1

CHAPTER I

THE PROBLEM AND ITS SETTING

INTRODUCTION

Background of the Study

The English language, which is the closest thing to a lingua franca around the world, is another

means for everyone to join the stream of world culture. This is where English proficiency becomes

vital in today’s world and country. English proficiency is the ability to speak, read, and/or write in

English.

Proficiency in the use of English language has been the urgent need nowadays. Thus, besides

being the medium of instruction, the English language courses are required in all curricula. Such

requirement is anchored on the belief that the general well-being and welfare of the students

should be the center of development while they are still in high school. Since language is the means

of achieving life’s goals and aspirations, the lack of it is believed to inhibit a person from fully

participating in the society or accessing to privileges, status and other opportunities (Felipe, 1987).

In Philippine education system, high school students ages ranging from 12 to 17 are expected

to have already basic knowledge of English and the four communication skills which will enable

them to function satisfactorily in certain English communication situations. The basic goal of high

school English is to enhance the students‘ knowledge and skills so they can function effectively in

any situation which requires the use of English particularly in a classroom setting that challenges

their academic performance. They need to be able to think independently, critically, and creatively.
 2

Hence, they should be given opportunities to enhance higher order thinking skills like analysis and

evaluation (Proficiency in English 1, 2010).

For the Philippines to effectively participate in this rapidly progressing international community,

and partake of its benefits, efforts should be geared towards popularizing the use of English by

enjoining all teachers, including those teaching in the different subjects to persist in being the

role-model of correctness, clearness, fluency and with proficiency in the use of the English language.

Teachers and students must work together to improve and use English in and out of the school. The

students must realize the need for developing the fundamental skills involved in the language.

Learning the language and attaining proficiency in communication is not only fundamental or basic

skill in the English subject but also with the other subjects in which English is the medium of

instruction (Comandao, 2000).

In the secondary English curriculum, it aims to address the communication needs of Filipino

students for English, which is emerging as the international lingua franca. These communication

needs are interpersonal, informative and aesthetics. In consonance with the government’s thrusts

and globalization, this English curriculum adopts a communicative-interactive-collaborative

approach to learning as well as reflection and introspection with the aim in view of developing

autonomous language learners aware of and able to cope with global trends.

According to British-Study, English is the most commonly spoken language by around 400

million people in the world. One out of five people can speak or at least understand English. Aside

from being the medium of instruction in the Philippines, learning the English language also provides

the Filipino people with all the advantages that champions of English say- it does access to the vast

fund of culture expressed in it, mobility in various spheres of the international scene, especially
 3

those dominated by the English-speaking people, participation in a quality of modern life of which

some features may be assimilated by us with great advantage.

Improving the proficiency in English language is something that somebody could work on the

entire of his or her life. The best way to improve the person’s proficiency is to make sure the

foundation and understanding in all grammar concepts is more or less secure and then to work on

using the language as much as possible. The more proficient someone’s English is, the more doors

that can open for his or her career and life.

While it is possible to increase proficiency in English through other means, taking formal classes

can accelerate learning. Classes can help increase motivation and keep the student on a normal

schedule of study which is important for learning any language.

These realities will be faced by students later on specially after college graduation. Therefore,

preparation to become ready and independent in facing the world of competition is needed.

Unfortunately, apart from the lack of job opportunities in the country, what is more

disheartening is that most graduates do not qualify. They do not possess the qualification and

proficiency to meet the standards of employment (www.philstar.com/article, 2009).

The quality of education in the country is, to say the least, lower than it had been during the

days before the fast tracking of communication media, the very same tools that have made

education a breeze and a boom (Dela Rosa, 2016).

A college graduate is expected to have learned the skills. But employers nowadays end up

going back to teaching the ABC’s of communication because these were not ingrained to students

early on. It was also a worthy observation of the researcher that some of the students have poor
 4

speaking skills in English which coupled with their inability to manipulate sentence structures and

complicate their writing difficulties. She often hears complains among the teachers regarding the

students ‘difficulties in speaking the English language. Who are to be blamed? We always blame

teachers in this failure especially those in the field of language and communication. English has

been a critical barometer to gauge a degree of success among students.

