Chins Thesis2019

COLLEGE OF THE HOLY SPIRIT OF TARLAC
San Sebastian Village, Tarlac City
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
English is thought to be one of the most important languages in the
world. There are 104 countries where English is spoken as the first
language. Although English is the language of so many countries, more
people in the world speak Mandarin Chinese as their first language. Mandarin
Chinese is spoken in sixteen countries.
Even in countries where English is not the native language, people use
it for business and tourism. English is used for these purposes in most
countries. English is considered the business language. English is the official
language of the United Nations. English is also the official language of
airlines and airports. All airline pilots that fly to other countries must be able
to speak English.
In spite of having background in English language, Filipino students still
find difficulty in speaking, reading and expressing themselves using English
language. Our language situation is a matter that calls sober thinking and
deep providence placing the national interest as the primary consideration.
Despite the good intentions of the policy, however, it does not seem to help
upgrade the quality of our students’ English for the reason that it has
reduced the time spent for subjects using English as the medium of
instruction.
This observation was confirmed by the finding of twelve-man committee
of language experts from Department of Education-Culture and Sports as
one of the two major reasons for the decadence of English in the school. It is
justifiable for the people to be bilingual or even multi-lingual for the pride
among them. To be able to speak and write a foreign language is beneficial
to them in terms of culture, commerce and diplomacy.
To a certain extent, it is an indication of the linguistic versatility of a
person. Those who favor the use of Filipino as a medium of instruction
believe that the problem will rectify itself in English is dropped in favor of the
Mother Tongue. Their arguments are that English can be a tough language
to learn, and forcing the children to acquire foreign language at the young
age might actually hurt the learning capacity, or even dampen their interest
to learn. If the mother tongue or the local language is used instead, they
theorize that the student’s capacity to learn and master any subject
including English itself will improve.

The College of the Holy Spirit of Tarlac holds true that English language
is the medium of instruction. Some students are failing in their English
subjects and at times they find it difficult to communicate what they wanted
to convey.
The researcher was motivated to conduct a study on the Factors
affecting the English Competency and what are the performances of the
Grade Seven Learners in English Competencies in term of the College of the
Holy Spirit of Tarlac S.Y 2018-2019.
Theoretical Framework
The language model developed by Bachman 2009 is useful in more full
understanding how linguistically intricate academic language and discourse
can be. Based in this model of communicative language ability, one can see
that academic language would entail both an organizational and pragmatic
component: Organizational competence consists of grammatical and textual
competence: pragmatic competence consists of illocutionary and socio-
linguistic competence. Each of these four components is further divided into
yet smaller linguistic components. For example, textual competence consist
of cohesive markers ( e.g first, then finally) and rhetorical organization (e.g
conversation, academic, lecture).

Oller (2008), offers yet another dimension of language that must be
accounted for conceptualizing academic language, the use and
comprehension of gesture in communication. One component of the
theoretical model of language proficiency posited by Oller is the kinesics
semiotic capacity. A leaner must come to understand how a particular
posture, gaze or hand movement lend themselves by subtly shaping the
meaning of an utterance within a broader academic discourse. One further
observation should be made regarding academic language. It develops
gradually over time.
Ovado and Coller (2008) maintain that the development of academic
language is a continuous process throughout the student’s schooling.
Theoretically, it can begin at birth as a parent begin to verbally interact with
the new born and continue well to adulthood as a person attends college and
later become a teacher or other professionals. For our purposes, let us
assume that the development of academic language generally spans a
twelve to thirteen year period ( i.e from kindergarten to grade 12).
Academic language, in any language, requires time to develop and
theoretically has no finite boundaries. In light of ths brief description of
academic language proficiency, one must examine the nature of the

opportunities prospective bilingual education teacher are afforded to develop
their ability to use thus register of language.
Smith (2008) said that non –mastery of the basic structure in English in
the early years will be confounded later; the basic structure must be given
emphasis in the early years of the study so that correct use of case structure
becomes automated.
Research Paradigm
INPUT PROCESS OUTPUT

Study Habits as
Factors Affecting the
English Competence Ascertaining the
of Grade Seven Degree to which the
Learners of the Learners’
College of the Holy understand the
Spirit of Tarlac: Determination of the Study Habits
Relationship of the Factors to Factors affecting
 Delay English Competency of the the English
Avoidance Grade Seven learners of the Competence
 Work Methods College of Holy Spirit of
 Study Habits Tarlac
 Teacher
Approval
 Education
Acceptance
 Study
Attitudes An English
 Study Competence
Orientation Inventory that will
be part of students’
Profile of the Grade Assessment
Seven Respondents
in terms of how they
use the English
Competency:
 Reading Better
 Writing understanding of
Every Respondents’
Individuality
Figure 1: Paradigm of the Study

STUDY HABITS AS FACTORS AFFECTING THE ENGLISH COMPETENCE
OF GRADE SEVEN LEARNERS OF THE COLLEGE OF THE HOLY SPIRIT
OF TARLAC
The paradigm of this study, illustrated in Figure 1, presents for its input
the profile of the different Factors Affecting the English Competency of the
grade seven learners of the College of the Holy Spirit of Tarlac, the extent to
which the Learners know what are the different factors affecting the English
Competence and the terms on how they use the English Competency.
The figure also indicates three intended outputs, which include
awareness of the extent to which the respondents’ understand the different
factors that affects the English Competence and that will be a part of
students’ English Proficiency Assessment and for the students’ better
understanding of each individual.
STATEMENT OF THE PROBLEM
This study will be explanatory on the factors affecting the English
Competence of Grade Seven learners of the College of the Holy Spirit of
Tarlac.
Specifically, the researcher sought to answer the following questions:
1. What is the demographic profile of the Grade Seven Learners of the
College of the Holy Spirit of Tarlac in terms of:

1.1. Gender?
1.2. Age?
2. What is the Study Habits profile of the Grade Seven learners of the
College of the Holy Spirit of Tarlac in terms of:
2.1. Delay Avoidance
2.3. Work Methods
2.4. Study Habits
2.5. Teacher Approval
2.5. Education Acceptance
2.6. Study Attitudes
2.7. Study Orientation
3. What is the English competence profile of the Grade Seven Learners of
the College of the Holy Spirit of Tarlac in terms of:
3.1 Reading
3.2 Writing
4. Is there a significant relationship between Study Habits and the English
Competence of the Grade Seven Learner of the College of the Holy Spirit of
Tarlac?
HYPOTHESIS
The researcher used the null hypothesis wherein there is no significant
relationship between Study Habits and the English Competence of the Grade
Seven learners of the College of the Holy Spirit of Tarlac.
SCOPE AND DELIMITATION OF THE STUDY
This research is concerned with the Study Habits as factors affecting
the English Competency of the learners. Factors were limited subscales of
the study habits inventory and the English competence of the respondents.
These learners further limited to the Grade Seven Learners of the College of
the Holy Spirit of Tarlac for the School Year 2018-2019.
The results gathered in this research are applicable only to the said
subjects or groups under similar conditions.

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SIGNIFICANCE OF THE STUDY
This study attempts to understand the Study Habits as Factors Affecting
the English Competency of Grade Seven Learners of the College of the Holy
Spirit of Tarlac.
Findings may yield significant insights for Administrators. It is hoped
that administrative support will be given to English teachers to develop and
construct good use of the different factors of English Competence.
To the Principal concerned, the results of this study may give insights
which would encourage planning of projects such as library, speech
laboratory that develop programs intended to increase the amount and
quality of reading students do, designed to improve the quality of education
involving their behavior.
The Guidance Counselor will benefit from the descriptive study for
future reference and for the better understanding of the students’ behavior.
Likewise, the Faculty Members may play a significant part in helping to
correct and enhance the students’ knowledge about English Competence and
to learn new approaches in teaching.

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For the Parents, it could help in relating to their children. Parents may
be informed about results of the study so they can help provide the facility
to write, to read, to communicate and understand English.
For the Students, it could help them become enlightened of how often
to understand the English Competence. The students will enhance their
English Competency sense remedial measures will be programmed based on
the results of this study.
DEFINITION OF TERMS
In order to avoid misunderstanding and misinterpretation in reading this
study, the definitions of the terms are described as follows:
Bilingual
Conceptually, it is an adjective that describes a person or community that
speaks two languages. A bilingual woman might speak Spanish and English,
and a part of town where people speak Mandarin and Polish is
a bilingual neighborhood. Operationally, it is being able to communicate
effortlessly in two languages, even if one was learned later in life and
communication takes an occasional detour. Others take error-free grammar
and perfect pronunciation as the benchmarks.

