FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH

A Research Paper Presented To the Faculty of the Teacher Education Department Southern Luzon State University Alabat Campus Alabat, Quezon

In Partial Fulfillment of the Course Requirements for the Degree Bachelor of Secondary Education

Kris G. Rodriguez

2011

APPROVAL SHEET The research attached hereto, entitled FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH prepared and submitted by KRIS G. RODRIGUEZ, in partial fulfillment of the course requirements for the degree bachelor of Secondary Education, Major in English, is hereby approved.

DOREEN ROSE M. CAPARROS, MAT-AL Research Adviser MARIA LEONCIA P. OLIVEROS, MAIE Member, Guidance Committee JOBERT G. LOMBOY, MAT Member, Guidance Committee

PROF. WILLY A. MANAOG Chair, Guidance Committee Accepted in partial fulfillment of the course requirements for the degree Bachelor of Secondary Education, Major in English.

PROF. WILLY A. MANAOG Chair, Academics and Related Courses JIMSON F. OLIVEROS, MTE Campus Director

DATE

ACKNOWLEDGEMENT

The researcher wishes to express her gratitude and heartfelt appreciation to all the people who made this study possible. She particularly wishes to express her thanks to: The Almighty God who is the Fountain of endless wisdom, for His love and guidance as she worked diligently completing this research work; Ms. Doreen Rose M. Caparros, her research adviser, for understanding every time the researcher asked for suggestions and guidance, for her helpful assistance in preparing the questionnaire and for editing the manuscript; Dr. Feliza B. Quevada, Principal III, Alabat Island National High School, for giving her permission to conduct this study by utilizing the high school students as respondents; The advisers of each section in Alabat Island National High School, for guiding and sharing their time assisting the researcher during the implementation of the questionnaire; Mrs. Luz C. Garcia Guidance Counselor III Alabat Island National High School, for lending a copy of names of Alabat Island National High School students; Mr. Nestor N. Sandoval, for unselfishly sparing his time in teaching and checking the statistical treatment to be used; The students of Alabat Island National High School for sharing their valuable time to finish the research paper;

Prof. Maria Leoncia P. Oliveros, for sharing her knowledge every time the researcher asked advices regarding the research paper. Her friends and classmates, Kuya Jojo, Rex, Kuya Roger, Pam, Sir Gee, Mama Rizza, Jekko, Hobert, Liza, Aizel, Malou, Hapzy, Ranie, Kuya Asia, Sarah, Jona, Kristel, Ate Ghay, Dhadenz, Ekhan, Mary Jane, Ate Leah, Jeron, and especially Hanna, Leo and Yadz, for the help and moral support; Her parents, Mr. Aquilino Rodriguez and Mrs. Alicia Gagua, her brothers, Cezar and June, for giving their love and moral support also.

KGR

DEDICATION

To my beloved and supportive Daddy Allan and Mammy Alice, To my brothers, this piece of work is lovingly dedicated.

KGR

TABLE OF CONTENT

Page TITLE PAGE APPROVAL SHEET.. ACKNOWLEDGEMENT... DEDICATION.. TABLE OF CONTENT.. LIST OF TABLES.. LIST OF APPENDICES ABSTRACT v vi ix x xi i ii iii

CHAPTER I. PROBLEM AND ITS SETTING Introduction Background of the Study. Statement of the Problem.... Significance of the Study. Scope and Limitation Hypothesis.. Definition of Terms.... 1 2 3 3 4 5 6

II.

REVIEW OF RELATED LITERATURE AND STUDIES Related Literature.................................................................. Related Studies..................................................................... 7 13

III.

METHODOLOGY Research Design Sources of Data.. Instrumentation... Data Gathering Procedures.. Statistical Treatment... 17 17 17 19 20

IV.

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA. 22

V.

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary.. Findings Conclusions. Recommendations.. 26 27 28 29

BIBLIOGRAPHY APPENDICES. CURRICULUM VITAE CIRCULATION COPY

30 31 41 42

LIST OF TABLES Table 1 Title Weighted Mean of the Perception of Alabat Island National High School Students to Factors affecting students Interest in learning English Significant difference in the perceived responses of the male and female respondents on Factors Affecting Students Interest in Learning English Page 22

25

LIST OF APPENDICES Appendix A B C D E Title Letter of Request for Data Gathering Instrument Letter of Request for the Students List of Names Letter of Request for the Advisers Letter of transmittal for Data Gathering Instrument Questionnaire Page 33 34 35 36 37

ABSTRACT RODRIGUEZ, KRIS G. Southern Luzon State University Alabat Campus, Alabat, Quezon, April, 2011: FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH. Adviser: Ms. DOREEN ROSE M. CAPARROS

