667 0.953 0.295 0.604 0.073 0.238 0.494 0.535 0.850 0.803 0.536 0.651 0.654 Result Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Decision Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

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The table shows that the male and female respondents of all the sections obtained t-tests ranging from 1.87 to -0.26. The obtained P value of these

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES sections ranged from 0.953 to 0.073 which are all greater than the standard level of significance at 0.05. As a result, the null hypothesis which states that there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to gender is accepted. This means that the male and female respondents of these sections did not differ in their performance in the grammar skill asking questions. Table 12B Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Asking Questions Grouped According to Section (CYS)

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Section Result Decision BEED I-1D 4.57 BEED I-1N 3.98 BBTE I-1D 5.5 BBTE I-2D 3.43 BBTE I-3D 4.27 BBTE I-4D 3.93 BBTE I-1N 1.97 Reject 1.92 0.003 Significant BBTE I-2N 4.1 Ho BSED I-1D 5.41 BSED I-2D 4.19 BSED I-3D 4.04 BSED I-4D 4.79 BSED I-1N 4.66 BSED I-2N 4.31 BSED I-3N 3.77 The table shows that the same sections obtained a t-test of 1.92, with a P value of 0.003, which was lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among

Asking Questions F-test P value

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES the respondents performance ratings in the different grammar skills when grouped according to section was rejected. This means that the respondents differed in their performance in the grammar skill asking questions.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 12C Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Asking Questions Grouped According to Section (THSA) Asking Questions P t-test value 4.611 0.34 0.742 4.375 3.586 -2.73 0.011 4.733 5.429 -0.69 0.615 6.5 4.905 -0.72 0.524 5.89 4.292 0.19 .854 4.168 3.846 -1.10 0.32 4.5 3.409 -0.66 0.534 4 4.077 -0.19 0.862 4.25 5.32 -0.51 0.634 6 4.08 -0.45 0.672 4.67 3.905 -0.84 0.421 4.429 4.64 -0.94 0.416 5.75 4.65 -0.02 0.981 4.667 4.32 0.07 0.945 4.25 3.522 -0.96 0.368 4.57

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CYS
BEED I-1D BEED I-1N

THSA Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private

Result Not Significant Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant

Decision Accept Ho Reject Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N
BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N

The table shows that when grouped according to type of high school attended, the respondents of section BEED I-1D obtained a t-test of 0.34;

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES BBTE 1-1D, -0.69; BBTE 1-2D, -0.72; BBTE 1-3D, 0.19; BBTE I-4D, -1.10; BBTE I-1N, -0.66; BBTE I-2N, -0.19; BSED I-1D, -0.51; BSED I-2D, -0.45; BSED I-3D, -0.84; BSED I-4D, -0.94; BSED I-1N, -0.02; BSED I-2N, 0.07, and BSED I-3N, -0.96. The table further shows that the same sections obtained the P value of 0.742, 0.615, 0.524, 0.854, 0.32, 0.534, 0.862, 0.634, 0.672, 0.421, 0.416, 0.981, 0,945, and 0.368 which are all greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was accepted. This means that the respondents who came from public and private schools did not differ in their performance in the grammar skill asking questions. On the other hand, the respondents who came from public and private schools of section BEED I-1N obtained a t-test of -2.73, with a P value of 0.011, lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was rejected. This means that the respondents who came from public and private schools differed in their performance in the grammar skill asking questions.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 12D Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Responding to Questions Grouped According to Section (Gender) Responding to Questions P t-test Result value 5.429 Not 1.29 0.225 Significant 6.216 6.2 Not -0.93 0.370 Significant 5.618 7.25 Not 0.05 0.964 Significant 7.308 6.25 Not -0.15 0.879 Significant 6.111 7.364 Not -1.34 0.191 Significant 6.421 6.538 Not -0.63 0.536 Significant 6.059 4.8 Not 1.21 0.238 Significant 5.8 5.6 Not 1.60 0.136 Significant 7.1 5.29 Not 1.62 0.144 Significant 7.136 6 Not 0.57 0.578 Significant 6.474 5.375 Not 1.00 0.341 Significant 6.15 6.286 Not 0.12 0.908 Significant 6.409 5.545 Not 0.60 0.559 Significant 6.056 5.8 Not 0.86 0.419 Significant 6.458 6.636 Not -0.07 0.948 Significant 6.579

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CYS
BEED I-1D BEED I-1N

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Decision Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N
BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N

The table shows that the male and female respondents of all the sections

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES obtained t-tests ranging from 1.62 to -1.34. The obtained P value of these sections ranged from 0.964 to 0.136 which were all greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to gender was accepted. This means that the male and female respondents of these sections did not differ in their performance in the grammar skill responding to questions.