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Delay Avoidance
Conceptually, the promptness in completing academic assignments,
lack of procrastination, and freedom from wasteful delay and distraction.
Operationally, it is a conscious or unconscious defense mechanism by which
a person tries to escape from unpleasant situation.
Educational Acceptance
Conceptually, the approval of educational objectives, practices and
requirements. Operationally, it should consider the average standardized
test scores of admitted students.
English Competence
Conceptually, it is the manner or ability of the students to talk or to
speak correctly in English. It is also concerned with developing competence
in listening, speaking, reading and writing (Webster 1990) Operationally, It
was been defined as “the quality or state of being functionally adequate or of
having sufficient knowledge, skill that enables someone to act in a wide
variety of situations.
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Reading
Conceptually, It is the complex cognitive process of decoding symbols
to derive meaning. Success in this process is measured
as reading comprehension. Operationally, reading is the process of looking
at a series of written symbols and getting meaning from them.
Reading Comprehension
Conceptually, it is the act of understanding what you are reading.
While the definition can be simply stated the act is not simple to teach, learn
or practice. Operationally, Reading Comprehension is an intentional, active,
interactive process that occurs before, during and after a person reads a
particular piece of writing.
Reasoning
Conceptually, It is a cause, explanation, or justification for an action
or event. Operationally, Reasoning is the capacity for consciously making
sense of things, establishing and verifying facts, applying logic, and
changing or justifying practices, institutions, and beliefs based on new or
existing information.
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Study Habits
Conceptually, it is the behavior used when preparing for test or
learning academic material. Operationally, a person who waits until the very
the very last night before the exam and then stays up all night trying to
cram the information into his head is an example of someone with bad study
habits.
Teacher Approval
Conceptually, it is the opinion of teachers and their classroom behavior
and methods. Operationally, it approves or commend. Teacher approval
needs to have good reason and explanation.
Work Methods
Conceptually, it is the use of effective study procedures, efficiency in doing
academic assignments and to study skills. Operationally, it is the physical
action employed to perform a task. Work Methods also called Work
Practices.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the theories and related studies which help the
researcher in the conceptualization of the study.
FOREIGN LITERATURE AND STUDIES
In the field of reading, a study by Kamhi-Stein (2008) suggests that
the reader’s views of their home language and beliefs about reading may
play an important role in reading. In her study of college readers in Spanish
and English, findings show that attitudes seem to affect the reading behavior
of the participants. Thus, first language acquisition is an unending process
throughout our lifetime ( Verko, Gleason 2008 and Collier 2009). Second
language acquisition is an equally complex phenomenon. We use some of
the same innate process that are used to acquire our first language, going
through developmental stages and relying on native speakers to provide
modified speech that we can at least partially comprehend.
However, the second language acquisition is more subject to influence
from other factors then was oral development in our first language. When
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the context of the second language is used in school, a very deep level of
proficiency is required.
According to Tikunoff (2008) it is necessary for teachers to understand
the kinds of discourse structure that facilitate the participation of the
students mainstream teachers, in particular, are faced with the challenges of
integrating students into classroom interaction, especially the verbal
exchanges that take place during instruction. Thus, teacher’s strategies for
helping students to understand and participate in the classroom have been
identified in the research.
Initially, a questionnaire investigate attitudes had been employed.
However, it failed to reveal unconsciously held or socially undesirable
attitudes ( Hamers & Blanc 2009). As other researchers became interested
in the concept of measuring attitudes, more refined types of measurement
emerged. Romaine (2009) cites the advantages of using a questionnaire as
facility in the distribution and collection access to a larger number of
respondents and ease in comparison and analysis of information or data
gathered. Baker (2008) mentions further, several types of techniques in
measuring an individual’s attitude, namely: Thurston and Chave, Likert,
Guttman’s Scalogram Analysis, the Semantic Differential Technique, the

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Repertory Grid Technique, Factor Analysis and Sociometry. One of the most
popular techniques was Lambert’s matched guse test (Cook 2009).
This technique presents tape recording to bilingual speakers who are
asked eo evaluate the speaker based on the scale, which describes certain
personality traits. When used for French/English bilingual, results of
Lambert’s findings showed that both French and English judges perceived
English as more favorable than French. Using direct and indirect measures of
attitude, El- Dash and Busnardo (2009) conducted a study on Brazilian
towards English. Results reveal that the majority of adolescents favor
English to the Portuguese language in terms of status and solidarity.
Favoring the English language over the native Portuguese is attributed to the
general perception of English as a prestigious international language and as
symbolic use among adolescent peer group. A study conducted by
(Borromeo Samonte 2008) on the attitudes of college students towards
English, results show that the student favor English.
The students’ attitudes were influenced by their integrative motivation
as they can easily identify themselves with the culture. Students’
performances and attitudes were influenced by motivation. The study
revealed that the past leaning processes affected the perspectives in English
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learning and the fears of the students. The study suggested the adoption of
a variety of methods that would meet the needs of the teachers and
students. Chamlot (2009) recommends that the use of native language
support to improve the effectiveness of the “English as second language
program”. (Mace –Matluck 2009) suggested that language background does
have an effect on achievement.
LOCAL LITERATURE AND STUDIES
Attitudes of students toward English can be explained with the image
of our today’s youth. They have inner dynamics of boredom, unpredictable
behavior, have low self of worth, have mood swings, sensitive, easily
affected by peer pressure and likes adventure. Our youth is in search of the
own meaning in life and they are longing for attention. But in spite of all
these, they are very loving ( Talisayan 2009). Rueda (2008) stated that a
teacher’s respect for the home language of the student is essentially
respects for student’s culture. Likewise, He established the idea that
teacher’s instruction in using special techniques and appropriate text
facilitated in the learning competence of the students in English. Similar
studies in the Philippines made by Mamio (2010) on attitudes of students,
teachers and parents toward English and Filipino as media of instruction with
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the teachers finding English as a more comfortable language for explaining
ideas and concepts. Teachers further noted that English is an intellectualized
language a valuable tool to source information technology.
The desire to speak a second language will be easier if the person has
positive feelings both the language and the country. It is essential to view
language and culture as inseparable. In a broader sense, respect of the
whole child should encompass the child’s language and culture as his/her
personality and intelligence (Rueda and Garcia 2009). Most people learn to
speak from their mothers and fathers; most people also learn to read at
home and learn to write in school. However, we develop our language ability
differently: the way we speak may be different because we grew up in a
different part of the country and grew up speaking a different language; we
may have picked up words from television or radio, as well as from books
and also we may write letters to friends or need to write reports at work.
(Young 2009). According to Nunan ( 2009) alarmingly writes that a number
of Asian countries invest a great deal of their resources in English learning
often at the expense of the curriculum but evidence suggests that they have
not achieved fully the desired results.

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It is suggested that language planning and policies should consider
attitudes of the language users, more particularly, the teachers and the
learners who would be the beneficiaries of the policies. Beyond legislation
and policy-making, research on English language teaching in particular (as in
the case of the Philippines), not in general, should be meticulously satisfied.
As the Philippines recognize the need to establish the national language,
Filipino, English has remained resolutely a popular language. In fact, Cruz
(2009) stated in his recent newspaper column that even at this time, most
of the official notices, laws, court decisions, bar and board examinations and
even the Constitution are published mostly in English.
(Pascasio 2009) pointed out in a published article articulated on the
problems of English and its maintenance in the Philippines society, that the
changing political and social conditions in the country which is not to
premium on the extended use of Filipino and its widening domains, have
effectively reduced the domains of English and in certain sectors, the desire
to learn it well.
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CHAPTER III
METHODS AND PROCEDURES
This chapter focuses discusses the method of research, respondents,
instruments, procedure of data gathering and the statistical treatment used
in this investigation.
RESEARCH METHOD
To gather all possible information about the Study Habits as factors
affecting the English Competence of the Grade Seven Learners, the
researchers read manuals and books on the English Competence of a
person, browsed the internet for further pieces of information, reviewed
related studies for background knowledge, and will analyzed some
literatures. In order to have clearer understanding about the chosen topic,
intensive and through reading was done. The researcher used descriptive
correlation. To find out the reliability of the instrument, the researcher
conducted test to the respondents.

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RESPONDENTS OF THE STUDY
The Grade 7 learners of the College of the Holy Spirit of Tarlac were
taken as the population of interest for this particular study. The 204 student
respondents, 25 were male and 179 were female. Their ages ranged from
12-15 years.
RESEARCH INSTRUMENTS
In gathering and presenting the data and information needed in the
study, the researcher will constructs questionnaire on how they can use their
English competency: Reading and Writing.
The standardized test from the guidance office and a test for
measuring the Study Habits, Writing and Reading comprehension of the
grade seven learners about English were used in this study. It is a series of
test which is intended to know about the skill of an individual in English
subjects. The test composed of 100 items for Study Habits and Attitudes
towards English, 40 items for reading and writing comprehension.