This study aimed to determine the factors affecting students Interest in learning English of Alabat Island National High School, School Year 2010-2011. This was a descriptive method of research. The researcher used the checklist questionnaire as the basic instrument in gathering data. The questionnaire is distributed to eight hundred ninety six (896) students of Alabat Island National High School. After the questionnaire was answered, the researcher gathered, tallied and tabulated the data. The statistical treatments used were weighted mean and chi-square. After gathering and applying the necessary treatment, the following data were revealed: The respondents were composed of four hundred forty eight (448) male high school students and four hundred forty eight (448) female high school students. The perceptions to the factors affecting students interest in learning English are the following: On the first factor which is teacher factor, the male respondents obtained 4.11 while the female respondents obtained 3.92, with a total of 4.02, which falls under the descriptive analysis usually. The result also shown that the teacher factor has an effect in their interest in the learning process. Maybe

because they regard the teacher as a model. So they depend on their teachers teaching style. That the teachers activities and attitudes influence the students interest in learning. The second factor home environment, the male respondents obtained 3.60 while the female respondents obtained 3.79 with a total of 3.70, which falls under the descriptive analysis usually. The result also shows that home environment has also an effect on their interest in learning English. Probably because, home environment is an aspect where in the students needs to study effectively, this involved the equipments, materials and facilities in their study and for the accomplishment of the task needed in school and because this involves also the relationship and concern of both the parents and students, physically, morally, mentally and spiritually. The third factor which is subject matter factor, the male respondents obtained 3.57 while the female respondents obtained 3.71 with a total of 3.64, which falls under the descriptive analysis usually. The result shows that subject matter is very important in the teaching learning process because subject matter involves the topic of their interest as well as their talents and capabilities which sometimes may or may not fit to their interest on the given activity like reading, writing, acting and speaking. The last factor which is personal factor, the male respondents obtained 3.50 while the female respondents obtained 3.72 with a total of 3.48, which falls under the descriptive analysis usually. The result shows that personal factor also has an effect on their interest in learning English. Probably because,

personal factor is an aspect where in students daily routine, health and hobbies should be considered for better learning. To determine if there is a significant difference on the perceived responses of male and female on factors affecting students interest in learning English chi-square test was applied and it resulted to a chi-square computed value (C.V.) of 0.012 which is lower than tabular value (T.V.) of 9.448 at .05 level of significance. This connotes that there is no significant difference on the perception of male and female on factors affecting students interest in learning English. Therefore, hypothesis which states that there is no significant difference on the perception of male and female is accepted. Based on the findings revealed by the study, the following conclusions were drawn: The male and female respondents appreciate teachers personality and that teacher is the most important factor affecting their interest in learning English. Both the male and female respondents have the same level of perception on factors affecting students interest in learning English. Based on the conclusions the following recommendations are hereby suggested: Students must be aware of the factors affecting their interest in learning English for it will help them improve their skills in dealing with English subject. Parents may provide equipments, materials and facilities at home that will attend the needs of their children to study effectively and they must continue to encourage and support their

children. Teachers must know the factors affecting interest of the students in learning English for them to formulate new teaching styles, upgrade their skills in content and medium of instruction and gain expertise in the teaching learning process. The future researcher who wished to further study the factors affecting students interest in learning English may conduct the same study in other locality.

CHAPTER I PROBLEM AND ITS SETTING Introduction English served as our international and global language because of its simplicity and flexibility. And according to the study of the Institute of International Education (2000) English is spoken throughout the country and mostly Philippine field of studies including language and literature, history, government, culture, arts, humanities, global issues and many others used English as main language in teaching. However as cited by Supyan, et al. (2000) in the third Malaysian International Conference for English Language Teaching, there is a persistent problem faced by many English teachers, it is the attempt to sustain genuine interest in continuing to learn English, because nowadays, the students are not interested compared before. They find English as a boring subject; the students find difficulties in speaking and writing English. There are some factors which influences the students interest in learning, those factors can attracts the attention or in some instances can suppress the learners in gaining things. In the learning achievement of the students there are common things which could influence the learners in terms of how the teacher should teach, parents influence or in some instance the mentality of the student itself.

Background of the study Learning is not all about gaining something by the teachers or trainings but it can be the things that we learn from our everyday life experiences. It is better to learn from others experiences than to tolerate tough things yourself. It takes by and by processes to shape itself. Learning something is like keeping it in mind forever, it is not like remembering but considering it the way it is and the way it can be. Although many students at present finished elementary and are on their higher learning, not all can easily understand the English subject. Based on the researchers experience, there were those who became frustrated and silent during English classes. It was because of their inability to understand English. However, the researcher finds also that there are such factors that influenced the students which lead them to find English as difficult one. And according to the World Language Articles, there are many factors which have direct and indirect impacts upon the process of learning. They may be internal or external, attitudinal or aptitude concerned or histological, general or specific, environmental or non-environmental, social or non-social, professional or personal. It is up to the interaction of a person to the things around him/her. Because of these, the researcher will conducted a study about the factors affecting students interest in learning English to the students of Alabat Island National High School.

Statement of the Problem This study aimed to determine the factors affecting students interest in learning English in Alabat Island National High School. Specifically, it sought to answer the following questions; 1. Which of the following Factors Affecting Students Interest Learning English in terms of: 1.1 teacher factor; 1.2 home environment factor; 1.3 subject matter factor; and 1.4 personal factor? 2. Is there any significant difference in the perceived responses of the male and female respondents relative to: 2.1 teacher factor; 2.2 home environment factor; 2.3 subject matter factor; and 2.4 personal factor?

Significance of the Study For the students, this will help them to utilize themselves and improve their skills in English subject by knowing those factors. For the parents, this will help them in guiding their children to improve their skills in English.