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Table 12E Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Responding to Questions Grouped According to Section (CYS) Responding to Questions Section F-test P value Result Decision BEED I-1D 6.09 BEED I-1N 5.75 BBTE I-1D 7.30 BBTE I-2D 3.67 BBTE I-3D 6.77 BBTE I-4D 6.27 BBTE I-1N 3.33 Not BBTE I-2N 6.6 1.20 0.222 Accept Ho Significant BSED I-1D 6.69 BSED I-2D 6.29 BSED I-3D 5.93 BSED I-4D 6.38 BSED I-1N 5.86 BSED I-2N 6.34 BSED I-3N 6.60 The table shows that the same sections obtained a t-test of 1.20, with a P value of 0.222, greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES the respondents performance ratings in the different grammar skills when grouped according to section was accepted. This means that the respondents differed in their performance in the grammar skill responding to questions.

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Table 12F Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Responding to Questions Grouped According to Section (THSA) Responding to Questions
CYS THSA t-test P value Result Decision

BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N

Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private

6.139 5.875 5.793 5.667 7.321 7 6 6.556 6.417 6.417 6.192 6.75 5.318 5.875 6.769 5.5 6.56 7.5 6.2 6.667 5.857 6.143 6.28 7 5.85 5.889 6.12 7.75 7 5.286

0.42 0.24 0.16 0.13 -3.23 -0.87 -1.63 1.13 -0.58 -0.43 -0.38 -0.70 -0.04 -2.70 1.79

0.683 0.81 0.90 0.902 0.004 0.409 0.135 0.322 0.603 0.679 0.71 0.52 0.965 0.30 0.104

Not Significant Not Significant Not Significant Not Significant Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant

Accept Ho Accept Ho Accept Ho Accept Ho Reject Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

The table shows that when grouped according to type of high school

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES attended, the respondents of section BEED I-1D obtained a t-test of 0.42; BEED I-1N, 0.24; BBTE I-1D, 0.16; BBTE I-2D, 0.13; BBTE I-4D, -0.87; BBTE I-1N, -1.63; BBTE I-2N, 1.13; BSED I-1D, -0.58; BSED I-2D, -0.43; BSED I-3D, -0.38; BSED I-4D, -0.70; BSED I-1N, -0.04; BSED I-2N, -2.70 and BSED I-3N, 1.79. The table further shows that the same sections obtained the P value of 0.683, 0.81, 0.90, 0.409, 0.135, 0.322, 0.603, 0.679, 0.71, 0.52, 0.965, 0.30 and 0.104 which were all greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended is accepted. This means that the respondents who came from public and private schools did not differ in their performance in the grammar skill responding to questions. On the other hand, the respondents who came from public and private schools of section BBTE I-3D obtained a t-test of -3.23, with a P value of 0.04, lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was rejected. This means that the respondents who came from public and private schools differed in their performance in the grammar skill responding to questions.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 12G Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Combining Sentences Grouped According to Section (Gender) Combining Sentences P t-test value 4.43 1.40 0.205 6.108 5.5 0.46 0.654 5.794 6.75 0.04 0.966 6.769 5.917 0.21 0.839 6.111 5.909 -0.28 0.780 5.737 6.154 -1.11 0.278 5.471 5.6 1.72 1.05 6.8 5.9 0.19 0.848 6.05 5.714 0.55 0.594 6.227 5.25 1.06 0.298 5.947 5 1.13 0.276 5.7 5.571 -0.20 0.847 5.049 4.545 1.75 0.094 5.611 5 0.44 0.680 5.333 5.273 0.29 0.775 5.526

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CYS
BEED I-1D BEED I-1N

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Result Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant

Decision Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N
BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N

The table shows that the male and female respondents of all the sections

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES obtained t-tests ranging from 1.75 to -1.11. The obtained P value of these sections ranged from 1.05 to 0.094, which were all greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to gender was accepted. This means that the male and female respondents of these sections did not differ in their performance in the grammar skill combining sentences. Table 12H Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Combining Sentences Grouped According to Section (CYS) Section BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N Combining Sentences F-test P value 5.84 5.73 6.77 3.77 5.80 5.77 3.77 6.00 6.10 5.68 5.50 5.45 5.21 5.28 5.43 Result Decision

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1.13

0.29

Not Significant

Accept Ho

The table shows that the same sections obtained a t-test of 1.13, with a P value of 0.29, which is greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES respondents performance ratings in the different grammar skills when grouped according to sections was accepted. This means that the respondents differed in their performance in the grammar skill combining sentences. Table 12I Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Combining Sentences Grouped According to Section (THSA)
Combining Sentences t-test P value
5.806 6 5.552 6.067 6.714 7.5 6.095 5.889 5.625 5.625 5.654 6.5 6.591 5.875 5.923 6.5 6.28 5 5.52 6.333 5.286 6.143 5.6 4.5 5.3 5 5.16 6 5.609 4.857

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CYS BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N

THSA Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private Public Private

Result Not Significant Not Significant Not Significant Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant

Decision Accept Ho Accept Ho Accept Ho Reject Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

-0.20 -0.97 -0.51 -2.31 -1.59 -1.16 -0.19 -0.76 0.96 -1.29 -1.47 1.53 0.50 -1.67 0.86

0.842 0.339 0.699 0.035 0.137 0.311 0.85 0.484 0.41 0.222 0.164 0.202 0.622 0.145 0.415