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DATA GATHERING PROCEDURE
The researcher presented a letter asking for permission to the principal
and the director of the College of the Holy Spirit of Tarlac with the intention
of conducting a study and administering examinations to the Grade Seven
Learners. With the proof of being permitted in hand, the researcher
administered the exam to grade seven learners.
STATISTICAL TREATMENTS
For the demographic profile of the respondents, the researcher used

frequency distribution and percentage.
Where:
f= frequency of the interval
n= total number of observation
To be able to determine the Factors Affecting the English Competence

of the Grade Seven Learners, the researcher used the Pearson correlation
coefficient.
Where:
r= Pearson r correlation coefficient
n= number of value in each data set
∑xy= sum of the products of paired scores
∑x= sum of x scores
∑y= sum of y scores
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∑x2= sum of squared x scores

∑y2= sum of squared y scores
To check the statistical significance of the relationship determined from

Pearson’s r correlation, the researcher utilized the t-test.
Where:
r= Pearson r correlation coefficient
n= number of value in each data set
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter shows the findings, interpretation and analysis of the
Study Habits and Attitudes of Grade Seven Learners of the College of the
Holy Spirit of Tarlac in relation to their English Competence.
TABLE 1 – Demographic Profile in Terms of Age
Age Frequency Percentage

11 1 0.49
12 113 55.39
13 86 42.15
14 2 0.98
15 2 0.98
TOTAL 204 100%
Table 1 presents the distribution of the grade seven learners in terms
of age ranges from 12 to 15 where a large was 12 years old with a
percentage of 55.39. As for ages 11 and 13, their corresponding percentages
are 0.49 and 42.15 and for ages 14 and 15 both have 0.98 percentage.
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TABLE 2 - The Demographic Profile in terms of Gender
GENDER FREQUENCY PERCENTAGE
FEMALE 179 87.74

MALE 25 12.25
TOTAL 204 100%
It can be seen in table 2, the total respondents obtained from the
students of the College of the Holy Spirit of Tarlac are two hundred four
(204). Most of the respondents are female, with 179 participants having a
percentage of 87.74%.
TABLE 3 – Study Habits Profile of Grade Seven Students of the

College of the Holy Spirit of Tarlac in Terms of Delay Avoidance
Ite Item Statement Weighted Weighted Verbal

m Score Mean Interpretation
No.
1 When my assigned
homework is extra-
long or unusually 419 2.05 SOMETIMES
difficult I either quit
or disgust or study
only the easier parts
of the lesson.
5 When I get behind in
my school work for
some unavoidable 516 2.53 SOMETIMES
reason, I make up
back assignments
without prompting
form the teacher.
27
9 Daydreaming about
dates, future plans,
etc. distracts my 559 2.74 SOMETIMES
attention from my
lessons while I am
studying.
13 Even though an
assignment is dull
and boring, I stick to 703 3.45 OFTEN
it until it is
completed.
17 I keep all the notes
for each subject
together, carefully 594 2.91 SOMETIMES
arranging them in
some logical order.
21 When I am having
difficulty with my
school work, I try to 463 2.27 SOMETIMES
talk over the trouble
with the teacher.
25 I lay aside returned
examinations,
reports, and
homework
assignment without 453 2.22 RARELY
bothering to correct
errors noted by the
instructor.
29 I keep my place of
study business – like
and cleared of 549 1.22 RARELY
unnecessary or
distracting items
such as pictures,
letters and
mementos.
28
33 Telephone calls,
people coming in and
out of my room,” 545 2.67 SOMETIMES
bull-sessions” with
my friends, etc.
interfere with my
studying.
37 It takes a long time

for me to get
warmed up to the 552 2.71 SOMETIMES
task of studying.
41 I am unable to
concentrate well
because of periods of 567 2.78 SOMETIMES
restlessness,
moodiness, or
“having the blues.”
45 I put off writing
themes, reports,
term papers, etc, 551 2.70 SOMETIMES
until the last minute.
49 When I sit down to
study I find myself
too tired, bored, or 579 2.84 SOMETIMES
sleepy to study
efficiently.
53 I waste too much

time talking, reading
magazine, listening 554 2.72 SOMETIMES
to the radio,
watching TV, going to
the movies, etc, for
the good of my
studies.
29
57 My studying is done
in a random
unplanned manner is 537 2.63 SOMETIMES
implied mostly by the
demands of
approaching classes.
61 “Extracurricular
activities” – dating,
clubs, athletics, 506 2.48 SOMETIMES
fraternity and
sorority activities,
etc, - cause me to
get behind in my
school work.
65 I utilize the vacant
hours between
classes for studying 570 2.79 SOMETIMES
so as to reduce the
evening’s work
69 Problems outside of
school-financial
difficulties, being in 550 2.70 SOMETIMES
love, conflict with
parents, etc, cause
me to neglect my
school work.
73 I complete my mu
homework
assignments on time. 602 2.95 SOMETIMES
77 I like to have a radio,
record player, or
television set turned 584 2.86 SOMETIMES
on while I’m
studying.
81 With me, studying is
a hit-or-miss
proposition 549 2.69 SOMETIMES
depending on the
mood I’m in.
85 I study three or more
30
hours per day outside

of class. 543 2.66 SOMETIMES
89 I keep my
assignments up to
date by doing my 611 3.00 SOMETIMES
work regularly from
day to day.
97 At the beginning of a
study period I
organize my work so 583 2.86 SOMETIMES
that I will utilize the
time most effectively.
Overall Mean: 63.43 Sometimes
As posted in Table 3, out of 24 items in Study Habits Test, 21 items
were classified as “Sometimes”; 2 items were classified as “Rarely”; and 1
item classified as “Often”. For “Sometimes’’ item 1, got a weighted score of
419 or 2.05. For item 5, got a weighted score of 516 or 2.53, for item 9, got
a weighted score of 559 or 2.74, while item 17 got a weighted score of 594
or 2.91, while item 21 got a weighted score of 463 or 2.27, for item 33 got a
weighted score of 545 or 2.67, while item 37, got a weighted score of 552 or
2.71, for item 41 got a weighted score of 567 or 2.87, for item 45, got a
2.84, for item 53, got a weighted score of 554 or 2.72, for item 57, got a
weighted score of 537 or 2.63, while item 61, got a weighted score of 506 o
2.48, for item 65 got a weighted score of 570 or 2.79, for item 69, got a
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2.95, for item 77, got a weighted score of 584 or 2.86, while item 81, got a
2.66, for item 89, got a weighted score of 611 or 3.00 and item 97, got a
weighted score of 583 or 2.86.For “Rarely” item 25, got a weighted score of
453 or 2.22 and item 29, got a weighted score of 549 or 1.22. For “Often”
item 13, got a weighted score of 703 or 3.45.
The Overall Mean is 63.43 which can be translated to a sometimes
verbal rating. The finding suggests that the respondents are more
“Sometimes” to study their lessons or do their projects and home works in
time.
College of the Holy Spirit of Tarlac in Terms of Work Methods
Item Item Statement Weighted Weighted Verbal

No. Score Mean Interpretatio
n
2 In preparing reports,
terms papers, etc. I
make certain that I
clearly understand
what is wanted 697 3.42 OFTEN
before I begin to
work.
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6 Difficulty in
expressing myself in
writing slows me
down on reports,
themes, 510 2.5 SOMETIMES
examinations, and
other work to be
turned in.
10 My teachers criticize
my written reports
as being hastily 457 2.24 SOMETIMES
written and poorly
organized.
14 I give special
attention to
neatness on themes, 699 3.43 OFTEN
reports, and other
work to be turned in.
18 I memorize
grammatical rules,
definition of 545 2.67 SOMETIMES
technical terms,
formulas, etc.
without really
understanding them.
22 I hesitate to ask a
teacher for further
explanation of an 587 2.88 SOMETIMES
assignment that is
not clear to me.
26 I get nervous and 2.91 SOMETIMES
confused when
taking an 593
examination and fail
to answer questions
to the best of my
ability.
30 I have trouble with 2.33 SOMETIMES
the mechanics of
English Composition. 476
33
34 In taking notes, I
tend to take down
material which later 555 2.72 SOMETIMES
turns out to be
unimportant.
38 I do poorly on test
because I find it
hard to think clearly 493 2.42 SOMETIMES
and plan my work
within a short period
of time.
42 I skip over the
figures, graphs, and
tables in reading 496 2.43 SOMETIMES
assignments.
46 After reading several
pages of an
assignment, I am 558 2.74 SOMETIMES
unable to recall what
I have just read.
50 I have difficulty in
picking out the
important points of a 530 2.60 SOMETIMES
reading assignment
– points that later
appear on
examinations.
54 When in doubt about
the proper form for
written report, I 568 2.78 SOMETIMES
refer to an approved
model to provide a
guide to follow.
58 When reading a long
textbook
assignment, I stop 581 2.85 SOMETIMES
periodically and
mentally review the
main points that
have been
34
presented.
62 I seem to
accomplish very little
in relation to the 530 2.60 SOMETIMES
amount of time I
spend studying.
66 I can concentrate on
a reading
assignment for only 555 2.72 SOMETIMES
a short while before
the words become a
meaningless jumble.
70 I copy the diagrams,
drawings, tables,
and other 647 3.17 OFTEN
illustrations that the
instructor puts on
the blackboard.
74 I lose points on true-
false or multiple-
choice examinations
because I change
my original answer 580 2.84 SOMETIMES
only to discover later
that I was right for
the first time.
78 When preparing for
an examination, I
arranged facts to be
learned in some
logical order – order 643 3.15 OFTEN
of importance, order
of presentation in
class or textbook,
order of time in
history.
82 I am careless of
spelling and
mechanics of English 501 2.46 SOMETIMES
35
composition when
answering
examination
questions.
86 Although I work until
the last possible
minute I am unable 558 2.74 SOMETIMES
to finish
examinations within
the allotted of time.
90 If time is available, I
take a few minutes
to check over my 656 3.22 OFTEN
answers before
turning in my
examination paper.
94 When tests are
returned I find that
my grade has been 606 2.97 SOMETIMES
lowered by careless
mistake.
98 During examinations
I forget names,
dates, formulas, and 581 2.85 SOMETIMES
other details that I
really do know.
Demonstrated in table 5, 20 items were classified as “Sometimes”; 5
items were classified as “Often”. For “Sometimes” item 6, got a weighted
score of 510 or 2.5, for item 10, got a weighted score of 457 or 2.24, while
item 18, got a weighted score of 545 or 2.67, while item 22, got a weighted
score of 587 or 2.88, for item 26, got a weighted score of 593 or 2.91, for
36
item 42 got a weighted score of 496 or 2.43, for item 46, got a weighted
score of 558 or 2.74, while item 50, got a weighted score of 530 or 2.60, for
item 66, got a weighted score of 555 or 2.72, for item 74, got a weighted
score of 580 or 2.84, while item 82, got a weighted score of 501 or 2.46, for
item 94, got a weighted score of 606 or 2.97 and item 98, got a weighted
score of 581 or 2.85.
The Overall Mean is 69.64 which can be translated to a sometimes
verbal interpretation. The finding suggests that the respondents know the
use of effective study procedures, efficiency in doing academic assignments,
and how – to – study skills.