For the community, this study can be a pattern on the factors affecting students interest in learning English can be overcome by the students. This study may be a great help to the faculty members of the school to know the factors affecting students interest in learning English for them to formulate new teaching styles for the students. The researcher believes that this study may also benefit her in the line with her specialization. As a future educator, she may able to have backgrounds about the problems with regards to English teaching for her future profession. And she may implant possible remedies or measures that may help the students to overcome difficulties. For the future researchers, this may also be beneficial to the succeeding researchers specifically those who specializes English. Through this study they will be aware of the earlier studies regarding factors affecting students interest in learning English.

Scope and Limitation This study focuses on the factors affecting students interest particularly in learning English subject of Alabat Island National High School for the school year 2010-2011. There were eight hundred ninety six (896) Alabat Island National High School Students, thirty two (32) students per section in every year level (16 males and 16 females). The number of respondents was 60% of

the total population which was 1440. The random type of sampling was used in the study.

Hypothesis There is no significant difference in the perception of male and female responses to the Factors affecting students interest in learning English.

Definition of Terms The following terms used in this study are operationally defined for better understanding of the study. Factors refer to the following variables such as teachers, home environment, and subject matter that affect students interest in learning English. Home Environment refers to the physical condition and aspects in learning process which is composed of educational materials, equipments, ventilation and the people around the area. Interest refers to the personal attitude of a learner specifically a feeling of curiosity and willingness to learn English. Random refers to the method of selecting the 60% of the total number of population. Subject Matter refers to an aspect needed in a formalized setting of teaching to secure order of ideas. Teacher refers to one of the variables used in this study. This pertains to moved individual who serves as a facilitator, mediator and the counterpart of the students in the learning process.

Psychological refers to one of the variables in this study. This pertains to those things intended to affect mind or mental processes of a learner.

Respondents refer to the students of Alabat Island National High School enrolled for the school year 2010-2011.

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter introduces literature and studies which are relevant to the study for these gave the researcher a wider perspective in conducting this study and at the same time shed light in the analysis of the concept. Related Literature Middlecamp (2007) said that personal factor affect students interest in learning English. It is because, personal factor is an aspect where in students daily routine, health and hobbies are included and it should be considered to guides students in better learning. Thornes (2004) states that English might well be the most enjoyable of all possible offers a wide-ranging selection of courses from traditional surveys to studies in contemporary writers, film and creative writing. Academically, English courses are particularly well- suited in helping students become better readers, writers, and analytical thinkers. Supyan, Hussin et.al, (2003) pointed out that in spite of the initial opposition from parents, students, teachers and administrators a year ago, finding from the above studies appear to that mother tongue threatening learning environment for students, and feeling that they making progress in English. Students in Chinese medium programs appear to learn more subject matter, enjoy school more, and are improving in English.

Dabalen et, al. (2000) further said that no one can take the tasks of the learner, much as the sympathetic teachers may derive to be helpful. The teacher can stimulate, direct and guide. They can support and provide situations that can encourage pupils growth and development. The individual pupil can find his way surely than anyone can do for him but the teacher also provides direction and guidance. This is the assistance that allows self development. It is generally accepted that internal process experienced by the learners are, those which are the most significant to the accomplishment of many important education goal. Romualdez (2000) suggested that legitimate school fraternities could band together with teachers from various schools and hold free outdoor English classes for street children. To speak and understand the English Language in a world that uses it as its basic communication tool as already step out poverty. Romualdez (2000) stressed that teachers should display more patience and perseverance and should go out of their way to assist children, added by the teachers magazines, teacher are the most important factor in the pupils environment, the absence of teachers make other elements in education futile. It is the teacher who stimulates, guides, leads and directs the pupils to learn. Supyan et. al., (2000) he pointed out from the paper presented at the Millennium MICELT 2000, 3rd Malaysia International Conference for English Language Teaching by University Putra Malaysia, a persistent

problem faced by many English teachers, especially by the non specialist, is the attempt to sustain genuine interest in continuing to learn English Language once the examination are over. Gregorio (1999) stated that the most important determinant in the entire school situation is the teacher. The old saying that the teachers are born and not made has just enough truth in it to make it dangerous. A good teacher is not necessarily one born with a teaching instinct. He has been the product of years of effort. Savage (1999) said that subject matter is very important in the teaching learning process because subject matter involves the topic of their interest as well as their talents and capabilities which sometimes may or may not fit to their interest on the given activity like reading, writing, acting and speaking. Crowell (1998) said that the desire for English remain strong, with many assuming that using English as a medium of instruction will result to higher English competence, considered being very valuable. The Christian Science Monitor reported that students have protested, school councils have threatened lawsuits, and parents have been burning up the telephone lines to complain The teachers magazine (1998) noticed that one of the major causes of the drop of quality of education is the poor and ineffective study habits which could be a stairway to successful achievements of goals in life. Parents need to create an environment for children to feel safe to

reveal their innermost feelings, no matter how disturbing this maybe. Most of our parents find it easy, to find out with our children when they are young. Scwarts (1998) stressed that teachers needs appropriate

professional preparation and a common knowledge on areas that consist the demands of the curricula. The teachers need to acquire

methodological skills to increase effectiveness of oral communication as learners become involved in acquisition skills. Also, teachers need to acquire the preparation of knowledge and academic and oral

communication for the development of thinking skills of the students. Herman C. Gregorio (1998) pointed out that teacher must select and organize the subject matter methods or procedures, stages of education and means of guidance to anticipate the natural growth and development of the inborn tendencies of the learners so that he may progress along desirable lines. Lee (1996) pointed out that a good teacher possess personal appearance, poise, cheerfulness, selfcontrol, cooperativeness,