The table shows that when grouped according to type of high school attended,

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES the respondents of section BEED I-1D obtained a t-test of -0.20; BEED I-1N, 0.97; BBTE I-1D, -0.51; BBTE I-3D, -1.59; BBTE I-4D, -1.16; BBTE I-1N, 0.19; BBTE I-2N, -0.76; BSED I-1D, 0.96; BSED I-2D, -1.29; BSED I-3D, -1.47; BSED I-4D, 1.53; BSED I-1N, 0.50; BSED I-2N, -1.67 and BSED I-3N, 0.86. The table further shows that the same sections obtained the P value of 0.842, 0.339, 0.699, 0.137, 0.311, 0.85, 0.484, 0.41, 0.222, 0.164, 0.202, 0.622, 0.145, and 0.415 which are all greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was accepted. This means that the respondents who came from public and private schools did not differ in their performance in the grammar skill combining sentences. On the other hand, the respondents who came from public and private schools of section BBTE I-2D obtained a t-test of -2.31, with a P value of 0.035, which is lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was rejected. This means that the respondents who came from public and private schools differed in their performance in the grammar skill combining sentences.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 12J Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Expanding Sentences Grouped According to Section (Gender) Expanding Sentences P t-test value 5.571 0.38 0.716 5.919 5.5 1.53 0.144 6.412 7.75 -0.77 0.448 6.962 6.417 0.30 0.770 6.667 6.455 -0.05 0.960 6.421 6.231 0.25 0.802 6.412 5.6 1.97 0.094 6.8 6.6 -1.14 0.268 5.7 5.86 1.42 0.200 7.364 6.583 0.25 0.805 6.737 6.125 -0.03 0.973 6.1 5.429 2.07 0.069 6.955 4.818 1.66 0.109 6.111 5.8 0.66 0.532 6.25 5.909 0.97 0.343 6.579

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CYS BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N

Gender Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female

Result Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant

Decision Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

Table shows that the male and female respondents of all the sections

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES obtained t-tests ranging from 2.07 to -1.14. The obtained P value of these sections ranged from 0.973 to 0.069, which are all greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to gender was accepted. This means that the male and female respondents of these sections did not differ in their performance in the grammar skill expanding sentences.

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Table 12K Test of Significant Difference in the Respondents Performance Ratings on the Grammar Skill Expanding Sentences Grouped According to Section (CYS) Section BEED I-1D BEED I-1N BBTE I-1D BBTE I-2D BBTE I-3D BBTE I-4D BBTE I-1N BBTE I-2N BSED I-1D BSED I-2D BSED I-3D BSED I-4D BSED I-1N BSED I-2N BSED I-3N Expanding Sentences F-test P value 5.86 6.20 7.07 4.29 6.43 6.33 3.53 6.00 7.00 6.68 6.11 6.59 5.62 6.17 6.33 Result Decision

1.39

0.091

Not Significant

Accept Ho

The table shows that the same sections obtained a t-test of 1.39, with a P value of 0.091, which is greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES respondents performance ratings in the different grammar skills when grouped according to section was accepted. This means that the respondents differed in their performance in the grammar skill expanding sentences. Table 12L Test of Significant Difference in Respondents Performance Ratings on the Grammar Skill Expanding Sentences Grouped According to Section (THSA)

60

The table shows that the when grouped according to type of high school

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES attended, the respondents of all the sections obtained t-tests ranging from 1.55 to -1.85. The obtained P value of these sections ranged from 0.893 to 0.095 which are all greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was accepted. This means that the respondents who came from public and private schools did not differ in their performance in the grammar skill expanding sentences.

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5. Significant Difference in the Respondents Performance Ratings in Different Grammar Skills when Grouped According to Variables 5.1 Gender Table 13 Test of Significant Difference in the Respondents Performance Ratings in Asking Questions when Grouped According to Gender Gender Male Female 4.07 4.55 t-test 2.69 P Value 0.008 Result Significant Decision Reject Ho

This table demonstrates that the male and female respondents obtained a t-test of 2.69, with a P value of 0.008, lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to gender was rejected. This means

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES that the male and female respondents differed in their performance in the grammar skill asking questions.

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Table 14 Test of Significant Difference in the Respondents Performance Ratings in Responding to Questions when Grouped According to Gender Gender Male Female 6.06 6.37 t-test 1.59 P Value 0.114 Result Not Significant Decision Accept Ho

Table 14 shows that the male and female respondents obtained a t-test of 1.59, with a P value of 0.114, greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to gender was accepted. This means that the male and female respondents did not differ in their performance in the grammar skill responding to questions.

Table 15 Test of Significant Difference in the Respondents Performance Ratings in Combining Sentences when Grouped According to Gender Gender Male Female 5.52 5.92 t-test 2.19 P Value 0.029 Result Significant Decision Reject Ho

The table above shows that the male and female respondents obtained a

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES t-test of 2.19, with a P value of 0.029, lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to gender was rejected. This means that the male and female respondents differed in their performance in the grammar skill combining sentences.