This fact causes a significant decline in English proficiency in the Philippines particularly in

Bantayan National High School. Even students in Grade Ten are still predicament of teachers. Hence,

this study was conceived to look for possible factors associated with the performance of Grade Ten

students in Bantayan National High School.

Review of Related Literature and Studies

English is the language of Science, Aviation, Computers, Diplomacy, and Tourism. English is also

the language of the Media Industry and of the Internet. If learners speak and understand English,

translations and subtitles will no longer be needed to enjoy books, songs, films, and television

shows. Alienation to the language of businesses and trade will eventually diminish. Moreover,

learners’ exposure to English increases chances of getting a good job in multinational companies

within the country or even abroad. English is not only useful – it gives satisfaction. This implies

therefore, that students are expected to be proficient in English.

One of the factors that affects student’s proficiency in English is the general intelligence, also

known as g factor. This refers to the existence of a broad mental capacity that influences

performance on cognitive ability measures. Charles Spearman first described the existence of

general intelligence in 1904. He developed a statistical technique known as factor analysis. Factor
 5

analysis allows researchers to a number of different test items that can measure common abilities.

For example, researchers might find that people who score well on questions that measure

vocabulary also perform better on questions related to reading comprehension. Spearman believed

that general intelligence represented an intelligence factor underlying specific mental abilities. All

tasks on intelligence tests, whether they are related to verbal or mathematical abilities, were

influenced by this underlying g-factor.

According to Spearman, this g factor was responsible for overall performance on mental ability

tests. He noted that while people certainly could and often did excel in certain areas, people who

did well in one area tended also to do well in other areas. For example, a person who does well on

a verbal test would probably also do well on other tests. Those who hold this view believe

that intelligence can be measured and expressed by a single number, such as an IQ score. The idea

is that this underlying general intelligence influences performance on all cognitive tasks (Cherry,

2018).

Student’s age and gender also greatly affect their proficiency in English language. Many studies

have investigated the development of intelligence. Psychometric theorists have sought to

understand how intelligence develops in terms of changes in the factors of intelligence over time,

and changes in the amounts of certain abilities children have. For example, “mental age” was a

popular concept during the first half of the twentieth century. Mental age represented the average

child’s level of mental functioning for that given age. An average 10-year-old would have a mental

age of 10, but an above-average 10-year-old might have a mental age of 11 or 12. the concept of

mental age is now rarely used, since it does not hold accurate beyond age 16. The mental test

performance of most people over age 16 is fairly consistent, and therefore mental ages such as 24

and 25 cannot be distinguished between. Many psychologists also believe that intellectual
 6

development does not follow a smooth curve, like mental age implies. Development seems to come

in intermittent burst, differing from person to person.

Research and theories in the past gave strong and convincing arguments against the theory

that the student learns his language by repeating or memorizing the sound and word utterances

which he hears around him. For these groups of theories, the student learns his language by using it

to communicate; that is, when using a language as a medium to express his thoughts and feelings in

interaction with others (Manuta, 1981).

In the light of this development and with the lots of scientific reports published eventually, our

understanding of how children learn a language is mushrooming. As these works accumulate, it

becomes increasingly clear that to comprehend, students must construct their meanings. This

emanates from the constructive theory of language learning advanced by Rosenblutt (1978), Smith

(1979) and Anderson and Pearson (1984) and Rumelhart (1980).