consideration, alertness and adaptability, dependability and discretion while poor teachers possess a considerable number of negative personal traits. Macbeth (1996) stated that one of the daily routine of most numbers of students today is watching Television (TV) and it has its good side. It can be entertaining and educational, and can open up new worlds

for learners, giving them a chance to travel the globe, learn about different cultures, history and gain exposure to ideas they may never encounter in their own community in their everyday activities and in lessons in school. Cleve (1992) suggested that for parents, they can do their share by beginning a fun reading and writing projects for their children at home. All we need is to be a little creative. It take very little to put up a small library in home were children can have access to good reading materials. The better part of mans education lies primarily in his ability to read, write, understand, communicate and express himself clearly and fully. Because of full learning conditions made worse by the effects of poverty and malnutrition that spawned toward IQs a recent study confirms that out of 100 Filipino school children enrolled annually, only about 66 would complete elementary education and about 42 students would finish high school. Out of the given number of high schoolers, only 14 will get a college diploma because the average fourth year high school students can only master a little less than half of the required subject matter. Carl Koch et. al (1992) states examinations are very essential part of the student life. Many students in fact seem to associate learning with passing exams. The importance of instruction to subjects cannot be gain said. However, perhaps in their eagerness it answer the questions, many students tend to simply gloss over the instructions. Another difficulty that students meet is going to be useless if it does not answer the question asked.

Pace (1990) stress that linking the ESL students to The Mainstream {Level 3}, this unique book was designed to meet the needs of teachers working with intermediate level students in grades 3-12. It provides practical answers, methods and guidelines for teaching Subject Matter in the second language to students who have English Language proficiency. Lasisi (1984) pointed out that as active participants in the ongoing effort to change the course of English education in our schools, we have seen numerous projects, studies and articles about new curriculum and assessment, new teaching and learning forum provides a place for us to reflect on these ideas and effects why have our students understanding of English.

Related Studies Study conducted by Stuart (2004) states that reinforcement is the basis of learning and result in the individual patterns of behavior of personality that makes an individual. Environment is rich in stimuli. Baugh, Albert C. and Tomas Cable (2002) investigated that out of the 3000 or more tongues spoken today; about half dozen predominate, having among their speakers two thirds of the worlds population English, as one of those influential and growing languages, is spoken in areas widely scattered over the globe. Gale (2001) examined that at present, English is the most studied language taught in school, of the Latin America and European countries. In Japan, children begin to study English in the seventh grade, and conducted in English from the fourth grade on. In the traditional, the use of English is widespread in instructional trade, internal scholarship and scientific research. More than a half of the worlds scientific and technical journals, as well as news paper is printed in English According to Gonzales (2001) the competence that is necessary and that have to be acquired in such that the students must be able to read, write understand academic and scientific take and not merely able to talk about everyday home and even local or political events. Because of high interest Gilmore (2001-2002) conducted a pilot study with 20 identified L.D. elementary pupils-she used specific relaxation techniques based on the carnia -sacral motion theory and found that one

can change reversed asymmetry or parietal temporal and occipital labels to bilateral symmetry. When it occurs some of the deficiencies associated with learning disabilities can be alleviated. Unpledged of Michigan State University (2001) conducted research on 302 children and found out there is a positive relationship between elevated crania-sacral motion scores and children whom school authorities said had learning disabilities, behavioral problems, and have poor language coordination, that one factors of low achievement in school. According to Solis and Fresnoza (2000) as mentioned on the study of Gajo, the function of the teacher calls for definite competencies and characteristics. They cited that the teacher should be an excellent personphysically fit and must have functional scholarship. The teacher should also involve himself in the community improvement projects. It was also mentioned that teacher should understand the purposes of school in a democratic way and should live a moral life guided by faith in God and love for fellowmen. Guzman and Varias (1998) pointed that to facilitate the students learning, they must have an encouragement to the students learning, they must have an encouragement that teachers must or should have served and will served as a model in order that students may give more attention in his study. The Philippine Education Sector (1998) stated that System can be used to language for it will served as a guide of a district administrators

of local boards to evaluate progress in specific subject areas to detect learning problems in particular language achievement of the learner. Murphy (1996), and Berry (1998) found out that the individual frustration may include cognitive and behavioral modification of person and not easy to cope with the understanding of the language patterns. Enriquez (1994) attempted to find out the factors that affect the academic performance and personality development of the students that serve as academic behavioral problems to selected fourth year students of Manuel S. Enverga University Foundation, Lucena City. Teacher and parents role, so as the peer petty problems, are considered factors that affect the academic performance. It was also found out that lack of adequate facilities, unavailability of reading materials in the library and rooms that were not properly ventilated affected the school behavior of the students. In Reveros (1993) pointed out that parents need to create an environment for children to feel safe to reveal their innermost feelings, no matter how disturbing this maybe. Most of our parents find it easy, to find out with our children when they are young. Cleve (1992) found out that out of 100 Filipino school children enrolled annually only about 66 would complete elementary education and about 42 students would finish high school. Out of given number of high schoolers, only 14 will get a college diploma because the average fourth

year high school students can only master a little less than half of the required subject matter. Del Fierro (1991) shows that an average of 28.3 % of the students of 255 mostly study habits are the factors. Edao (1991) found out that the environment of the students directly affects the learning ability and the class performance of the respondents regarding their peers and learning atmosphere. Magnaye (1990) stated that the home environment is an aspect where in the students needs to study effectively, this involved the equipments, materials and facilities in their study and for the accomplishment of the task needed in school and because this involves also the relationship and concern of both the parents and students, physically, morally, mentally and spiritually.