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Table 16 Test of Significant Difference in the Respondents Performance Ratings in Expanding Sentences when Grouped According to Gender Gender Male Female 6.02 6.47 t-test 2.40 P Value 0.017 Result Significant Decision Reject Ho

Table 16 shows that the male and female respondents obtained a t-test of 2.40, with a P value of 0.017, lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to gender was rejected. This means that the male and female respondents differed in their performance in the grammar skill expanding sentences.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 17 Test of Significant Difference in the Respondents Performance Ratings in Asking Questions when Grouped According to Degree Program Course BEED BBTE BSED F-Test 4.273 4.462 4.449 2.86 P Value 0.000 Result Significant Decision Reject Ho

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This table shows that when grouped according to degree program, the respondents obtained an F-test of 2.86, with a P value of 0.000, lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to degree program was rejected. This means that the respondents differed in their performance in the grammar skill asking questions.

Table 18 Test of Significant Difference in the Respondents Performance Ratings in Responding to Questions when Grouped According to Degree Program Course BEED BBTE BSED F-Test P Value 5.920 6.526 6.302 1.53 0.096 Result Decision

Not Significant Accept Ho

This table shows that when grouped according to degree program, the respondents obtained an F-test of 1.53, with a P value of 0.096, which is greater than the standard level of significance at 0.05. As a result, the null

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to degree program was accepted. This means that the respondents did not differ in their performance in the grammar skill responding to questions. Table 19 Test of Significant Difference in the Respondents Performance Ratings in Combining Sentences when Grouped According to Course Course BEED BBTE BSED F-Test 5.784 6.128 5.522 1.51 P Value 0.103 Result Not Significant Decision Accept Ho

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This table shows that when grouped according to degree program, the respondents obtained an F-test of 1.51, with a P value of 0.103, lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to degree program was accepted. This means that the respondents did not differ in their performance in the grammar skill combining sentences. Table 20 Test of Significant Difference in the Respondents Performance Ratings in Expanding Sentences when Grouped According to Degree Program Course BEED BBTE BSED F-Test 6.034 6.468 6.361 1.40 P Value 0.149 Result Not Significant Decision Accept Ho

This table shows that when grouped according to degree program, the

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES respondents obtained an F-test of 1.40, with a P value of 0.149, which is lesser than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to degree program was accepted. This means that the respondents did not differ in their performance in the grammar skill expanding sentences. Table 21 Test of Significant Difference in the Respondents Performance Ratings in Asking Questions when Grouped According to Type of High School Attended THSA Public Private t-test 4.33 4.70 1.91 P Value 0.059 Result Not Significant Decision Accept Ho

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This table shows that when grouped according to type of high school attended, the respondents obtained a computed of t-value of 1.91, with a P value of 0.059, greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was accepted. This means that the respondents did not differ in their performance in the grammar skill asking questions.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Table 22 Test of Significant Difference in the Respondents Performance Ratings in Responding to Questions when Grouped According to Type of High School Attended THSA Public Private t-test 6.26 6.33 0.17 P Value 0.869 Result Not Significant Decision Accept Ho

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This table shows that when grouped according to type of high school attended, the respondents obtained a computed t-value of 0.17, with a P value of 0.869, greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was accepted. This means that the respondents did not differ in their performance in the grammar skill responding to questions. Table 23 Test of Significant Difference in the Respondents Performance Ratings in Combining Sentences when Grouped According to Type of High School Attended THSA Public Private t-test 5.78 5.86 0.27 P Value 0.786 Result Not Significant Decision Accept Ho

Table 23 shows that when grouped according to type of high school attended, the respondents obtained a computed t-value of 0.27, with a P value of 0.786, greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES performance ratings in the different grammar skills when grouped according to type of high school attended was accepted. This means that the respondents did not differ in their performance in the grammar skill combining sentences. Table 24 Test of Significant Difference in the Respondents Performance Ratings in Expanding Sentences when Grouped According to Type of High School Attended THSA Public Private t-test 6.33 6.39 0.19 P Value 0.85 Result Not Significant Decision Accept Ho

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This table shows that when grouped according to type of high school attended, the respondents obtained a computed t-value of 0.19, with a P value of 0.85, greater than the standard level of significance at 0.05. As a result, the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended was accepted. This means that the respondents did not differ in their performance in the grammar skill expanding sentences.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

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This chapter contains the summary of findings obtained from analyzed and interpreted data, the conclusions formulated, and the recommendations made.