The teaching and learning process involves two active participants in the classroom - the

teacher and the learner, and that language learning does not fall entirely on the teacher. The

students must also assume more responsibility for the learning process (Quist, 2000). For example,

Vuzo (2010) reported “It is through interactions with each other that teachers and students work

together to create intellectual and practical activities that shape both the form and the content of

the target subject. However, such situation is not commonly found in secondary schools in all

subjects due to the fact that lecture method dominates the teaching and learning process which

leads to passive learning” (p.18). Once Cummings (2002) as quoted in Wang et al. (1994) said:

“when I hear, I forget. When I see, I remember and when I do, I learn” (p. 111). Cummings noted

that learning in which students are interactive produces far more effective participation in a class.
 7

Meaning that effectiveness of language learning and teaching in the classrooms will depend upon

the educational repertoire teachers have. This idea concurs with Quist (2000) in that successful

teaching and quality of pupil learning is closely related to the teacher’s knowledge and

understanding of the subject. Furthermore, the English teacher is a figure in the language course.

Literature indicates clearly that it is the teacher who sets the tone for learning activities (Allen &

Valette, 1997; Quist, 2000). Since to teach is to communicate, English teacher must have maximum

communicative competence. Also, a teacher must be knowledgeable in the language itself so that

he/she can make useful decision regarding what should be taught to whom, and how the teaching

should be done. Researches demonstrate clearly that among the factors that lead to students’ poor

performance are qualities of teachers (Harmer, 2003; Mosha, 2004). Moreover, empirical studies

showed that if early years at the school fail to provide the right foundation for learning, then no

amount of special provision at later stages will be able to achieve the full potential of the child in

terms of how his learning will proceed, and how beneficial his attitudes are towards his future life

and learning (Quist, 2000).

Smith (1946) also theorized that the effectiveness of instruction in Oral English depends upon

the teacher, the textbook he used and his teaching strategies.

Teaching materials are very important in the whole process of teaching and learning to any

subject. They make learning more pleasant to the students because they offer a reality of

experience, which stimulates self-activity and imagination on the part of the students. They also

supply concrete basis for conceptual thinking and hence, reduce meaningless word responses from

students (Nyamubi, 2003). For instance, Kapoli (2001) noted that authentic materials enable the

students to explore the language used in day-to-day life and which is tailored to their needs and
 8

interests. UNESCO (2000) reported that the provision of teaching and learning materials especially

books is an effective way of improving results. However, the World Education Report (1998) reveals

out that in many countries, conditions are difficult, whether they relate to the physical states of

schools and the availability of teaching and learning materials, class sizes, or the changing

characteristics of the student population.

Attitudes of Language Learning Attitudes refer to the sets of beliefs that the learner holds

towards members of the target group and also towards his own culture (Brown, 2000). Language

attitude is an important concept because it plays a key role in language learning. For example,

researchers conducted by Gardner (2001, 2002) about attitudes and motivation showed correlation

with linguistic performance of learners, emphasizing the role of attitudes and motivation as

determinant factors in language learning. It is also generally agreed among researches that positive

attitudes facilitate the learning process, though attitude does not determine the behavior (Khanna

& Agnihotri, 1994). In education, attitudes are considered both as input and output. Attitudes have

a positive correlation with success in learning the second language because they facilitate learners’

motivation to learn the language (Gardner &Trembly, 1994). They added that individual attitudes

towards the language that they learn meet important needs as they satisfy certain functions such as

achieving high grades in language examination.

Motivation and Language Learning. Motivation is the most used concept for explaining failure

or success of a learner. Also, motivation has been regarded as one of the main factors that

influence the speed and amount of success of foreign language learners (Gardner, 2006). For

instance, Gardner (2006) reported “Students with higher levels of motivation will do better than

students with lower levels” (p. 241). He further added that “If one is motivated, he/she has reasons
 9

(motives) for engaging in the relevant activities” (p. 243). In another development, Elliot, Kratochil,

and Cook (2000) see motivation as an internal state that arouses to action, pushes us in particular

directions, and keeps us engaged in certain activities. They added that learning and motivation are

equally essential for performance and they enable us to acquire new knowledge and skills.