CHAPTER III METHODOLOGY This chapter introduces the research design, sources of data, instrumentation, data gathering procedures and statistical treatment.

Research Design The researcher utilized the descriptive method of research. This method describes the nature of situation as it exists at the time of the study and to explore the causes of particular phenomena. The main concern of this study was to know the factors affecting students interest in learning English as perceived by the students of Alabat Island National High School Alabat, Quezon. Questionnaire was the main instrument used.

Sources of Data The respondents of this study were the students of Alabat Island National High School, for the school year 2010-2011. There were sixteen (16) males and sixteen (16) females in every section. They were selected through random sampling 60% of the total number of population.

Instrumentation A. Development of the Research Study In preparation of this research study, those were books, encyclopedia, internet resources and unpublished materials utilize. An adopted questionnaire was the instrument in gathering data. It deals with the factors affecting students interest in learning English. B. Development of the Questionnaire The researcher adapted the questionnaire from the unpublished manuscript of Irene C. Abcede with a title Common Factors Affecting Students Interest in Learning Social Studies of the fourth year high school students of Luis Palad National High School Tayabas, Quezon. It consisted of thirty (30) items checklist type of test. It is composed of three categories: Part I-Teacher, Part II- Home Environment and Part IIISubject Matter. Ten (10) items on Teacher, Ten (10) items on Home Environment, Ten (10) items on Subject Matter. C. Content Validation There are some revisions made to the questionnaire before it was presented to the adviser to be suitable on the topic. Some revisions were on the part of the third category which is the Subject Matter. D. Revision Since the factors are not enough for the study, the panel and adviser suggested to add at least one factor. Personal factor, the fourth category was browsed from the internet particularly on Students speak out

on Collaborative Learning by:

Cathy Middlecamp (2007) from After

www.Wcer.wisc.edu/archive/cl1/ CL/story/ middlecc/TSCME.htm.

the information had been gathered the researcher constructed the personal factor and submitted to the adviser for finalization. E. Final Draft Since no revision was made, the instrument was reproduced and distributed to the respondents.

Data gathering Procedures These are the following procedures applied in the study: A. Before the study conducted; the researcher asked permission to the principal of Alabat Island National High School to conduct a study in relation to the problem. B. The researcher proceeds to the guidance office to have a copy of student names from first year to fourth year, served as a basis on the respondents of the study. C. Before the researcher proceeds to each section she chooses the respondents by means of draw lots. D. The researcher proceeds to the class adviser in every section to ask permission in administering the questionnaire to eight hundred ninety-six selected high school students, 16 males and 16 females per section from first year to fourth year.

E. After asking permission to the class adviser, the researcher distributed the questionnaire to the chosen students, 16 males and 16 females to answer the questionnaire. The respondents were selected through random sampling with a twist of draw lots. F. For the better understanding of the questionnaire, the researcher explained it briefly to the respondents.

Statistical Treatment The responses of the respondents were treated by means of, Weighted Mean (WM). 5n+4n+3n+2n+n WM = N Where: WM = Weighted Mean n = no. of responses N = Total number of respondents Scale descriptions: (5)- A= Always (4)- Us= Usually (1)- N= Never (3) - U= Uncertain (2) - S= Sometimes

Scale Equivalent: Range 4.20-5.00 3.40-4.19 2.60-3.39 1.80-2.59 1.00-1.79 Descriptive Analysis Always Usually Uncertain Sometimes Never

Chi-square is also used to determine if there is a significant difference between the responses of male and female. The formula appeared below: E (O-E) 2 X2 = E Where: X2 = Chi-square O = Observed Frequency E = Expected Frequency

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This portion deals with the presentation, analysis and interpretation of data gathered through the research instrument.

Table 1 Factors Affecting Students Interest in Learning English Male Factors 1. Teacher 2. Home Environment 3. Subject Matter 3.50 4. Personal Average 3.70 Us Us 3.46 3.72 Us Us 3.48 3.71 Us Us WM 4.11 3.60 3.57 D Us Us Us Female WM D 3.92 3.79 3.71 Us Us Us Total WM 4.02 3.70 3.64 D Us Us Us

Table 1 shows the weighted mean on the factors affecting students interest in learning English relative to teacher factor, home environment factor, subject matter factor and personal factor. On the first factor which is teacher factor, the male respondents obtained 4.11 while the female respondents obtained 3.92, with a total of 4.02, which falls under the descriptive analysis usually. Romualdez (2000) stressed that teachers should display more patience and perseverance and should go out of their way to assist children, added by the teachers magazines, teacher are the most