Summary of Findings 1. Respondents Profile 1.1 Gender Out of 473 total sampled respondents, 334 or 70.61% were females and 139 or 29.39% were males. 1.2 Course, Year and Section Bachelor in Secondary Education (BSED) was the biggest source of respondents with the frequency of 205 or 43.34% of the total population of the respondents sampled in this study. The second biggest source was Bachelor in Business Teacher Education (BBTE), recording a frequency of 180 or 38.05%. Bachelor in Elementary Education generated the lowest number of respondents with 88 or 18.60% of the total population sampled. 1.3 Type of High School Attended Out of 473 total sampled respondents, 370 or 78.23% graduated from public schools and 103 or 21.70% were from private schools. 2. Respondents Level of Performance in Terms of the Following

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Grammatical Skills 2.1 Asking Questions In the test of asking questions, the respondents gained a grand mean of 4.38, verbally interpreted as moderately proficient. 2.2 Responding to Questions The data showed that with a grand mean of 6.30, the respondents were fairly proficient when it comes to responding to questions. 2.3 Combining Sentences In combining sentences, findings revealed that the respondentswith a grand mean of 5.78were fairly proficient. 2.4 Expanding Sentences In the test of expanding sentences, the respondents achieved a grand mean of 6.30, interpreted as fairly proficient. 3. Respondents Level of Performance in Each Grammar Skills Grouped According to Variables 3.1 Asking Questions 3.1.1 Gender The data showed that the male respondents gained a mean of 4.07, while the females obtained 4.55. Both of the means were interpreted as moderately proficient. 3.1.2 Course, Year and Section In terms of course, year and section: BEED I-1D (4.57), BEED I-1N (3.98),

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES BBTE I-3D (4.27), BBTE I-4D (3.93), BBTE I-1N (3.57), BBTE I-2N (4.10), BSED I-1D (4.04), BSED I-3D (4.04), BSED I-2N (4.31), and BSED I-3N (3.77) shared the same level of performance which is moderately proficient. Meanwhile, BBTE I-1D (5.50), BBTE I-2D (5.20), BSED I-2D (4.79), BSED I4D (4.79), and BSED I-1N (4.66) were fairly proficient. 3.1.3 Type of High School Attended In this item, those who graduated in public schools gained a weighted mean of 4.33, verbally interpreted as moderately proficient. Whereas, those who graduated from private schools were fairly proficient, posting a mean of 4.70. 3.2 Responding to Questions 3.2.1 Gender The data showed that the male respondents gained a mean of 6.06, while the females obtained 6.37. Both of the means were interpreted as fairly proficient. 3.2.2 Course, Year and Section In terms of course, year and section: BEED I-1D (6.09), BEED I-1N (5.75), BBTE I-2D (6.17), BBTE I-4D (6.27), BBTE I-1N (5.47), BBTE I-2N (6.6), BSED I-2D (6.29), BSED I-3D (5.93), BSED I-4D (6.38), BSED I-1N (5.86), BSED I-2N (6.34), BSED I-3N (6.60) shared the same level of performance which is fairly proficient. Meanwhile, BSED I-1D (6.69), BBTE I-3D (6.77) and BBTE I-1D (7.30) were proficient.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES 1.2.3 Type of High School Attended The result acquired in this item indicated that those who graduated from public schools with a mean of 6.33, and private schools, having a weighted mean of 6.26, shared the same verbal interpretation of fairly proficient.
3.3 Combining Sentences

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3.3.1 Gender The data showed that the male respondents gained a mean of 5.52, while the females obtained 5.92. Both of the means were interpreted as fairly proficient. 3.3.2 Course, Year and Section In terms of course, year, and section, BEED I-1D (5.84), BEED I-1N (5.73), BBTE I-3D (5.8), BBTE I-4D (5.77), BBTE I-2N (6.00), BSED I-1D (5.50), BSED I-2D (5.45), BSED I-3D (5.50), BSED I-4D (5.45), BSED I-1N (5.21), BSED I-2N (5.28), BSED I-3N (5.43) shared the same level of performance interpreted as fairly proficient. Meanwhile, BBTE I-1D (6.77), BBTE I-2D (6.63), and BBTE I-1N (6.40) were proficient. 3.3.3 Type of High School Attended In this item, those who graduated in public schools gained a weighted mean of 5.78, verbally interpreted as fairly proficient. Those who graduated from private schools, posting a mean of 5.86, had the same verbal interpretation. 3.4 Expanding Sentences

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES 3.4.1 Gender The findings revealed that the male respondents were fairly proficient, with a mean of 6.02. The female respondents, on the other hand, garnered a weighted mean of 6.47, interpreted as proficient. 3.4.2 Course, Year and Section In terms of course, year, and section: BEED I-1D (5.86), BEED I-1N (6.20), BBTE I-4D (6.33), BBTE I-2N (6.00), BSED I-1D (6.11), BSED I-3D (6.11), BSED I-1N (5.62), BSED I-2N (6.17), BSED I-3N (6.33) had a uniform level of performance which was fairly proficient, while, BBTE I-1D (7.07), BBTE I-2D (6.57), BBTE I-3D (6.43), BBTE I-1N (6.40), BSED I-2D (6.50), BSED I-4D (6.59) were proficient. 3.4.3 Type of High School Attended The result acquired in this item indicated that those who graduated from public schools with a mean of 6.33, and private schools, having a weighted mean of 6.39, shared the same verbal interpretation of fairly proficient. 4. Significant Difference among the Respondents Performance Ratings in Terms of Different Grammar Skills When Grouped According to Sections 4.1 Asking Questions 4.1.1 Gender There was no significant difference in the performance ratings of the male and female respondents of all sections. As shown by their obtained P value

