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Published by: Aileen Castro on Feb 07, 2011
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2003 – 2004


MISAMIS ORIENTAL S.D. Dael. EL SALVADOR. Dr. Adviser _________________________________________________________________________ _________ ACKNOWLEDGEMENT .Y. 2003 – 2004”.This thesis entitled “PERFORMANCE LEVEL OF GRADE – V PUPILS IN ENGLISH SUBJECT TO ACADEMIC ACHIEVEMENT OF SAMBULAWAN ELEMENTARY SCHOOL. Castro in partial fulfillment of the requirements for Education 203 – Methods of Research. prepared by Aileen B. Erlinda G. has been examined and recommended for acceptance and approval for oral examination . Ph.

I. Dael for giving me instructions on how to make this thesis be realized. would like to thank God for giving me the strngth and knowledge to finish this research. Erlinda G. DEDICATION . encourages me to continue and to my professor Dr. to my husband who heartedly supported me.




Let’s say by saying good. academic performance suffices with contenment and satisfaction when classroom are capable of exacting compliments towards the learners. thus. For the good answers they have because this contention. very well and etc. This statement is synonymous with the contention of Kelly (2000) that performance solidifies the process of learning. Likewise. that is. Indeed Maslow (2001) advocated that that academic endeavor in association with the level performance accounted so much on how individuals sustain the “ we “ of development. . O’Haon (2001) purported that academic performance is vis – a – vis with individuals character. performance somehow is equal to pupils academic achievement in all of his academic classes.steem. Consequently. how optimistic he is the more likely he will assimilate to change for the better of his actuation leading to follow directions and advise given by teachers. implies greater impact to the learner’s status of self. Kelly (2000) mentioned that this endeavor is vested in the learners interest based on the teachers motivation as to his classroom management is concerned. Johnson ( 1999) recanted that performance is an individual’s pursuit for academic excellence. though simple yet.Chapter 1 THE PROBLEM Introduction Academic performance among individual hails and started from his growth and development. Moreover.

) Is there a significant difference in the performance level of Elemntary grade pupils in English when measured according to: 2.2. As such. this study will seek to find answer on the following: 1.4. Paragraph meaning 2. academic performance among the learners is augmented by the teachers that this be printed in his lesson plans. . interest could mean that Zealand motivation is cause upon by both himself and the teacher. Study Habit 2. Sentence meaning 2. Specifically.1.3. that teaching is service catering to young one’s who are innocent.1.Basically.3. Vocabulary 2. Flores ( 2001 Statement of the Problem This study is endeavored to investigate the performnace level of Elemntary school pupils in English.2. Sex a. Literal comprehension Conceptual Framework This study is anchored of Newell ( 1999) contending that academic performance is dependent upon the learners interest on the subject he has taken.) What is the profile of the elementary school pupils in Sambulawan Elementary School in terms of: A. Socio – Economic Status a. Pupils Factors a.

However. Low Reading Parent – Related Factors 1. On the other hand it is also related to the learners age and sex. Ramirez mentioned that learners learning pathways is related to parental education. Educational Attainment 3. occupation and income. Availability of School. Several studies conducted disclosed that learners academic performance is also influence by teachers’ age. School climate 3. Teaching experience Performan ce Pupil – Related Factors 1. Demographic Teacher – Related Factors 1. Facilities 2. Teaching strategy 2.Related Factors 1.economic status A schematic Diagram of the Conceptual Framework . sex. Peace & Order 3.Similarly as study conducted by Ramirez (2001) advocated that learning is congruent to learners study habits. Management 4. Level of interest Community Environment Related Factors 1. and length of teaching experience. Socio. Socio – Economic 2. Facilities 2. Study habit 2.

It will also assist the teachers to look for a teaching technique and strategies in order to enhance pupils learning in English.This is the knowledge attained or skills developed in school subjects. For the school and administrators this study will help them formulate plans on th innovative way of teaching in English. With this dream for quality graduates will no longer be an elusive dream. . Academic Achievement . Performance Level – This refers to the level of the students in the academic achievements test in English and other subject. As such remedial teaching and clinical reading will be introduced for the department of Education personnel this study will give them insight in what technique and strategies do they introduced to the field in order that oru Elementary grade. For the parents. Certain factors such as pupils factors and teacher factors are to be considered in achieving a good performance towards academic. Definition of Terms Several important terms which are employed in the course of the study given here their specific terms/ meanings.five pupils will be equipped with English proficiency as they enter high school studis. usually designated by tests or by marks assigned by teachers. this study will encourage them to have a constant follow-up with their children especially in their study habits.Hypothesis 1. Significance of the Study This study will provide the teacher the knowledge about the English performance of the grade-five pupils in Luyong Bonbon Elementary School.

and total monthly income of all members of the family earned from different sources. Age – This refers to the highest grade level attainment completed by the head of the family at time of study. educational attainment. Occupation – This pertains to the usual job done by the head of the family.Socio. distribution of time and social responsibility in study.economic Status – This has reference to the parents occupation. and general habits of work. . Study Habits – This pertains to the practice of the students as regards to reading and note-taking. concentration.