37
College of the Holy Spirit of Tarlac in Terms of Teacher Approval

No. Score Mean Interpretatio
n
3 I feel that teacher’s
lack of
understanding of 534 2.62 SOMETIMES
the needs and
interests of
students.
7 My teachers
succeed in making
their subjects 656 3.22 SOMETIMES
interesting and
meaningful to me.
11 I feel that teachers

allow their personal
like or dislike for a 543 2.66 SOMETIMES
student to
influence their
grading unduly.
15 I believe that the
easiest way to get
good grades is to 609 2.99 SOMETIMES
agree with
everything your
teachers say.
19 I think that
teachers like to
exercise their 559 2.74 SOMETIMES
authority too
much.
23 I feel that teachers 460 2.25 SOMETIMES
38
are too rigid and

narrow minded.
27 I think that 611 3.00 SOMETIMES
teachers expect
students to do too
much studying
outside of class.
31 When explaining a
lesson or
answering a 500 2.45 SOMETIMES
questions, my
teachers use words
that I do not
understand.
35 My teachers fail to
give sufficient
explanation of the 503 2.47 SOMETIMES
materials they are
trying to teach.
are overbearing
and conceited in 537 2.63 SOMETIMES
their relations with
students.
43 I believe that
teachers secretly
enjoy giving their 550 2.70 SOMETIMES
students a “hard
time”
47 I think that the 543 2.66 SOMETIMES
teachers tend to
talk too much.
try to distribute
their attention and 572 2.80 SOMETIMES
assistance equally
among all their
students.
39
55 The illustrations,
examples, and
explanations given 528 2.59 SOMETIMES
by my teachers are
too dry and
technical.
59 I feel that the
teachers tend to be
sarcastic towards
their poorer
students and to 546 2.68 SOMETIMES
ridicule their
mistakes
excessively.
make their courses
too difficult for the 543 2.66 SOMETIMES
average student.
67 I think that football
coaches contribute
more to school life 531 2.60 SOMETIMES
than do the
teachers.
think too much
about grades and 167 3.02 SOMETIMES
lose sight of the
real objectives of
education.
75 I think that the
students who ask
questions and offer 540 2.65 SOMETIMES
comments in class
are only trying to
impress the
teachers.
79 I believe that
teachers
intentionally 565 2.77 SOMETIMES
schedule tests on
40
the days following

important as its
academic standing.
83 I believe that one 512 2.51 SOMETIMES
way to get good
grades is by using
flattery on your
teachers.
87 I feel that it is
almost impossible
for the average 565 2.77 SOMETIMES
student to do all of
his assigned
homework.
91 I feel that the

ridiculous
assignments made 600 2.94 SOMETIMES
by teachers are the
main reason for
student cheating.
95 I feel that students

cannot be expected
to like most 632 3.10 OFTEN
teachers.
99 I believe that
teachers enter
their profession 651 3.19 OFTEN
mainly because
they enjoy
teaching.

41
Table 7 reveals, out of 25 items in Study Habits Test, 23 Items were
classified as “Sometimes’’; 2 items were classified as “Often”. For
“Sometimes’’ items 3, got a weighted score of 534 or 2.62, while item 7, got
a weighted score of 6565 or 3.22, for item 11, got a weighted score 543 or
2.66, while item 15, got a weighted score 609 or 2.99, while item 19, got a
weighted score 559 or 2.74, for item 23, got a weighted score 460 or 2.25,
while item 27, got a weighted score 611 or 3.00, while item 31, got a
for item 39, got a weighted score 537 or 2.63, while item 43, got a weighted
score 550 or 270, for item 47, got a weighted score 543 or 2.66, while 51,
got a weighted score 572 or 2.80, for item 55, got a weighted score 528 or
2.59, while item 59, got a weighted score 546 or 2.68, for item 63, got a
weighted score 543 or 2.66, while item 67, got a weighted score 531 or
2.60, for item 71, got a weighted score 167 or 3.02, for item 75, got a
while item 83, got a weighted score 512 or 2.51, for item 87, got a weighted
score 565 or 2.77 and item 91, got a weighted score 600 or 2.94. For
“Often” item 95, got a weighted score 651 or 3.10 and item 99, got a
weighted score 651 or 3.19.

42
The Overall Mean is 68.87 which can be translated to sometimes
verbal interpretation. This finding suggests that the respondents sometimes
agree to their teacher’s opinion.
TABLE 6– Study Habits Profile of Grade Seven Students of the

College of the Holy Spirit of Tarlac in Terms of Education Acceptance

No. Score Mean Interpretation
4 My dislike for
certain teachers
causes me to 398 1.95 RARELY
neglect my
schoolwork.
8 I feel that I would
study harder if I
were given more 691 3.39 OFTEN
freedom to choose
subjects that I like.
12 Even though I
don’t like a subject,
I still work hard to 732 3.59 SOMETIMES
make a good
grade.
16 I lose interest in
my studies after
the first few days 512 2.51 SOMETIMES
of a new school
year.
20 I believe that
teachers truly want
their students to 649 3.18 OFTEN
like them.
24 I feel that students 587 2.88 SOMETIMES
are not given
enough freedom in
43
selecting their own

topics for themes
and reports.
28 Lack of interest in
school work makes
it difficult to keep 562 2.75 SOMETIMES
attention focused
on assigned
reading.
32 Unless I really like
a subject, I believe
in doing only 509 2.50 SOMETIMES
enough to get a
passing grade.
36 I feel confused and
undecided as to
what my 567 2.78 SOMETIMES
educational and
vocational goals
should be.
40 Some of my
courses are so
uninteresting that I 575 2.82 SOMETIMES
have to “force”
myself to do
assignments.
44 I believe that
having a good time
and getting one’s 554 2.72 SOMETIMES
full share of fun out
of life is more
important that
studying.
48 I believe that
teachers tend to
avoid discussing 539 2.64 SOMETIMES
present-day issue
and events with
their classes.
52 I feel my grades 586 2.87 SOMETIMES
44
are a fairly
accurate reflection
of my ability.
56 I feel that it is not
worth the time,
money, and effort 510 2.50 SOMETIMES
that one must
spend to get a
college education.
60 Some of my
classes are so
boring that I spend
the class period
drawing pictures, 555 2.72 SOMETIMES
writing letters,
daydreaming
instead of listening
to the teacher.
64 I feel that I am
taking courses that
are of little 524 2.57 SOMETIMES
practical value to
me.
68 I believe that the
sole purpose of
education should 613 3.00 SOMETIMES
be to equip
students to make a
living.
72 I strive to develop
a sincere interest
in every course I 633 3.10 SOMETIMES
take.
76 The prestige of
having a college
education provides 582 2.85 SOMETIMES
my main motive for
going to college.
80 I believe that a 534 2.62 SOMETIMES
college’s football
45
reputation is just
as important as its
academic standing.
84 I think that it SOMETIMES
might be best for
me to drop out of 477 2.34
school and get a
job.
88 I feel that the SOMETIMES
things taught in
school do not 548 2.69
prepare one to
meet adult
problems.
92 Prolonged reading SOMETIMES
or study gives me
a headache. 614 3.01
96 I feel like cutting
classes whenever
there is something 491 2.41 SOMETIMES
I’d rather do or
whenever I need to
cram for a test.
100 I believe that
grades are based
upon a student’s
ability to memorize
facts rather than 639 3.13 OFTEN
upon the ability to
“think” things
through.
Table 9 reveals, out of 25 items in Study Habits Test, 21 Items were
classified as “Sometimes’’; 3 items were classified as “Often” and 1 item
classified as “Rarely”. For “Sometimes’’ items 8, got a weighted score of 732