Furthermore, motivation provides the impetus for showing what we have learned, and that more

motivated people achieve higher levels but Harmer (2004) cautioned that motivation that brings

students to task of learning English could be affected and influenced by the attitudes of a number

of people. In teaching, motivation is one of the factors that influence success or failure in learning a

language, particularly a second language or foreign language (Gardner, 2006). In the same Petty

(1998) argued that if students do not want to learn, their learning efficiency will be slow such that

they may learn virtually nothing, and if you know how to motivate students, you can highly increase

their learning. Apart from motivation and attitudes, researches show clearly that home

environment has a part to play in students’ poor performance in schools (Suleiman, 1999; Mapuri,

1999).

Theoretical / Conceptual Framework

Conceptual framework in this study is based on Bloom’s (1982) model of evaluation because of

its suitability in the process of language learning and teaching. It was useful in examining the

interdependence of variables, teaching and learning process to students’ performance in English

language subject. The model consists of three items: Predictor variables, Mediating variables and

Performance. According to Bloom (1982) predictor variables and mediating variables influence

greatly students’ performance. Figure 1 summarizes the idea contained in the model that if the

predictor variables and mediating variables were of high quality, then teaching and learning process
 10

would produce good performance in language comprehension, production and attitudes towards

English.

PREDICTOR MEDIATING PERFORMANCE

VARIABLES
VARIABLES

Age

Gender  Language
Comprehen
Teaching and
sion
Learning Materials
Students’ attitudes  First
Teacher ‘s Grading
Effectiveness in Methods of Teaching Grades
Teaching

Figure 1. A Model for Explaining Students’ Performance in English Language Learning.

The model examines the relationship between variables, teaching and learning process with

performance in English language. It was anticipated that if there were enough and well qualified

teachers to teach English language subject, availability of teaching and learning materials, they

would contribute to students’ high performance in the subject. It was also hoped that students

would perform better if they were motivated to learn the language because their motivation would

determine their success. Additionally, if teachers were motivated to teach the language, students

would perform better because teachers were the ones who determine students’ success. The study

also assumed that if the school environment especially classrooms and home environment were

conducive to students’ learning they would contribute to high performance not only in English

subject but also in other subjects taught in English, hence, high school achievement. Furthermore, it
 11

was expected that students’ attitudes toward the language they learn could predict their academic

performance. Also, students’ frequent use of the language inside and outside classrooms would

influence the level of performance in the language they learn. On top of that, it was expected that if

English language teachers could manage to organize content, learning objectives, and apply recent

methods of teaching and learning English, students would perform highly in the subject at the end

of the course. Performance in language refers to level of mastery in terms of comprehension,

production and attitudes toward the subject. On one hand, it was anticipated that when predictor

variables and mediating variables were favorable then, the level of performance would be high; on

the other hand, when they were of low quality then, performance would suffer.

The Research Problem / Statement of the Problem

The study aimed to determine the factors associated with the performance of the Grade 10

students in English language in Bantayan National High School, Ticad, Bantayan, Cebu with the end

view of using the findings of the study as the bases for proposed activities in English. It endeavored

to answer the following specific problems.

1. What is the profile of the secondary students in their:

1.1 Age

1.2 Gender

1.3 Attitudes towards English Language

1.4 Performance in the English Language

2. What is the extent of effectiveness of the teachers teaching the English Language?

3. What learning materials and motivational techniques were used by the teachers?
 12

4. Is there a significant relationship between the performance in English language and?

3.1 Age

3.2 Gender

3.3 Extent of effectiveness of teachers teaching the English Language

3.4 Learning materials and motivational techniques used?

4. What English Learning Module can be proposed based on the findings?

Hypothesis

There is no significant relationship between the Performance of Grade 10 students in

English as:

1. Age

2. Gender

3. Extent of effectiveness of teachers teaching English

4. Learning materials and motivational techniques used

Significance of the Study

The researcher believes that her study would be of great help to the following:

Students. The study will greatly help students in realizing the importance and the value of the

English language in the 21st century world. They will come to know how the English language ferries

them over to the vast sea of the professionals.