important factor in the pupils environment, the absence of teachers make other elements in education futile. It is the teacher who stimulates, guides, leads and directs the pupils to learn. The second factor home environment, the male respondents obtained 3.60 while the female respondents obtained 3.79 with a total of 3.70, which falls under the descriptive analysis usually. The result also shows that home environment has also an effect on their interest in learning English. Magnaye (1990) stated that the home environment is an aspect where in the students needs to study effectively, this involved the equipments, materials and facilities in their study and for the accomplishment of the task needed in school and because this involves also the relationship and concern of both the parents and students, physically, morally, mentally and spiritually. The third factor which is subject matter factor, the male respondents obtained 3.57 while the female respondents obtained 3.71 with a total of 3.64, which falls under the descriptive analysis usually. Savage (1999) said that subject matter is very important in the teaching learning process because subject matter involves the topic of their interest as well as their talents and capabilities which sometimes may

or may not fit to their interest on the given activity like reading, writing, acting and speaking. The last factor which is personal factor, the male respondents obtained 3.50 while the female respondents obtained 3.72 with a total of 3.48, which falls under the descriptive analysis usually. Middlecamp (2007) said that personal factor affect students interest in learning English. It is because, personal factor is an aspect where in students daily routine, health and hobbies are included and it should be considered to guides students in better learning.

Table 2 Chi-square of the Perception of the Respondents as to Factors Affecting Students Interest in Learning English

Gender

Teacher factor 4.0 4.11 4.03 8.03

Home Environment factor 3.68 3.6 3.71 7.39

Subject Matter factor 3.63 3.57 3.65 7.28

Personal factor 3.47 3.5 3.49 6.96

Chisquare

TV

Ho

Expected Male Expected Female

0.012

0.05=7.815 0.01=11.34 5

accepted

Table 2 shows the perceived responses of male and female on factors affecting students interest in learning English. Chi-square test was applied and it resulted to a chi-square computed value (C.V.) of 0.012 which is lower than tabular value (T.V.) of 7.815 at .05 level of significance. This connotes that there is no significant difference on the perception of male and female on factors affecting students interest in learning English. Therefore, hypothesis which states that there is no significant difference on the perception of male and female is accepted.

CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This

chapter

presents

the

summary,

conclusions

and

recommendations based on the findings of the study.

Summary This study aimed to determine the factors affecting students interest in learning English in Alabat Island National High School. Specifically, it sought to answer the following questions; 1. Which of the following Factors Affecting Students Interest Learning English in terms of: 1.1 teacher factor; 1.2 home environment factor; 1.3 subject matter factor; and 1.4 personal factor? 2. Is there any significant difference in the perceived responses of the male and female respondents relative to: 2.1 teacher factor; 2.2 home environment factor; 2.3 subject matter factor; and 2.4 personal factor? This study adopted the descriptive method of research. The researcher used the checklist questionnaire as the basic instrument in gathering data. The questionnaires were distributed to eight hundred

ninety six (896) students of Alabat Island National High School. The data were tallied, interpreted, analyzed and presented in tables using weighted mean and chi-square formula as the statistical treatments.

Findings After gathering and applying the necessary treatment, the following data were revealed: 1. The perception of factors affecting students interest in learning English of the students are the following: On the teacher factor, the male respondents obtained 4.11 while the female respondents obtained 3.92, with a total of 4.02, which falls under the descriptive analysis usually. On the home environment, the male respondents obtained 3.60 while the female respondents obtained 3.79 with a total of 3.70, which falls under the descriptive analysis usually. The result also shows that home environment has also an effect on their interest in learning English. On the subject matter factor, the male respondents obtained 3.57 while the female respondents obtained 3.71 with a total of 3.64, which falls under the descriptive analysis usually. On the personal factor, the male respondents obtained 3.50 while the female respondents obtained 3.72 with a total of 3.48, which falls under the descriptive analysis usually. 2. There is no significant difference on the perceived responses of male and female on factors affecting students interest in learning English chi-

square test was applied and it resulted to a chi-square computed value (C.V.) of 0.012 which is lower than tabular value (T.V.) of 9.448 at .05 level of significance. This connotes that there is no significant difference on the perception of male and female on factors affecting students interest in learning English. Therefore, hypothesis which states that there is no significant difference on the perception of male and female is accepted.

Conclusions Based on the findings reveled by the study, the following conclusions were drawn: 1. The male and female respondents appreciate teachers personality and that teacher is the most important factor affecting their interest in learning English. 2. Both the male and female respondents have the same level of perception on factors affecting students interest in learning English.

Recommendations 1. Students must be aware of the factors affecting their interest in learning English for it will help them improve their skills in dealing with English subject.

2. Parents may provide equipments, materials and facilities at home that will attend the needs of their children to study effectively and they must continue to encourage and support their children. 3. Teachers must know the factors affecting interest of the students in learning English for them to formulate new teaching styles, upgrade their skills in content and medium of instruction and gain expertise in the teaching learning process. 4. The future researcher who wished to further study the factors affecting students interest in learning English may conduct the same study in other locality.