46
or 3.59, for item 16, got a weighted score 512 or 2.51, while item 24, got a
weighted score 587 or 2.88,for item 28, got a weighted score 562 or 2.75,
score 567 or 2.78, for item 40, got a weighted score 575 or 2.82, for item
44, got a weighted score 554 or 2.72, while item 48, got a weighted score
539 or 2.64, while item 52, got a weighted score 586 or 2.87, for item 56,
got a weighted score 510 or 2.50, for item 60, got a weighted score 555 or
2.72, for item 64, got a weighted score 524 or 2.57, while item 68, got a
score 534 or 2.62, for item 84, got a weighted score 477 or 2.34, for 88, got
a weighted score 548 or 2.69, while item 92, got a weighted score 614 or
3.01 and item 96, got a weighted score 614 or 3.01.
The Overall Mean is 69.52 which can be translated to sometimes

verbal interpretation. This finding suggests that the respondents are
“Sometimes” focused on their classes.
47
Table 7 - “Delay Avoidance” Classification of the Grade Seven
Students of the College of the Holy Spirit of Tarlac
Raw Score Frequency Percentage % Verbal

Interpretation
42 - 49 186 91.18% Very Superior
36 - 41 12 5.88% Superior
32 – 35 6 2.94% Above Average
Total 204 100%
As shown in Table 4, 186 or 91.18 percent got Very Superior; 12 or
5.88 percent got Superior; 6 or 2.94 percent got Above Average.
As a whole, majority of the respondents are classified as Very Superior
of Delay Avoidance which implies that the aforementioned subjects have
difficulty in passing their requirements on time.

48
Table 8 - “Work Methods” Classification of the Grade Seven Students
of the College of the Holy Spirit of Tarlac

Interpretation
43 -49 202 99.02 Very Superior
34 - 36 2 0.49 Above Average
Total 204 100%
As shown in Table 6, 202 or 99.02 percent got Very Superior: 2 or
0.49 got Above Average.
Most of the Grade Seven Learners have Above Average category in
terms of Work Methods, which means that they need to improve in making
their assignments and projects. They need to learn the strategy of making
meaningful presentations of their projects, reports and assignments.
Frank Pogue (2000) did a research project to determine why students
fail. What he found 30 years ago still holds true today, students fail because
they do not know how to study. The best advice he can give is to develop
sound study skills.

49
Table 9 - “Teacher Approval” Classification of the Grade Seven

Interpretation
40 – 43 56 2.78 Very Superior
32 - 39 148 7.35 Superior
Total 204 100%
As shown in Table 8, 56 or 2.78 percent got Very Superior: 148 or
7.35 got Above Average.
It means that the Grade Seven Learners of the College of the Holy
Spirit of Tarlac are good listener; they participate in their class discussion.
Table 10 - “Education Acceptance” Classification of the Grade Seven

Interpretation
43 – 50 204 100% Very Superior
Total 204 100%
As shown in Table 10, it shows that the most of the learners got 2014
or 100 percent got Very Superior.

50
It means that the Grade Seven Learners of the College of the Holy
Spirit of Tarlac are focused on their class and participating well.
TABLE 11– English Competence Profile of Grade Seven Students of

the College of the Holy Spirit of Tarlac in Terms of Reading
Item Item No. of Percentage Verbal

No. Statement Correct % Interpretation
Answers
1 The golden eagle

has a great 158 77.45% Below Average
________
a. target
b. family
c. power
2 The unpopular
hunter in
sentence 3 is
__________ 184 90.20% Low Average
a. an Indian
b. an eagle
c. a rodent
d. a lamb
3 The eagle strikes

_______
a. at daytime 195 95.59% Low Average
b. in the
evening
c. anytime
d. at midnight
4 The beak of a bird
51
refers to its
_______
a. feet 87.25%
b. wings 178 Low Average
c. mouth
d. legs
5 Perch in sentence
3 means _______ 33.82%
a. sleep 69 Very Low
b. put on
c. rest on
d. fly
6 Prey as used in
the selection 89.22%
means _______ 182 Low Average
a. prayer
b. Victim
c. leader
d. Helper
7 Kids in the
sentence 1 refers
to young ______ 36 17.65% Very Low
a. goats
b. sheep
c. children
d. cow
8 He in the
sentence 1 refers 15 7.35% Very Low
to _______
a. eagle
b. rodent
c. calf
d. rabbit
9 It in the sentence
6 refers to 183 89.71% Low Average
_______
a. eagle
b. lamb
c. calf
d. kid
52
The whole
selection is
mainly about____
a.the eating
habits of a golden
eagle
b. why the golden 76 Low
eagle kills animals 37.75%
10 c. how the golden 127.6
eagle catches its
–prey
d. the
characteristics of
a golden eagle
Overall Mean: 127.6 Low Average
As recorded in table 11, of the 10 items in Reading Comprehension
Test, 5 items were categorize as Low Average; 3 items were categorized as
Very Low; 1 item was categorized as Below Average and 1 item was
categorize as Low.
For “Low Average” items 2 got a percentage of 90.20%, their correct
answers are 184, for item 3 got a percentage of 95.59%, their correct
answers are, while item 4, their correct answers are got a percentage of
87.25%, their correct answers are 178 for item 6, got a percentage of
89.22%, their correct answers are 182, while item 9, got a percentage of
89.71%, their correct answers are 193. For “Very Low” items 5 got the
53
percentages of 33.82%, the numbers of their correct answers are 69, while
item 7, got the percentages of 17.65%, the numbers of their correct
answers are 36, and item 8, got the percentages of 7.35%, the numbers of
their correct answers are 15. For “Below Average”, item 1, got the
percentage of 77.45%, the number of the correct answer is 158. For “Low”,
item 10 got the percentage of 37.75%, and the numbers of their correct
answers are 76.
As seen from table 11, questions with a lot unfamiliar words cause a
huge difficulty for students. The paragraph using old English was the main
culprit for the struggle, as most of the languages used in that paragraph are
longer used today. Paragraphs related to environment and animals also
seem to trouble the student for their environmental terms that they are not
familiar with.
54
TABLE 12 – English Competence Profile of Grade Seven Students of

the College of the Holy Spirit of Tarlac in Terms of Writing
Item No. Item No. of Percentag Verbal

Statement Correct e% Interpretation
Answers
11 The girls and
(a.we b.us
c.he d. him) 80 39.22 Low
will conduct
an
experiment.
12 The manager
gave father
and (a.he 197 96.57 Low Average
b.him c.
them d.they)
a promotion.
13 Will you help
Marian and
(a.I b. me 95 46.57 Low
c.we d.them)
decorate the
room?
14 Greg and
(a.she b.her
c.they 75 36.76 Low
d.them) are
getting
married.
15 The guests of
honor were
the mayor 107 52.45 Low
and (a.they
b.them c.she
d.he).
16 How many 97 47.55 Low