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES ranging from 0.953 to 0.073 which were all greater than the standard level of significance at 0.05, indicating acceptance of the null hypothesis. 4.1.2 Sections There was a significant difference in the performance ratings of respondents when grouped according to sections. As shown by their obtained P value 0.003, which was greater than the standard level of significance at 0.05, indicating rejection of the null hypothesis. 4.1.3 Type of High School Attended There was no significant difference in the performance ratings of the respondents when grouped according to type of high school attended of sections BEED I-1D, BBTE 1-1D, BBTE 1-2D, BBTE 1-3D, BBTE I-4D, BBTE I-1N, BBTE I-2N, BSED I-1D, BSED I-2D, BSED I-3D, BSED I-4D, BSED I-1N, BSED I-2N, and BSED I-3N. As shown by their obtained P value of 0.742, 0.615, 0.524, 0.854, 0.32, 0.534, 0.862, 0.634, 0.672, 0.421, 0.416, 0.981, 0,945 and 0.368 which were all greater than the standard level of significance at 0.05, indicating acceptance of the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended in the grammar skill of asking questions On the other hand, BEED I-1N obtained a P value of 0.011 which was lesser than the standard level of significance at 0.05, indicating rejection of the null hypothesis.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES 4.2 Responding to Questions 4.2.1 Gender There was no significant difference in the performance ratings of the male and female respondents of all sections. As shown by their obtained P value ranging from 0.964 to 0.136 which were all greater than the standard level of significance at 0.05, indicating acceptance of the null hypothesis. 4.2.2 Sections There was no significant difference in the performance ratings of respondents when grouped according to section. As shown by their obtained P value of 0.222, which was greater than the standard level of significance at 0.05, indicating acceptance of null hypothesis. 4.2.3 Type of High School Attended There was no significant difference in the performance ratings of the respondents when grouped according to type of high school attended of sections BEED I-D, BEED I-1N, BBTE I-1D, BBTE I-2D, BBTE I-4D, BBTE I1N, BBTE I-2N, BSED I-1D, BSED I-2D, BSED I-3D, BSED I-4D,; BSED I-1N, BSED I-2N, and BSED I-3N. As shown by their P value of 0.683, 0.81, 0.90, 0.409, 0.135, 0.322, 0.603, 0.679, 0.71, 0.52, 0.965, 0.30 and 0.104 which were all greater than the standard level of significance at 0.05, indicating the acceptance of null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES On the other hand, BBTE I-3D obtained a P value of 0.04, which was lesser than the standard level of significance at 0.05, indicating rejection of the null hypothesis. 4.3 Combining Sentences 4.3.1 Gender There was no significant difference in the performance ratings of the male and female respondents of all sections. As shown by their obtained P value ranging from 1.05 to 0.094 which were all greater than the standard level of significance at 0.05, indicating acceptance of the null hypothesis. 4.3.2 Section There was no significant difference in the performance ratings of respondents when grouped according to section. As shown by their obtained P value of 0.29, which was greater than the standard level of significance at 0.05, indicating acceptance of null hypothesis. 4.3.3 Type of High School Attended There was no significant difference in the performance ratings of the respondents when grouped according to type of high school attended of sections BEED I-D, BEED I-1N, BBTE I-1D, BBTE I-3D, BBTE I-4D, BBTE I1N, BBTE I-2N, BSED I-1D, BSED I-2D, BSED I-3D, BSED I-4D, BSED I-1N, BSED I-2N, and BSED I-3N. As shown by their P value of 0.842, 0.339, 0.699, 0.137, 0.311, 0.85, 0.484, 0.41, 0.222, 0.164, 0.202, 0.622, 0.145, and 0.415 which were all greater than the standard level of significance at 0.05, indicating

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES the acceptance of the null hypothesis there is no significant difference among the respondents performance ratings in the different grammar skills when grouped according to type of high school attended. On the other hand, BBTE I-2D obtained a P value of 0.035, which was lesser than the standard level of significance at 0.05, indicating rejection of the null hypothesis. 4.4 Expanding Sentences 4.4.1 Gender There was no significant difference in the performance ratings of the male and female respondents of all sections. As shown by their obtained P value ranging from 0.893 to 0.095 which were all greater than the standard level of significance at 0.05, indicating acceptance of the null hypothesis. 4.4.2 Section There was no significant difference in the performance ratings of respondents when grouped according to section. As shown by their obtained P value of 0.091, which was greater than the standard level of significance at 0.05, indicating acceptance of null hypothesis. 4.4.3 Type of High School Attended There was no significant difference in the performance ratings of the respondents when grouped according to type of high school attended of all sections. As shown by the obtained P value ranging from 0.893 to 0.095 which were all greater than the standard level of significance at 0.05, indicating