BIBLIOGRAPHY A. Books Daleon, Sixto. et.al. (1989). Fundamentals of statistics with applications in research, thesis, dissertations, writings and others. National Bookstore Inc. Fraser, C. (1996). The Role of Consulting a Dictionary in Reading and Vocabulary Learning. Lorimar Publishing, Inc. Koch, Carl. Et.al. (1992). Communication Skills for college Students, Mandaluyong Metro Manila. National Bookstore Inc. Schwarts George (1998). The Theory of Motivations. S. Feldman Edition New York: Academic Press Inc. B. Electronic References Asher, James J. (2001). Learning Another Language Through Actions, from http://www.sjsu.edu?deptsenglish/secred.html. Barlett, C.P., Anderson, C.A., & Swing, E.L. (2009). Video game effects confirmed, suspected, and speculative: A review of the evidence. Simulation & Gaming, from http:// www.eschoolnews. com/2009/12/09/can-gaming-change- education/ Brophy, J. "Teacher Praise: A Functional Analysis." Review Of Educational Research, from http://www.wcer.wisc.edu/ archive/ cl1/ CL/ story/ middlecc/TSCME.htm Crowell J. (1998). The Christian Science Monitor, from http://www.nccla.gww.edu/ncbepubs/discover/05hongkong.htm Dreikurs, R. (1982). Maintaining Sanity In The Classroom: Classroom Management Techniques. New York: Harper & Row, from http://www. wcer. wisc. edu/ archive /cl1/CL/ story/ middlecc/TSCME.ht m Jegtvig, S. (2010). Lack Of Sleep's Effects on Learning, Undoes Rejuvenating Effects on the Brain, from http:// www.medicalnewstoday.com/articles/35985.php

Middlecamp, C. (2007). Students Personal Factors Affecting Learning, from http://www.wics.edu/archive/cl1/CL/story/middlecc/TSCME Ogiegbaen, I. (2006). Factors affecting quality of English language teaching and learning in secondary schools in Nigeria, from http://findarticles.com/p/articles/mi_m0FCR/is_3_40/ai_n16726393/ pg_7/ Supyan, Hussin. et.al (2000). MICELT 2000, 3rd Malaysian International Conference for English Langauage Teaching. Kebangsaan University Malaysia, from Supyan@pkrise.cc.ukm.my.html C. Unpublished Researches Abcede, Irene C. (1991). Factors Affecting Students Interest in Learning Social Studies as perceived by the fourth year students of Luis Palad National High School. Tayabas, Quezon. Enriquez, John C. (1994). Factors that affect the academic performance and personality development of the students that serves as academic behavioral problems to selected fourth year students of Manuel S. Enverga University Foundation. Lucena, City.

APPENDICES

APPENDIX A Letter of Request for Data Gathering Republic of the Philippines SOUTHERN LUZON STATE UNIVERSITY ALABAT CAMPUS Alabat, Quezon March 02, 2011 DR. FELIZA B. QUEVADA Principal III Alabat Island National High School Alabat, Quezon Madame: Greetings of Peace! I am Kris Gagua Rodriguez, a fourth year irregular student taking up Bachelor of Secondary Education Major in English of Southern Luzon State University, presently working on my undergraduate research paper entitled FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH. In line with this, may I request permission from your good office to allow me to conduct my study by distributing questionnaire to the selected high school students of Alabat Island National High School, Alabat, Quezon. Your valued consideration regarding this matter will be highly appreciated. Very truly yours, (SGD)KRIS G.RODRIGUEZ Researcher Noted: (SGD)DOREEN ROSE M. CAPARROS, MAT-AL Adviser, Research Paper Writing Approved: (SGD)FELIZA B. QUEVADA, Ed.D. Principal III

APPENDIX B Letter of Request of the List of Names Republic of the Philippines SOUTHERN LUZON STATE UNIVERSITY ALABAT CAMPUS Alabat, Quezon March 02, 2011 MRS. LUZ C. GARCIA Guidance Counselor III Alabat Island National High School Alabat, Quezon Madame: Greetings of Peace! I am Kris Gagua Rodriguez, a fourth year irregular student taking up Bachelor of Secondary Education Major in English of Southern Luzon State University, presently working on my undergraduate research paper entitled FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH. In line with this, may I humbly request to have a list of names of Alabat Island National High School students enrolled for the school year 2010-2011. The purpose of this, is to serve as a basis on the respondents of the study. Your valued consideration regarding this matter will be highly appreciated. Very truly yours,
(SGD)KRIS G.RODRIGUEZ Researcher

Noted:
(SGD)DOREEN ROSE M. CAPARROS, MAT-AL Adviser, Research Paper Writing

APPENDIX C Letter to the Advisers Republic of the Philippines SOUTHERN LUZON STATE UNIVERSITY ALABAT CAMPUS Alabat, Quezon March 02, 2011 MRS. ROWEN M. URSOLINO I-SSC Adviser Alabat Island National High School Alabat, Quezon Dear Maam: Greetings of Peace! I am Kris Gagua Rodriguez, a fourth year irregular student taking up Bachelor of Secondary Education Major in English of Southern Luzon State University, presently working on my undergraduate research paper entitled FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH. In line with this, may I request permission from you to allow me to conduct my study by distributing questionnaire to the selected students of this section. Your valued consideration regarding this matter will be highly appreciated. Very truly yours,
(SGD)KRIS G.RODRIGUEZ Researcher

Noted:
(SGD) DOREEN ROSE M. CAPARROS, MAT-AL Adviser, Research Paper Writing

APPENDIX D Letter to the Respondents Republic of the Philippines SOUTHERN LUZON STATE UNIVERSITY ALABAT CAMPUS Alabat, Quezon March 02, 2011 Dear students: Greetings of Peace! I am Kris Gagua Rodriguez, a fourth year irregular student taking up Bachelor of Secondary Education Major in English of Southern Luzon State University, presently working on my undergraduate research paper entitled FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH. With the permission of your principal and class advisers, I humbly request you to spare me your time to answer this test. Rest assured that all your responses will be confidential in nature. Very truly yours, (SGD)KRIS G.RODRIGUEZ Researcher