55
points did
Sonny and
(a.he b.him
c.I d.they)
make?
17 Let’s tell Bon 128 62.75 Low
and (a.she
b.her c.they
d.them) the
whole story.
18 The
experience
taught Laura 49 24.02 Very Low
and (a.I b.us
c.me d.they)
a lesson.
19 The usher
showed (a.he
b.him c.they 198 97.06 Low Average
d.us) the way
inside the
theatre
20
Claire won
the contest. 197 96.57 Low Average
(a.her b.she
c.him d.we)
deserved it.
21 Which group
of Pronouns
is She? a. 85 41.67 Low
First Person
b. Second
Person c.
Third Person
Which group
of Pronouns
22 is Us? a. First 132 64.71 Low
Person b.
56
Second
Person c.
Third Person
23 Which group
of Pronouns
is We? a. 130 22.06 Very Low
First Person
b. Second
Person c.
Third Person
24 Which group
of Pronouns
is Her? a. 45 22.06 Very Low
First Person
b. Second
Person c.
Third Person
25 Which group
of Pronouns
is Him? a. 36 17.05 Very Low
First Person
b. Second
Person c.
Third Person
26 Which group
of Pronouns
is Them? a. 85 41.67 Low
First Person
b. Second
Person c.
Third Person
27 Which group
of Pronouns
is They? a. 90 44.12 Low
First Person
b. Second
Person c.
Third Person
28 Which group
of Pronouns
57
is He? a.
First Person 55 26.96 Very Low
b. Second
Person c.
Third Person
29 Which group
of Pronouns
is Ours? a. 165 80.88 Below Average
First Person
b. Second
Person c.
Third Person
30 Which group
of Pronouns
is Its? a. 45 22.06 Very Low
First Person
b. Second
Person c.
Third Person
31 Which group
of Pronouns
is Sister? a. 141 69.12 Below Average
First Person
b. Second
Person c.
Third Person
32 Which group
of Pronouns
is My? a. 46 22.55 Very Low
First Person
b. Second
Person c.
Third Person
33 Which group
of Pronouns
is Mine? a.
First Person
b. Second 22.06 Very Low
58
Person c.
Third Person 45
Which group
of Pronouns
is Ours? a.
First Person
b. Second
Person c.
Third Person
34 Which group
of Pronouns
is Yours? a. 9 4.41 Very Low
First Person
b. Second
Person c.
Third Person
35 Which group
of Pronouns 147
is Mother a. 72.06 Below Average
First Person
b. Second
Person c.
Third Person
36 Which group
of Pronouns
is Michael? 84 41.18 Low
a. First
Person b.
Second
Person c.
Third Person
37 Which group
of Pronouns
is We? a. 46 22.55 Very Low
First Person
b. Second
Person c.
Third Person
38 Which group
of Pronouns
59
is Father? a.
First Person 46 22.55 Very Low
b. Second
Person c.
Third Person
39 Which group
of Pronouns
is His? a. 53 25.98 Very Low
First Person
b. Second
Person c.
Third Person
40 Which group
of Pronouns
is Mikee? a. 38 18.63 Very Low
First Person
b. Second
Person c.
Third Person
Overall Mean: 91.53 Low
Corollary to table 12, the Reading Comprehension Test, 12 items were
categorized as “Low”; 3 items were categorized as “Low Average”; 13 items
were categorized as “Very Low”; 3 items were categorized as “Below
Average”. For “Low” items 11, 12, 13, 14, 15, 16, 17, 21, 22, 26, 27 and 36,
the numbers of their correct answers are 80, 95,75, 107, 97, 128, 85, 132,
85, 90 and 84. While their percentages are 39.22%, 46.57%, 36.76%,
52.45%, 47.55%, 62.75%, 41.67%, 64.71%, 41.67%, 44.12%, 41.18%.
For “Low Average” items 12, 19 and 20. The numbers of their correct
answers are 197, 198 and 197.While their percentages are 96.57, 97.06 and
96.57. For “Very Low” items 18, 23, 24, 25, 28, 30, 32, 33, 34, 37, 38, 40,
60
and 39, the numbers of their correct answers are 18, 23, 24, 25, 28, 30, 32,
33, 34, 37, 38, 40 and 39. While their percentages are 24.02%, 22.06%,
22.06%,17.05%, 26.96%, 22.06%, 22.55%, 22.06%, 4.41%, 22.55%,
22.55%, 25.98% and 18.63%. For “Below Average” item 29, 31 and 35, the
numbers of their correct answers are 165, 141, and 147, while their
percentages are 80.88%, 69.12% and 72. 06%.
As seen from table 12, these results increase their writing skills and
boost their poor existing vocabulary knowledge and may increase reading
comprehension.
Table 13 - “Reading” Classification of the Grade Seven Students of
the College of the Holy Spirit of Tarlac

Interpretation
28 - 31 18 8.82 High Average
24 - 27 60 29.41 Average
20 - 22 40 19.61 Low Average
16 - 19 80 39.22 Below Average
12 - 14 3 1.47 Very Low
4-5 3 1.47 Very Low
Total 204 100%

61
As shown in Table 12, 18 or 8.82 got High Average; 60 or 29.41 got
Average; 40 or 19.61 got Low Average; 80 or 39.22 got Below Average; 3 or
1.47 got Very Low and 3 or 1.47 got Very Low.
However, a great number of the Grade Seven Learners are classified
as Very Low which implies that they can’t comprehend well what they are
reading and can summarize too what they have read. Likewise, they also
have the tendency to interpret well the meanings of the words that they are
reading.
Table 14 - “Writing” Classification of the Grade Seven Students of
the College of the Holy Spirit of Tarlac

Interpretation
96 3 147 Above Average
94-95 20 9.80 High Average

92-93 53 25.98 Average
89-91 42 20.59 Low Average
86-88 58 28.43 Below Average
83-85 28 13.73 Low

Total 204 100%
62
As shown in Table 14, 3 or 147 got Above Average; 20 or 9.80 got
High Average; 53 or 25.98 got Average; 42 or 20.59 got Low Average; 58 or
28.43 got Below Average and 28 or 13.73 got Low.
As exhibited in Table 14, respondents got Above Average, meaning
they are engaged in writing and comprehending. The learners will find a
concentration while writing when they are in a quiet place so he or she can
plan a social activity afterwards.
Table 15 – Personal Profile Between Study Habits and English
Competence in terms of Reading of the Grade Seven learners of the
College of the Holy Spirit of Tarlac
Subscales Pearson r Computed Tabular T- Verbal

T- Value Value Interpretation
Delay 0.69 96.44 1.97 Significant
Avoidance
Work 0.89 98.65 1.97 Significant
Methods
Study 0.90 98.89 1.97 Significant
Habits
Teacher 0.91 91.61 1.97 Significant
Approval
Education 0.91 91.61 1.97 Significant
63
Acceptance
Attitudes
Study -0.20 88.06 1.97 Significant
Orientation
As seen in Table 15, the results of the correlation between Study
Habits and English Competence in terms of Reading of the Grade Seven
Learners of the College of the Holy Spirit of Tarlac are significant, in as much
as their computed t-values are higher than their tabular t- values. This
implies that students who are prompt and efficient in submitting their
assignments and projects garnered higher grade in Reading. Likewise, those
learners who have regular schedule in studying, acquire more information in
reading books, do researches and have positive attitude toward studies have
good standing in Reading.
Marcus Crede and Nathan R. Kunchel (2008) in their research at the
University of Albany said that study habit skill, attitude inventories and
constructs were found to rival standardized tests previous grades as
predictors of academic performance, yielding substantial incremental validity
in predicting academic performance. Overall, Study Habits and sill measures
improve prediction of academic performance more than any other no

64
cognitive individual difference variable examined to date and should be
regarded as the third pillar of academic success.
Table 15 – Personal Profile Between Study Habits and English
Competence in terms of Writing of the Grade Seven learners of the
Subscales Pearson r Computed Tabular T- Verbal

T- Value Value Interpretation
Delay 0.69 94.44 1.97 Significant
Avoidance
Work 0.89 98.65 1.97 Significant
Methods
Habits
Teacher 0.91 91.61 1.97 Significant
Approval
Education 0.91 91.61 1.97 Significant
Acceptance
Attitudes
Orientation
As seen in Table 15, all the subscales of Study Habits are significantly
correlated with the Writing Skills of the Grade Seven Learners. This connotes
65
the positive attitudes and promptness in doing school works and having a
regular schedule in writing and analyzing.
Serving as outcome if Borro’s statement, Ortinero (2000) reasoned
that good study habits leads to enhancement in writing as ability improves
and sharpens through mastery of principle and by means of training and
constancy application.
66
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This study was conducted to determine the relationship between Study
Habits and English Competence of the College of the Holy Spirit of Tarlac for
the Academic Year 2018-2019. The total number of 204 students used
Multiple Choice Test in Reading Comprehension and Writing Skills to
determine its relationship to the Study Habits Rating Scale.
The data gathered has undergone statistical treatment particularly
means and Pearson Product Moment of Correlational Coefficient to determine
the Study Habits as Factors Affecting the English Competence. T-test was
used to determine the significant relationship between the variables.
Major Findings
Major findings of the investigation are the following:
1. The demographic profile of the respondents.
1.1 Majority of the respondents are Female.
1.2 Majority of the respondents ages from 11 years old.
2. Personal Profile of the respondents in Study Habits.
2.1 Majority of the respondents in Study Habits in terms of

67
Daily Avoidance is “Sometimes”
2.2 Majority of the respondents in Study Habits in terms of
Work Methods is “Sometimes”
2.3 Most of the respondents answered “Sometimes” in the
subscale of Study Habits.
subscale of Teacher Approval.
subscale of Education Acceptance.
subscale of Study Attitudes.
subscale of Study Orientation.
3. The summary of the results in the English Competence
of the respondents.
2.1 Most of the respondents answered “Low Average” in the
subscale of Reading Comprehension.
2.2 Most of the respondents answered “Low” in the subscale of
Writing Skills.
68
Conclusion
Study Habits of the College of the Holy Spirit of Tarlac have a
significant relationship to the English Achievement of the learners
particularly in Reading and Writing Skills. The more they maintain a good
study habits the more they got high grades.
Recommendations
1. Regarding the students’ limited understanding, the
researcher recommend that these students should be more
active themselves in seeking more information and
learning opportunities to develop their expertise in
grammar ability with language achievement.
2. The researcher also recommend that teachers should
continuously conduct independent learning and introduce
new set of creative activities that will enhance students’
grammar ability.
3. To the students, to read more books and continue
developing their grammar ability.
4. Training needs assessment and program evaluation can
play an important role in order to link what students need
and what is available on the program itself.