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES acceptance of the null hypothesis. 5. Significant Difference among the Respondents Performance Ratings in terms of the above mentioned Grammar Skills when Grouped According to Gender, Degree Program, and Type of High School Attended 5.1 Gender The data showed that in test I asking questions, with a P value of 0.008 which was less than the standard level of significance of 0.05, findings revealed that there was a significant difference, thus, null hypothesis was rejected. While in responding sentences, with a P value of 0.114, greater than the standard level of significance of 0.05, proved that there was no significant difference, hence, null hypothesis was accepted. In test III, combining sentences, the P-value posted at 0.029 which is less than the level of significance 0.05, proving that there was no significant difference, and therefore, null hypothesis was rejected. In the test of expanding sentences, the P value recorded at 0.017, which was less than the level of significance of 0.05, showed a significant difference, hence, null hypothesis was rejected. 5.2 Course Out of the four grammar skill test, only the test in asking question had a significant difference. Having a P value of 0.000 which was less than the 0.05 level of significance, and the null hypothesis was rejected.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES The other remaining grammar skill test (responding to questions, combining sentences, and expanding sentences) had no significant difference. Having a P value of 0.096, 0.103, and 0.149 which were greater than the 0.05 level of significance, the null hypothesis was accepted. 5.3 Type of High School Attended The P value posted at 0.059 (asking questions), 0.869 (responding to questions), 0.786 (combining sentences), and 0.85 (expanding sentences) were greater than the 0.05 level of significance, proved that there was no significant difference in the respondents performance ratings when grouped according to type of high school attended, thus the null hypotheses was accepted.

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Conclusions Based on the findings statistically analyzed, the following conclusions were drawn: 1. Majority of the respondents were female, taking up Bachelor in Secondary Education, and from public high schools. 2. The respondents general level of performance in grammar skills such as responding to questions, combining sentences, and expanding sentences was described as fairly proficient. However, when in asking questions, the respondents were tagged as moderately proficient. 3. The respondents general level of performance in the grammar skill asking

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES questions was described as moderately proficient; however, it was described fairly proficient in responding to questions and combining sentences. Meanwhile, in expanding sentences, the male respondents appeared to be fairly proficient while the females, proficient. When grouped according to course, year, and section, the respondents appeared to be fairly proficient in the tests of responding to questions, combining sentences, and expanding sentences. When grouped

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according to type of high school attended, the respondents from public and private high schools had a fairly proficient level of grammar performance in the tests of responding to question, combining sentences, and expanding sentences. In the test of asking questions, the respondents who graduated from public high school appeared to be moderately proficient while the private high school graduates were described as fairly proficient. 4. There was no significant difference among the respondents performance ratings in the tests of responding to question, combining sentences, and expanding sentences when grouped according to section. However, there was a significant difference among the respondents performance ratings in the test of asking questions. 5. When grouped according to gender, there was a significant difference among the respondents performance ratings in terms of the grammar skills asking questions, combining sentences, and expanding sentences.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES There was no significant difference among the respondents performance ratings in the test of responding to questions. There was a significant difference among the respondents performance ratings in the test of asking questions when grouped according to the variable degree program; there was no significant difference among the respondents performance ratings in terms of the grammar skills responding to questions, combining sentences, and expanding sentences. When grouped according to type of high school attended, there was no significant difference among the respondents performance ratings in all grammar skills, namely asking questions, responding to questions, combining sentences, and expanding sentences.

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Recommendations Based on the conclusions, the following recommendations were offered: 1. English Only Policy should be implemented within the premises of the College of Education. This may be a great way to train students to speak in English even when they are just plainly conversing with their friends or classmates. 2. Trainings or seminars that will develop the mastery of English language must regularly be held not only for students but also for the faculty so that new trends regarding grammar will be easily disseminated in the college. 3. Advanced English Grammar for non-English majors should be added to

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES their respective curriculum. In this way, students will be more exposed to the learning of English language. 4. The College of Education should include in their admission requirements the taking of English Placement Test of those who have an overall high school English average of 85%, instead of the usual 81%, to really elevate the quality of the future educators of the country. 5. Since this study aimed to investigate whether the variables, gender, course, year and section and type of high school attended are determinants of grammar performance, similar studies may be conducted involving other variables like age, socio-economic status, and final grade in English subject taken during high school.

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Books Bosco, Frederick J. Guideposts in TEFL. Washington DC: US Information Industry, 1984. Print. Ellis, Rod. The Study of Second Language Acquisition. 21 October 2010. Web. Murcia, Marianne C., and Diane L. Freeman. The Grammar Book: An ESL/EFL Teachers Course, Second Edition. Singapore: Thomson Learning Asia, 2008. Print. Palma, Jesus, and Martha Mogol. Grammar and Composition. Philippines: Anvil Publishing, Inc., 1987. Print. Roberts, P. English Syntax. U.S.A.: Harcourt, Brace & World, Inc., 1964. Print. Journals Alamis, Ma. Evelyn P. Current Perspective on World Englishes and their Implications for Second Language Teaching and Learning. Philippine Journal of Linguistics. Linguistic Society of the Philippines (December 2008). Print. Crisol, Christine. Gender and Social Transformation. Philippine Sociological Review. Print. David, Maya Khemlani and Francisco Perlas Dumanig. Nativigation of English in Malaysia and the Philippines as Seen in English Dailies. Philippine Journal of Linguistics. Linguistic Society of the Philippines (December 2008). Print. Dayag, Danilo J., and Stephen J. Quakerbush. Linguistics and Language Education in the Philippines and Beyond. Linguistic Society of the Philippines (2005). Print. Gonzales, Andrea, Thelma Jambalos, and Ma. Corona Roneo. Three Studies on Philippine English Across Generations Towards an Integration and Some Implications. Linguistic Society of the Philippines (2003). Print. Ho Mei Lin, Caroline. Online Grammar Teaching and Learning: Promises and Pitfalls. Guidelines: A Periodical for Classroom Language Teachers.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Seameo Regional Language Centre (1998). Print. John, Joseph. Language versus Literature in University English Departments. The English Teaching Forum (October 1986). Print. Kaplan, Robert B. Applied Linguistics, the State of the Art: Is there one? The English Teaching Forum (April 1985). Print. Murdock, George S. Grammar Gap. English Teaching Forum (1989). Print. Newell, Leonard E. Grammar and Semantic: Features of Interface. Linguistic Society of the Philippines (2000). Print. Payne, Thomas E. and David J. Weber. Special Issue: Perspectives on Grammar Writing. Studies in Language. John Benjamins Publishing Company (2006). Print. Pierce, Joe E. Pragmative Teaching Strategies. English Teaching Forum (1985). Print. Schneider, Edgar. Linguistics and Language Education in the Philippines and Beyond. Linguistic Society of the Philippines (2005). Print. Slobin, Dan I. Grammar and Gestures in America Sign Language. Linguistic Society of Manila. Language Journal of the Linguistic Society of America. (March 2006). Print. Unpublished Materials

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Bautista, Ninez L. English Proficiency of Students of Tarlac State University Laboratory School. (2009). Print. Enriquez, Lone Bihag English Instruction Under the New Secondary Education Development Program in the Division of Misamis Occidental, 1991-1992. (1992). Print. Herndon, Jeanne H. A Survey of Modern Grammars. Holt, Rinchart & Winston (1976). Print. Mesthrie, Rejend, Joan Swann, Andrea Deumert, and William L. Homes. Introducing Sociologist. (1994) 156. Print. Roberts, Paul. English Sentences. San Jose, California: Harcourt, Brace & World, Inc., 1962. Print.

POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES Ruaya, Felix V. The English Grammar Proficiency of the First Year College Students of PMI Colleges-Bohol, School Year 1996-1997: Implications to Effective English. Print. Zhenghui, Sao Making the Communicative Approach Work Together with the Grammar-Translation Method in a Traditional Setting. Approach Work Together with the Grammar-Translation Method in a Traditional Setting. Guidelines: A Periodical for Classroom Language Teachers. Singapore: Seameo Regional Language Center (June 1999). Print. Magazines/Newspapers Contrucci, Lance. Right Wrong Writing Heroically Persnickety typo crusaders set the United States Straight. Readers Digest, March 2009. Go, Alice S. Lets Go For Proficiency in Filipino English. Salaverria, Leila. Solon: To compete, students need English. Philippine Daily Inquirer 26 December 2008. Web. Yarcia, Romeo. Deteriorating Quality of English. Web Publications Aboitiz, Antonio. English the Filipino way. Philippine Daily Inquirer, 5 July 2010. Web. 3 January 2009. <http://business.inquirer.net/money/breakingnews/view/20090103181250/English-the-Filipino-way> Araneta, Sandy,and Michael Punongbayan. Poll: Pinoy proficiency in English declining. 5 July 2010. Web. 19 April 2006. <http://www.philstar.com/Article.aspx?articleId=332135&publicationSubCa tegoryId=63> Cruz, Isagani A. The problems of quality education. Philippine Daily Inquirer, 5 July 010. Web. 5 April 2009. <http://opinion.inquirer.net/inquireropinion/columns/view/20090405197994/The-problems-of-quality-education> David, Clarissa. The Role of Survey Archiving in the Discovery of the Decline in English Proficiency. 4 July 2010. Web. October 2006. <http://www.sws.org.ph/pr061005.htm> First Quarter 2008 Social Weather Survey: National proficiency in English recovers. Social Weather Station, 5 July 2010. Web. 16 May 2008.

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POLYT ECHNIC UNIVERSIT Y OF T HE PHIL IPPINES <http://www.sws.org.ph/pr080516.htm> March 2006 Social Weather Survey: National Proficiency In English Declines. Social Weather Station, 5 July 2010. Web. 18 April 2006. <http://www.sws.org.ph/pr060418.htm> McCrum, Robert. Glob-ish. Newsweek, 5 July 2010. Web. 12 June 2010. <http://www.newsweek.com/2010/06/12/glob-ish.html>

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Appendices

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Appendix A
Permit to Conduct Study

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Appendix B
Memorandum for Schedule of Oral Defense

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Appendix C
Memorandum for Face Validation of Instrument

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Appendix D
Sample Questionnaire

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Appendix E
Sample Answer Sheets

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Appendix F
Computer Print Out

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Appendix G
Curriculum Vitae