APPENDIX E QUESTIONNAIRE Name:______________ Gender:_______________ Yr&Sec:____________ Date:_________________ Direction: The instrument below indicates your perception on the interest of learning English. Indicate your answer by placing a check (/) mark on the column that corresponds to your answer to the following legend. Legend: (5)- A= Always (3) - U= Uncertain (4)- Us= Usually (2) - S= Sometimes (1)- N= Never A (5) Us (4) U (3) S (2) N (1)

I. Teacher 1. Our teacher employs different teaching techniques in every topic we discuss that helps me learn English easily. 2. Our teacher comes to school regularly thats why all activities in English done. 3. Our teacher speaks English fluently and has a good sense of humor that makes the English subject interesting. 4. Our teacher is approachable & entertains questions in our class discussions thats why I force myself to understand the topics in English. 5. Our English teacher asks opinions and let the students express their own idea. 6. Our teacher gives reasonable numbers of projects in English thats why Im on time doing & submitting them. 7. Our teacher speaks in a well-modulated voice that encourages me to listen attentively in our lesson in English. 8. Our teacher explains clearly the instruction in our quizzes and examinations thats why I get high grades in English. 9. Our teacher encourages slow learners to participate in the learning activities in English. 10. Our teacher stimulates our interest toward the English subjects thats why Im encouraged to do things regarding English.

II. Home Environment 1. My parents encourage me to study my subject thats why I have good grades in English. 2. My classmates and friends rarely come to our house and ask me to play with them thats why I have enough time to study my lesson in English. 3. We have educational facilities like television, radio, computer, reading materials and other reference materials in studying the subject. 4. My parents give me enough time to study at home thats why Im encouraged to study English subject. 5. We have proper lights and ventilation at home that helps me to study comfortably. III. can ask at home if ever I do not 6. There is somebody I Subject Matter IV. Personal Factor understand some English instructions.

A (5)

Us (4)

U (3)

S (2)

N (1)

A Us U S N (2) N (1) A (5)Us(4) U (3) S (5) (4) (3) (2) (1) 1. I consider English as an easy subject, because I like writing, 7. My brothers/sisters guide me in answering my 1. reading and speaking. sleep every day. I always have enough assignments thats why I encouraged studying English. 2. I Ilike Englishcan support makes me healthy and strong. to 2. eat nutritious food if the topic being studying is easy 8. My parents subjectthat my needs in discussed English understand. my projects, activities and assignments. like in making 3. always read my notes in my English English, 3. I Ihave perseverance at home thatstudysubject. especially in 9. I have a study room in myself to makes me comfortable writing activities like composition, story and poem writing. in studying my lesson. 4. I always encountered warm treatment from my teacher English that makes me interested to study my 4. I inam afford to buyin studying other materials for English 10. I can interested books and English because I usually English lesson. receive good grades. industrious in studying my lesson in and these makes me English. 5. watch television daily like: educational in English all 5. I I am motivated with the subject matterprograms about the English that makes me more knowledgeable. time. 6. memorize some dialogs, declamation piece and 6. I I study my English subject always, even I dont want the sayings that make my speech ability improve. topic. 7. I consult the dictionary and poems do of my interest 7. Acting, reading stories especially if I are not understand in the meaning and studying English. pronunciation of a word. 8. always used type of person thats communication 8. I I am confident English as a medium of why I like English in school in in at home. especially or our speaking activities. . 9. 9. I Iatalwaysinplay spelling quiz thats otherI can participate in ease speaking English and why games about English that makes me competent. the classroom discussion. 10. always receive positive feedback when I motivated 10. I Ilike watching plays and drama thats why I am get clear to answer that study English. strengthens my interest in learning my English lesson.

Present Address: Rizal Street Bgy. 4 Alabat, Quezon 4333 E-mail address: krish_rodriguez@yahoo.com Contact Number: 09168560323

PERSONAL DATA: Date of Birth Sex Civil Status Religion Language Spoken

: : : : :

September 29, 1990 Female Single Roman Catholic Filipino and English

EDUCATIONAL BACKGROUND Primary Secondary Tertiary Degree : : : : Alabat Central Elementary School Alabat, Quezon Alabat Island National High School Southern Luzon State University Bachelor of Secondary Education Major in English

POSITION HELD Councilor Treasurer : : Student Council 2007-2008 Literature and Language Club (LILAC) 2010-2011

CHARACTER REFERENCES: Prof. Jimson F. Oliveros: Campus Director (SLSU) Prof. Maria Leoncia P. Oliveros: Ms. Doreen Rose Caparros: Guidance Counselor (SLSU)

CIRCULATION COPY

The research paper hereto, entitled FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH prepared and submitted by Kris G. Rodriguez, in partial fulfillment of the course requirements for the degree Bachelor of Secondary Education Major in English, is hereby recommended for the preparation of final manuscript.

DOREEN ROSE M. CAPARROS, MAT-AL Research Adviser

MARIA LEONCIA P. OLIVEROS, MAIE Member, Guidance Committee

JOBERT G. LOMBOY, MAT Member, Guidance Committee

PROF. WILLY A. MANAOG Chair, Guidance Committee