 13

Bantayan National High School. This will help in attaining the school and the Department of

Education’s vision which is to make Filipinos passionately love their country and whose values and

competencies enable them to realize their full potential and contribute meaningfully to building the

nation.

School Administrators. The findings of the study will also provide the administrators baseline

information in planning out trainings and seminars to improve the communicative competence of

the teachers not only those who are teaching English but also those of other related subjects.in as

much as teachers play a vital role in the teaching and learning activities, it is expected that the

trainings and seminars for English teachers in the English language should be included in the

educational development plan of the school. Even the administrators should likewise be competent

and proficient of the language to get the respect and rapport with her colleagues.

English Teachers. The English teachers would be more motivated to make use of the students’

profile in designing new and sensible activities in line with students’ skills and abilities. Through the

results, they would also see the accordance and the effectivity of their teaching strategies to

students they are teaching and the appropriateness of the teaching materials they use. The findings

from this study also are expected to inspire teachers to attend seminars, trainings, and workshops

in the English language to keep them updated with the new strategies and trends in the classroom

instruction. This will also make them realize that the proficiency in the use of the English language

is not only imperative in the English subject, but also in other subjects where in English language is

used as the medium of instruction.

 14

Other Subject Teachers. This will help other teachers too in identifying the weaknesses of the

students and such that will make a way for them to also extend help to overcome students

‘difficulties.

Non-Teaching Personnel. It is a must that school personnel would also be proficient in the English

language because most often they are conversing with the students who will be the future leaders

of our country. Therefore, they will also be effective agents that will make the students be at home

and at ease in using the target language more often.

Parents. This study will also give a background information to parents on the achievement in t he

English language of their children. They can and should cooperate with the teachers in reinforcing

the lessons through rendering their time for assistance and queries at home.

Government Officials. This study will serve as eye-opener to the government officials to be

sensitive and responsive at the same time to the emerging needs of the students and the school at

the same time.

Future Researchers. The result of the study will be of help to the future researchers in gathering

bits of information that are relevant to a study similar to this.

Definition of Terms

The following terms which were used in the research were defined operationally to give a

better understanding of the study.

English Language Proficiency refers to the ability of students to use the English Language to make

and communicate meaning in spoken and written contexts while completing a program of study.
 15

Motivational Techniques refers to the stimulus given to students to continue with and improve

their performances in English.

Attitudes refers to the settlement on the way of thinking of a student or his regard of the English

language that will typically be reflected in his behavior and performance.

Gender refers to the socially constructed characteristics of male and female typically used with

reference to social and cultural rather than biological ones.

G Factor refers to one of the factors that affects student’s proficiency in English. This refers to the

existence of a broad mental capacity that influences performance on cognitive ability measures.

Language Comprehension refers to the ability of students to correctly process word and phrase

meanings, sentence grammar, and discourse or text structure.

Language Production refers to the production of written and spoken language. I t describes all of

the stages between having concept, and translating concept into linguistic form.
 16

CHAPTER II

METHODOLOGY

This section presents the methodology of research used and brief description on how the study

was designed, the procedure carried out, the respondents and the statistical treatment of the data

gathered.

Research Design

The descriptive survey was the main method of the research used. The inputs of this study,

which is the language proficiency skills, were gathered through the use of testing instruments. Data

were statistically analyzed and interpreted. After which, salient conclusions were formulated based

on the findings of the study.

Research Respondents / Participants

The study focuses on the factors associated with the performance of Grade 10 students in the

English Language in Bantayan National High School. The study used random sampling in identifying

students and convenience sampling for teachers. Two sections from grade 10, sections Narra and

Molave with 60 students each section a total of 120 students and three English teachers in Grade

10 were chosen as respondents. The aim of including teachers in the study was to investigate the

way they applied knowledge and skills in the classroom whereby emphasis was put on competence

in handling the subject matter, methods of teaching, and use of teaching and learning materials.
 17

Research Instrument/s

The researcher used two sets of Questionnaires in the conduct of the study.