69
5. The school administrators, guidance counselors and faculty
members should plan a Parent and Teachers Association
meeting that would target on the role of the parents in the
practice of building a good study habits.
6. Regarding the students’ program that will draw out plan in
terms of a great responsibility in motivating the learners
and provide great support to the learners in giving good
piece advice, education and health. To maintain good study
habits.
70
BIBLIOGRAPHY
71
A. BOOKS
Marie Cielo Carino , TCS - Publishing
House (2008) English I with Integrative and Integrative Learning
Activities
Johnson, C. E., Flores, J. S., &Eillson, F. P. (1963)
The effect of foreign language instruction on basic learning in
elementary schools: A second report. The Modern Language Journal,
47(1), 8-11.
Wade, Carol and Tavris, Carol, Harper Collins Publishers (2009)
Psychology 2nd Edition
B. UNPUBLISHED MATERIALS
“Comprehension skills of Grade six pupils of Victoria West
District: An Analysis” –Arlene G. Guiam (December 2004)
“Examining Self-Concept During Adolescence: an Empirical
Study”-Clark, Tommy L., Jr. (1995)
A. INTERNET MATERIALS
http://repository.unri.ac.id/xmlui/bitstream/handle/123456789/4869/
5.Mahadi%20Surya.pdf?sequence=1
72
http://www.academypublication.com/issues/past/jltr/vol01/03/22.pdf
http://languageinindia.com/may2013/pradeepgrammarfinal.pdfpe=pdf
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.182.625&re
p=rep1&type=pdf
http://www.publishresearch.com/download/417
http://eprints.uny.ac.id/9838/3/CHAPTER%202%20-
%2007202241015.pdf
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_re
ports/120en.pdf
https://www.researchgate.net/publication/322599145_A_Study_of_Re
lationship_between_Study_Habits_Intelligence_and_Testing_Anxiety_a
mong_Senior_Secondary_School_Students
https://www.jstor.org/stable/42969049?seq=1#page_scan_tab_conte
nts
https://www.google.com/search?ei=hsTuW9beO8qDoATQuLTQBg&q=t
heory+of+study+habits%27&oq=theory+of+study+habits%27&gs_l=
psy-ab.3...19021.24949.0.24962.21.16.0.0.0.0.1689.2590.6-
1j0j1.2.0....0...1c.1.64.psy-
ab..19.2.2588...0j33i22i29i30k1j0i22i30k1j0i22i10i30k1.0.LZVS-
62ZlRg
73
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1012.8296
&rep=rep1&type=pdf
https://timesofindia.indiatimes.com/home/education/news/Developing
-verbal-ability-skills/articleshow/815778.cms
https://www.researchgate.net/publication/322599145_A_Study_of_Re
lationship_between_Study_Habits_Intelligence_and_Testing_Anxiety_a
mong_Senior_Secondary_School_Students
https://www.extradigital.co.uk/articles/social-media/social-media-use-
france.html
74
APPENDICES
75
APPENDIX A – Letter to the Principal
February 02, 2019
SISTER MARIETTA DUMADAG, S.Sp.S.

School Principal
Dear Sr. Marietta:
Warm greetings in the name of the Holy Triune God!
I, Renerose S. Malig, a fourth year Bachelor of Science in Secondary

Education student, Major in English, I am presently enrolled in English
Language Research for the Second Semester of this Academic School Year.
In this regard, I am asking for permission from your good office to

allow me to gather and collect data from the Grade 8 learners of the
Secondary Education; in connection with my undergrad thesis entitled:
“STUDY HABITS AS FACTORS AFFECTING THE ENGLISH COMPETENCE

OF GRADE SEVEN LEARNERS OF THE COLLEGE OF THE HOLY SPIRIT
OF TARLAC”
I am asking for your approval to allow me to administer exams on the
month of February, 2019.
Your endorsement will be highly appreciated. Thank you and God bless
you.
Respectfully yours, Noted by:

Renerose S. Malig Sr. Myrna Batitay S.Sp.S
Researcher BSEd-English IV Research Adviser
Recommending approval:
Sr. Florencia Tubaña S.Sp.S. Sr. Marietta Dumadag S.Sp.S
Dean/Directress Principal
76
APPENDIX B – QUESTIONNAIRE
READING AND WRITING COMPREHENSION TEST
Test I. Reading Comprehension
Direction: Read the following paragraphs and complete the sentences below
each paragraph.
One Big Appetite
Although the golden eagle destroys many harmful

l rodents, he also kills many lambs, kids and calves.
Of all the birds of prey, the golden eagle has the most
voracious appetite. This unpopular hunter will perch
on the top of the loftiest peak where he can scan the
valleys below helpless prey. Or he may glide lazily through
the air thousands of feet above the earth. When he spies a
luckless lamb or calf, he fold his wings against his sides and
power –dives upon his victim. If his target is a rabbit or
a squirrel, he will swoop upon it with his claws, barely
breaking his speed. If he is attacking a larger animal,
he will engage it in battle and rift it apart with his strong
beak and sharp talons.
1) The golden eagle has a great ________

a. target
b. family
c. power
d. appetite
2) The unpopular hunter in sentence 3 is __________
a. an Indian
b. an eagle
c. a rodent
d. a lamb
3) The eagle strikes _______
a. at daytime
b. in the evening
c. anytime
77
d. at midnight
4) The beak of a bird refers to its _______
a. feet
b. wings
c. mouth
d. legs
5) Perch in sentence 3 means _______
a. sleep
b. put on
c. rest on
d. fly
6) Prey as used in the selection means _______
a. prayer
b. victim
c. leader
d. helper
7) Kids in the sentence 1 refers to young ______
a. goats
b. sheep
c. children
d. cow
8) He in the sentence 1 refers to ____________
a. eagle
b. rodent
c. calf
d. rabbit
9) It in the sentence 6 refers to ______
a. eagle
b. lamb
c. calf
d. kid
10) The whole selection is mainly about _______
a. the eating habits if of a golden eagle
b. why the golden eagle kills animals
c. how the golden eagle catches its prey
78
d. the characteristics of a golden eagle
Test II. Writing
A. Directions: Write the letter of the correct pronouns for each

sentence.
1. The girls and (a.we b.us c.he d. him) will conduct an experiment.
__________
2. The manager gave father and (a.he b.him c. them d.they) a
promotion. __________
3. Will you help Marian and (a.I b. me c.we d.them) decorate the
room? __________
4. Greg and (a.she b.her c.they d.them) are getting married.
__________
5. The guests of honor were the mayor and (a.they b.them c.she
d.he). __________
6. How many points did Sonny and (a.he b.him c.I d.they) make?
__________
7. Let’s tell Bon and (a.she b.her c.they d.them) the whole story.
__________
8. The experience taught Laura and (a.I b.us c.me d.they) a lesson.
__________
9. The usher showed (a.he b.him c.they d.us) the way inside the
theatre. __________
10. Claire won the contest. (a.her b.she c.him d.we) deserved it.
________
79
APPENDIX C – QUESTIONNAIRE
SURVEY OF STUDY HABITS AND ATTITUDES
Never Rarely Sometimes Often Always
1 2 3 4 5
1. When my assigned
homework is extra-
long or unusually
difficult I either quit or
disgust or study only
the easier parts of the
lesson.
2. In preparing
reports, terms papers,
etc. I make certain
that I clearly
understand what is
wanted before I begin
to work.
3. I feel that teacher’s
lack of understanding
of the needs and
interests of students.
4. My dislike for certain
teachers causes me to
neglect my schoolwork
5. When I get behind
in my school work for
some unavoidable
reason, I make up
back assignments
without prompting
form the teacher.
6. Difficulty in
expressing myself in
80
writing slows me down

on reports, themes,
examinations, and
other work to be
turned in.
7. My teachers succeed
in making their
subjects interesting
and meaningful to me.
8. I feel that I would
study harder if I were
given more freedom to
choose subjects that I
like.
9. Daydreaming about
dates, future plans,
etc. distracts my
attention from my
lessons while I am
studying.
10. My teachers
criticize my written
reports as being hastily
written and poorly
organized
11. I feel that teachers
allow their personal
like or dislike for a
student to influence
their grading unduly.
12. Even though I
don’t like a subject, I
still work hard to make
a good grade.
13. Even though an
81
assignment is dull and

boring, I stick to it
until it is completed.
14. I give special
attention to neatness
on themes, reports,
and other work to be
turned in.
15. I believe that the
easiest way to get
good grades is to
agree with everything
your teachers say.
16. I lose interest in
my studies after the
first few days of a new
school year.
17. I keep all the notes
for each subject
together, carefully
arranging them in
some logical order.
18. I memorize
grammatical rules,
definition of technical
terms, formulas, etc.
without really
understanding them.
19. I think that
teachers like to
exercise their authority
too much.
20. I believe that
teachers truly want
their students to like
them.
21. When I am having
difficulty with my
school work, I try to
talk over the trouble
82
with the teacher.