Related Literature in Foreign setting Sound study skills involve adjusting practices to ( 1) availability of the materials.developed note taking. Bragstad and Stumpf ( 1988) describe good students as well organized. and writing skills. and appraise their own progress and wether their study methods are working ( Bransford.Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a review of related literature and studies conducted here and abroad that the researchers found to have direct bearing on the present investigation. 1987). and have heightened awareness of what is entailed in their assignments. 1980). listening. and have well. Good students (1 ) space learning and review sessions on an assignment over time and rarely cram or study the same topic continuously. retain what they studied. reading. and use their time well. and (5) standrds to be met ( Weinert and Klurve. ( 2) Identify the main idea in new information and connect new content to what they already know. . (4) purpose and the importance of the subject . He stressed further that there must be a concern with the often unexpected nature of the understanding held by the pupils about English – related phenomena particularly after being in classa when teachers taught about the English phenomena. The fostering of pupils understanding of English is a difficult task for teachers at all levels of education( Gunstone. 1998). and use their time well. They read with understanding. (3) what is already known about the subject. (2) time available for studying. and have heightened awareness of what organized.

Maintaining learners involvement in lessons 2. flexible and corrective processes and some praises when used in classroom drew pupils to attain high performance levels in reading. Harris.Many investigations have attempted to relate teacher performance dimension. Promoting interpersonal relationship Further. 1975). However. 1971) nor criticism negatively related to achievements ( Flanders. Levin et al ( 1981) pointed out thes parameters were highly correlated to following factors: 1. 1970). 1968 and Wright. Giving clear direction and explanation 3. a study of the effects of teacher. Attending to routine tasks 4. 1976. Findings have shown that frequent praises are not related to students’ achievement ( Rosenshire. Providing feedbacks to the learners about their behavior 5.initiated personal interaction on the achievement of students revealed the importance of effective teacher variable on the student learning at higher levels. . teacher attitude and other situation variables such as time of the day and subject areas to pupil classroom engagement. 1982). Other studies looked into the teachers’ use of praise and criticism to determine wether these variables have any effect on students’ learning in English. Another research output correlated the achievement test scores of pupils in English to the educational and other training of the teacher and stressed that pupils taught by teachers who were majors in English have highest achievement test scores in the subject (Hughes. It was found out that pupils of a teacher who displayed flexible divergent or creative behavior is better than those teachers did not provide such modeling teaching ( Alexander and Elson.

Moreover. accepting the reality of generation gap. 1987). and novice teachers and between more and less effective teachers. emotional. 1984). 1963). learning is hindered ( Lupdag. This seems to support more or less the linear relationship between experience and effective teaching ( Lupdag. Chronological age effects the social. Expert teachers are critical teachers ( Anderson et al. and using their own pupils’ responses to guide their instructional decisions ( Sabers et al. and psycological state of the teacher and could affect his relationship with the students. ( 1990). A teacher may choose materials which are remote if not consistent with the learner’s experiences. every teacher brings to the classroom his teaching experiences which could possibly or adversely affect instruction. consequently. many studies have looked at the difference between expert. 1991 and Schulman. cannot achieve high performance for her students alone in a class without the support of the parents ( Regane. The teacher. no matter how educationally qualifies she is. Observations show that teachers who have teaching experiences get promoted more than the neophyte employees or those with fewer teaching years to back them up. There’s an old saying to the effect that there are teachers with twenty years of experience and these teachers with one year experience 20 times. reading and attending conferences to learn new ideas. Local Studies At all school levels. without generally. Teachers are constantly upgrading and examining their own teaching practices. a big gap in teacher – learner age could be a handicap. 1995 and Floden and Klinzing. conflicts could arise between teacher and learner resulting from divergences in values as functions of age. Regardless of its effects.1984). Moreover he pointed out that: .

The teacher. request the parents from time to time to follow.up at home what thay have done in school such as by occasionally investigating the student’s progress and giving him the necessary guidance. . the teacher may have compilation of these data for each of her changes but no matter how she tries to deal with them. let alone a more compact idea of the personal capabilities. Based on teaching principles.The parents have more precise. In school. interest and weaknesses of hteir own children. therfore. she will find herself lost in the myriad of school tasks and activities confronting her.

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