These Questionnaires are composed of two (2) parts; 1) Demographic and General Information, 2)

Survey Questionnaire on the extent of teacher effectiveness and the availability of the

teaching-learning materials.

Part 1. Demographic and General Information. This include the following information from the

respondents: age, gender, and the first grading grades in English.

Part 2. Survey Questionnaire on the Extent of Effectiveness of Teachers. This includes teaching

strategies, motivational techniques, availability of teaching-learning materials, students ‘attitudes

towards the English language and the general observation.

Ethical Considerations

A formal letter request was addressed to the school head of Bantayan National High School

asking permission to use Grade 10- Narra and Grade 10- Molave of school year 2018-2019 as

research respondents of the study and another letter requesting to observe teachers in their

English classes in grade 10. The same letter was also addressed to the parents asking their

permission to conduct the study to their children. Moreover, the researcher asked permission from

the respondents to be research participants.

The first grading grades of students used in the research, as well as the results in the survey on

the extent of effectiveness of teachers and availability of teaching-learning materials were held

with utmost confidentiality.

 18

Data Gathering Procedure

The researcher asked permission from the school head of Bantayan National High School to

conduct the research among Grade 10- Narra and Grade 10- Molave students and to observe

teachers’ extent of effectiveness in English classes of Grade 10.

Through the random sampling method, the researcher selected the 60 students of each section.

Thus, a total of 120 students as research participants together with three English teachers in Grade

10 using a convenience sampling method.

An orientation was conducted among research participants with regard to the mechanics of the

research.

The researcher constructed the data sheets for students and the survey questions for teachers

based on the Department of Education’s evaluation form of the and made it valid through the

school subject coordinator in English of Bantayan National High School, Ticad, Bantayan, Cebu.

Students were asked to fill in the data sheets inside their classrooms and teachers were

surveyed and observed during their English classes. The observer fills in the survey questionnaires

with the corresponding numeric values:

5- Very Effective
4- Effective
3- Less Effective
2- Not effective
1- Poor
 19

The average score is taken from the following parts of the questionnaire:

I. The Teacher (Personal Attributes)

II. Motivation
III. Teaching Strategies
IV. Availability of Teaching-Learning Materials
V. Students (Attitude towards learning the English Language
VI. General Observation

Treatment of Data

The data gathered from this research were the Demographic and General Information, the

First Grading Grades, the Questionnaire on the extent of teacher effectiveness and the availability

of teaching-learning materials.

1. Weighted Mean. This was used to assess and determine the extent of effectiveness of

the teachers teaching the English Language and the availability of teaching-learning

materials used.

∑𝑤𝑓
𝑊𝑀 = 𝑁

Where:

M = Mean

∑ = Summation

f = Frequency

W = weight

N = number of cases
 20

A hypothetical mean range was set for each scale with the corresponding interpretation.

4.21--5.00 Very Effective

3.41--4.20 Effective

2.61--3.40 Less Effective

1.01--2.60 Not Effective

1.00 Poor

2. To determine the correlation between the variables correlated, the Pearson r formula was
used:

Formula:

𝑁∑𝑥𝑦− (∑𝑥)(∑𝑦)
𝑟
√𝑁 ∑𝑥 2 −(∑𝑥)2 𝑁 ∑𝑦 2 −(∑𝑦)2

Where:
∑x = sum of the x scores
∑y = sum of the y scores
∑X = sum of the squared x scores
∑Y = sum of the squared y scores
∑Xy = sum of the products of paired x and y scores
N = number of cases