22. I hesitate to ask a
teacher for further
explanation of an
assignment that is not
clear to me.
are too rigid and
narrow minded.
24. I feel that students
are not given enough
freedom in selecting
their own topics for
themes and reports.
25. I lay aside
returned examinations,
reports, and homework
assignment without
bothering to correct
errors noted by the
instructor.
26. I get nervous and
confused when taking
an examination and fail
to answer questions to
the best of my ability.
27. I think that
teachers expect
students to do too
much studying outside
of class.
28. Lack of interest in
school work makes it
difficult to keep
attention focused on
assigned reading.
29. I keep my place of
study business – like
and cleared of
unnecessary or
83
distracting items such

as pictures, letters and
mementos.
30. I have trouble with
the mechanics of
English Composition
31. When explaining a
lesson or answering a
questions, my teachers
use words that I do not
understand
32. Unless I really like
a subject, I believe in
doing only enough to
get a passing grade.
33. Telephone calls,
people coming in and
out of my room,” bull-
sessions” with my
friends, etc. interfere
with my studying.
34 In taking notes, I
tend to take down
material which later
turns out to be
unimportant.
35. My teachers fail to
give sufficient
explanation of the
materials they are
trying to teach.
36. I feel confused and
undecided as to what
my educational and
vocational goals should
be. It takes a long time
for me to get warmed
up to the task of
studying.
37. It takes a long
84
time for me to get

warmed up to the task
of studying.
38. I do poorly on test
because I find it hard
to think clearly and
plan my work within a
short period of time.
are overbearing and
conceited in their
relations with students.
40. Some of my
courses are so
uninteresting that I
have to “force” myself
to do assignments.
41. I am unable to
concentrate well
because of periods of
restlessness,
moodiness, or “having
the blues.”
42. I skip over the
figures, graphs, and
tables in reading
assignments.
43. I believe that
teachers tend to avoid
discussing present-day
issue and events with
their classes.
44. I believe that
having a good time
and getting one’s full
share of fun out of life
is more important that
studying.
45. I put off writing
85
themes, reports, term

papers, etc, until the
last minute.
46. After reading
several pages of an
assignment, I am
unable to recall what I
have just read.
47. I think that the
teachers tend to talk
too much.
48. I believed that
teachers tend to avoid
discussing present day
issue and events with
their classes.
49. When I sit down to
study I find myself too
tired, bored, or sleepy
to study efficiently.
50. I have difficulty in
picking out the
important points of a
reading assignment –
points that later
appear on
examinations.
try to distribute their
attention and
assistance equally
among all their
students.
52. I feel my grades
are a fairly accurate
reflection of my ability.
53. I waste too much
time talking, reading
magazine, listening to
the radio, watching TV,
86
going to the movies,

etc, for the good of my
studies.
54. When in doubt
about the proper form
for written report, I
refer to an approved
model to provide a
guide to follow.
55. The illustrations,
examples, and
explanations given by
my teachers are too
dry and technical.
56. I feel that it is not
worth the time,
money, and effort that
one must spend to get
a college education.
57. My studying is
done in a random
unplanned manner is
implied mostly by the
demands of
approaching classes.
58. When reading a
long textbook
assignment, I stop
periodically and
mentally review the
main points that have
been presented.
59. I feel that the
teachers tend to be
sarcastic towards their
poorer students and to
ridicule their mistakes
excessively.
60. Some of my
classes are so boring
87
that I spend the class

period drawing
pictures, writing
letters, daydreaming
instead of listening to
the teacher.
61. “Extracurricular
activities” – dating,
clubs, athletics,
fraternity and sorority
activities, etc, - cause
me to get behind in my
school work.
62. I seem to
accomplish very little
in relation to the
amount of time I
spend studying.
make their courses too
difficult for the average
student.
64. I feel that I am
taking courses that are
of little practical value
to me.
65. I utilize the vacant
hours between classes
for studying so as to
reduce the evening’s
work
66. I can concentrate
on a reading
assignment for only a
short while before the
words become a
meaningless jumble.
67. I think that football
coaches contribute
more to school life
88
than do the teachers.

68. I believe that the
sole purpose of
education should be to
equip students to
make a living.
69. Problems outside
of school-financial
difficulties, being in
love, conflict with
parents, etc, cause me
to neglect my school
work.
70. I copy the
diagrams, drawings,
tables, and other
illustrations that the
instructor puts on the
blackboard.
think too much about
grades and lose sight
of the real objectives
of education.
72. I strive to develop
a sincere interest in
every course I take.
73. I complete my
homework
assignments on time.
74. I lose points on
true-false or multiple-
choice examinations
because I change my
original answer only to
discover later that I
was right for the first
time.
75. I think that the
students who ask
89
questions and offer

comments in class are
only trying to impress
the teachers.
76. The prestige of
having a college
education provides my
main motive for going
to college.
77. I like to have a
radio, record player, or
television set turned
on while I’m studying.
78. When preparing for
an examination, I
arranged facts to be
learned in some logical
order – order of
importance, order of
presentation in class or
textbook, order of time
in history.
79. I believe that
teachers intentionally
schedule tests on the
days following
important as its
academic standing.
80. I believe that a
college’s football
reputation is just as
important as its
academic standing.
81. With me, studying
is a hit-or-miss
proposition depending
on the mood I’m in.
82. I am careless of
spelling and mechanics
of English composition
90
when answering
examination questions.
83. I believe that one
way to get good
grades is by using
flattery on your
teachers
84. I think that it
might be best for me
to drop out of school
and get a job.
85. I study three or
more hours per day
outside of class.
86. Although I work
until the last possible
minute I am unable to
finish examinations
within the allotted of
time.
87. I feel that it is
almost impossible for
the average student to
do all of his assigned
homework.
88. I feel that the
things taught in school
do not prepare one to
meet adult problems.
89. I keep my
assignments up to date
by doing my work
regularly from day to
day
90. If time is available,
I take a few minutes to
check over my answers
before turning in my
examination paper.
91. I feel that the
91
ridiculous assignments
made by teachers are
the main reason for
student cheating.
92. Prolonged reading
or study gives me a
headache.
93. I prefer to study
my lessons alone
rather than with
others.
94. When tests are
returned I find that my
grade has been
lowered by careless
mistake.
95. I feel that students
cannot be expected to
like most teachers
96. I feel like cutting
classes whenever there
is something I’d rather
do or whenever I need
to cram for a test.
97. At the beginning of
a study period I
organize my work so
that I will utilize the
time most effectively.
98. During
examinations I forget
names, dates,
formulas, and other
details that I really do
know.
99. I believe that
teachers enter their
profession mainly
because they enjoy
teaching.
92
100. I believe that

grades are based upon
a student’s ability to
memorize facts rather
than upon the ability to
“think” things through.

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COLLEGE OF THE HOLY SPIRIT OF TARLAC

San Sebastian Village, Tarlac City

THE PROBLEM AND ITS BACKGROUND

English is thought to be one of the most important languages in the

language. Although English is the language of so many countries, more

Chinese is spoken in sixteen countries.

countries. English is considered the business language. English is the official

language of the United Nations. English is also the official language of

In spite of having background in English language, Filipino students still

find difficulty in speaking, reading and expressing themselves using English

deep providence placing the national interest as the primary consideration.

San Sebastian Village, Tarlac City

This observation was confirmed by the finding of twelve-man committee

of language experts from Department of Education-Culture and Sports as

among them. To be able to speak and write a foreign language is beneficial

to them in terms of culture, commerce and diplomacy.

To a certain extent, it is an indication of the linguistic versatility of a

person. Those who favor the use of Filipino as a medium of instruction

including English itself will improve.

San Sebastian Village, Tarlac City

is the medium of instruction. Some students are failing in their English

The researcher was motivated to conduct a study on the Factors

Grade Seven Learners in English Competencies in term of the College of the

Holy Spirit of Tarlac S.Y 2018-2019.

The language model developed by Bachman 2009 is useful in more full

understanding how linguistically intricate academic language and discourse

that academic language would entail both an organizational and pragmatic

component: Organizational competence consists of grammatical and textual

competence: pragmatic competence consists of illocutionary and socio-

linguistic competence. Each of these four components is further divided into

yet smaller linguistic components. For example, textual competence consist

conversation, academic, lecture).

San Sebastian Village, Tarlac City

Oller (2008), offers yet another dimension of language that must be

accounted for conceptualizing academic language, the use and

comprehension of gesture in communication. One component of the

theoretical model of language proficiency posited by Oller is the kinesics

semiotic capacity. A leaner must come to understand how a particular

posture, gaze or hand movement lend themselves by subtly shaping the

meaning of an utterance within a broader academic discourse. One further

observation should be made regarding academic language. It develops

gradually over time.

Ovado and Coller (2008) maintain that the development of academic

language is a continuous process throughout the student’s schooling.

Theoretically, it can begin at birth as a parent begin to verbally interact with

later become a teacher or other professionals. For our purposes, let us

assume that the development of academic language generally spans a

twelve to thirteen year period ( i.e from kindergarten to grade 12).

Academic language, in any language, requires time to develop and

theoretically has no finite boundaries. In light of ths brief description of

academic language proficiency, one must examine the nature of the

San Sebastian Village, Tarlac City

opportunities prospective bilingual education teacher are afforded to develop

their ability to use thus register of language.

San Sebastian Village, Tarlac City

INPUT PROCESS OUTPUT

Figure 1: Paradigm of the Study

San Sebastian Village, Tarlac City

The figure also indicates three intended outputs, which include

awareness of the extent to which the respondents’ understand the different

students’ English Proficiency Assessment and for the students’ better

understanding of each individual.

STATEMENT OF THE PROBLEM