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Table Of Contents

Theoretical Framework
Conceptual Framework
INPUT PROCESS OUTPUT
A. Personal
Variables
B. Grammar Test
Statement of the Problem
Hypotheses
Scope and Limitations of the Study
Significance of the Study
Definition of Terms
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature
Local Literature
Foreign Studies
Local Studies
Synthesis and Relevance of the Reviewed Literature and Studies
Chapter 3
RESEARCH METHODOLOGY
Research Method Used
Population, Sample Size and Sampling Technique
Description of the Respondents
Research Instrument
Grade Percentage Equivalent
5-Point Likert Scale (Level of Proficiency)
Range Verbal Interpretation
Data-Gathering Procedure
Statistical Treatment of Data
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
1. Respondents¶ Profile
Course Section Frequency %
Course
section
PUBLIC PRIVATE
Frequency % Frequency %
2. Respondents¶ Level of Performance in Terms of Asking Questions,
3. Respondents¶ Level of Performance in Each Grammar Skills Grouped
According to Variables
3.1 Gender
Grammar
MALE FEMALE
3.2 Course, Year and Section
Course, Year &
Section
Course,
Year &
Section
S Interpretation
3.3 Type of High School Attended
4. Significant Difference in Respondents¶ Performance Ratings on Each
Asking Questions
F-test P value Result Decision
Responding to Questions
Combining Sentences
Expanding Sentences
5. Significant Difference in the Respondents¶ Performance Ratings in
Different Grammar Skills when Grouped According to Variables
Value Result Decision
F-Test P Value Result Decision
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings
1.1 Gender
1.2 Course, Year and Section
1.3 Type of High School Attended
Grammatical Skills
2.1 Asking Questions
2.2 Responding to Questions
2.3 Combining Sentences
2.4 Expanding Sentences
3. Respondents¶ Level of Performance in Each Grammar Skills
Grouped According to Variables
3.1 Asking Questions
3.1.1 Gender
3.1.2 Course, Year and Section
3.1.3 Type of High School Attended
3.2 Responding to Questions
3.2.1 Gender
3.2.2 Course, Year and Section
1.2.3 Type of High School Attended
3.3.1 Gender
3.3.2 Course, Year and Section
3.3.3 Type of High School Attended
3.4.1 Gender
3.4.2 Course, Year and Section
3.4.3 Type of High School Attended
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
4.1.2 Sections
4.1.3 Type of High School Attended
4.2 Responding to Questions
4.2.1 Gender
4.2.2 Sections
4.2.3 Type of High School Attended
4.3 Combining Sentences
4.3.1 Gender
4.3.2 Section
4.3.3 Type of High School Attended
4.4 Expanding Sentences
4.4.1 Gender
4.4.2 Section
4.4.3 Type of High School Attended
5. Significant Difference among the Respondents¶ Performance Ratings
in terms of the above mentioned Grammar Skills when Grouped
Attended
5.3 Type of High School Attended
Conclusions
Recommendations
WORKS CITED
Books
Journals
Unpublished Materials
Magazines/Newspapers
Web Publications
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Published by Aimzyl Operio Tria

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Published by: Aimzyl Operio Tria on Feb 26, 2012
Copyright:Attribution Non-commercial

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