3. For testing the degree of significance based on the coefficient of correlation the t- test was
used:

𝑁−1
Formula: t=r 1−𝑟
 21

Where: t = the computed t-test of significance

r = the computed coefficient of correlation

N = number of respondents
 BIBLIOGRAPHY

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Linguistics. Harmonsworth: Penguin Books, 1970

Carl Koch, FSC, Casilda Luzares, Nida Rotor, Edwina Carreon. Communication Skills for College

Students. Metro Manila: Bro. Carlk Koch, FSC, 1989

Carpio, Rustico C. and Anacleta C. Encarnacion. Effective Speaking. Quezon City: Rex Bookstore,

1981

Chomsky, N. Syntactic Structures. The Hague: Mouton, 1957

Dafudaliza, Concepcion D., An Approach to the Teaching of College Freshmen English in General

Education. USP, 1981

Gardner, R, C. Integrative Motivation and Second Language Acquisition. In Dornyei, Z. & Schimidt, R.

(eds.). Motivational Second Language Acquisition. Honolulu: Oxford, 2001

Gardner. R. C. The Social-Educational Model of Second Language Acquisition: A research paradigm.

EUROSLA Yearbook, 6 (1), 237-260, 2006

Gardner, R. & Trembly, P. On Motivation, Research Agendas, and Theoretical Frameworks. Modern

Language Journal, 78(3), 115-140, 1994

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Diliman, Quezon City, 1995

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U.S.A.: The East Center, 1991

Palmer, P. J. The Courage to Teach. San Francisco: Jossey – Bass, 1998

Petty, G. Teaching Today. England: Stanley Thornes, 1998

Quist, D. Primary Teaching Methods. London: Macmillan, 2000

Smith, Palmer, William. Oral English for School. New York: McMillan Co, 1946

https://www.verywellmind.com/what-is-general-intelligence-2795210Journal of Education and

Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5, No.35, 2014

https://www.british-study.com/adults/10-reasons-to-learn-english.php
Factors Associated with the Performance of the Grade 10 Students in English Language,
Bantayan National High School, Bantayan Cebu: Proposed Activities

A thesis presented to the Faculty of the

Graduate School, University of Southern Philippines Foundation
Lahug, Cebu City

In Partial Fulfillment of the Requirements for the

Degree Master of Arts in Education
Major in English Language Teaching

ANALYN V. GIGANTO
Appendix A – Questionnaire/ Evaluation Sheet

Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF CEBU PROVINCE
BANTAYAN NATIONAL HIGH SCHOLL
Ticad, Bantayan, Cebu

SURVEY QUESTIONNAIRE ON TEACHER EFFECTIVENESS

Name of teacher:

Age: Gender:

Subject of instruction: Year Level/Section:

Number of Years in Teaching: Date of Observation:

5- Very Effective
4 - Effective
3- Less Effective
2- Not Effective
1- Poor

I. THE TEACHER: (Personal Attributes/ Qualities)

1. The teacher has a pleasing personality. 5 4 3 2 1
2. The teacher is enthusiastic and maintains a warm and friendly 5 4 3 2 1
atmosphere conducive to learning.
3. The teacher avoids making embarrassing remarks about the 5 4 3 2 1
student’s ideas or actions.
4. The teacher explains the lesson in a clear and well-modulated 5 4 3 2 1
voice.
5. The teacher praises the students for their sharing and efforts. 5 4 3 2 1
6. The teacher is confident and shows mastery of the subject 5 4 3 2 1
matter.
7. The teacher is fluent in the medium of instruction. 5 4 3 2 1
8. The teacher answers the students’ questions in a simple and 5 4 3 2 1
understandable way.
9. The teacher maintains discipline and control. 5 4 3 2 1
10. The teacher is organized and manages the class time well. The 5 4 3 2 1
teacher accomplishes the objectives and procedures set for
the time period.
11. The teacher shows evident concern for student success and 5 4 3 2 1
growth in understanding.
AVERAGE:

II. THE TEACHER ON MOTIVATION/ INTERACTION

1. The teacher is creative and uses a variety of learning resources 5 4 3 2 1
and activities.
2. The teacher stimulates the critical thinking of the students 5 4 3 2 1
3. The teacher encourages students to explore their ideas and 5 4 3 2 1
find the answer.
4. The teacher provides opportunities for students to interact 5 4 3 2 1
and collaborate with one another.
5. The teacher processes students, understanding by asking 5 4 3 2 1
probing questions and discussing their answers or work.
6. The teacher paces the lesson according to the students’ 5 4 3 2 1
interests, understanding or performance.
AVERAGE:

III. THE TEACHER’S TEACHING STRATEGIES/ INTEGRATION

1. The teacher provides students varies exercises for practice and 5 4 3 2 1
gives feedback regarding their answers or performance.
2. The teacher lets students relate or compare their prior 5 4 3 2 1
knowledge with new knowledge and explain the changes that
they developed.
3. The teacher lets students demonstrate mastery of the lesson 5 4 3 2 1
or explain the new knowledge in a meaningful way.
4. The teacher asks students to share their learning difficulties 5 4 3 2 1
and addresses these problems.
5. The teacher enables the students to relate the new knowledge 5 4 3 2 1
with their daily life or see its application in varied real-world
situations.
6. The teacher conducts values clarification and integration. 5 4 3 2 1
7. The teacher explains the project or assignment and the 5 4 3 2 1
accompanying self-evaluation guide (e.g., rubrics, checklist)
students can use to monitor their work.
8. The teacher encourages students to be creative, revise and 5 4 3 2 1
improve their work.
9. The teacher lets students share their realization or reflections 5 4 3 2 1
 about their learning process.
10. The teacher provides a closure to or a summary of the lesson. 5 4 3 2 1
AVERAGE:

IV. AVAILABILITY OF TEACHING-LEARNING MATERIALS

1. The teacher uses new and updated learning modules. 5 4 3 2 1
2. The teacher has his/her own copy of a Curriculum Guide in the 5 4 3 2 1
grade level he/she handles.
3. The teacher has his/her own Teacher’s Guide or a Teacher’s 5 4 3 2 1
Manual in the subject he/she is handling.
4. The teacher allows students to view video clips or excerpts 5 4 3 2 1
using a laptop.
5. The teacher allows students to watch videos or movies using a 5 4 3 2 1
white screen and a projector.
6. The teacher lets students listen to music, sound recordings 5 4 3 2 1
and songs related to the subject taught with the use of
speakers.
7. The teacher lets students practice delivering a speech or an 5 4 3 2 1
answer with the use of a microphone.
8. The teacher presents lessons using PowerPoint presentations. 5 4 3 2 1
9. The teacher presents lessons via Prezi. 5 4 3 2 1
10. The teacher uses blackboard/ whiteboard in presenting new 5 4 3 2 1
lessons to the class.
11. The teacher uses manila paper, met cards and other strips of 5 4 3 2 1
papers in presenting new lessons to the class.
12. The teacher brings students to speech laboratories to enhance 5 4 3 2 1
the teaching of the target language.
AVERAGE:

V. THE STUDENTS (ATTITUDE TOWARDS LEARNING)

1. The class is attentive. 5 4 3 2 1
2. The students are active and engaged in the different learning 5 4 3 2 1
tasks.
3. The students are able to share their ideas and ask questions. 5 4 3 2 1
4. The students have time to practice and learn from their 5 4 3 2 1
mistakes.
AVERAGE:

VI. GENERAL OBSERVATION:

1. There is close rapport and interaction between the teacher 5 4 3 2 1
and the students.
2. Students’ discussion and understanding of the topic is 5 4 3 2 1
practical, meaningful, and deep.
3. Overall teacher impact. 5 4 3 2 1
4. Overall teacher student participation. 5 4 3 2 1
AVERAGE:
OVERALL AVERAGE:

OTHER COMMENTS: