Title: THE GRADE 9 STUDENTS’ PERFORMANCE IN ENGLISH IN RELATION TO

CLASS SIZE AND TEACHING STRATEGIES

Statement of the Problem

The study aimed to assess the students’ performance in English in relation to class

size and teaching strategies.

Specifically, it sought answers to the following questions:

1. What is the performance of Grade 9 students in English using the following class ratio:

1.1 class of 21 to 30 students

1.2 class of 31 to 40 students

1.3 class of 41 to 50 students

2. How is the performance of Grade 9 students related to the class size based on strategy:

2.1 story telling

2.2 chalk-talk method

2.3 power point presentation

3. What teaching strategies are suited to the above-cited class size?

4. Based on the results of the study, what implications can be deduced?

RESEARCH DESIGN AND METHODOLOGY

 This chapter includes a description of technique and the statistical treatment

applies by the researcher for her study.

Research Design

This study will utilize the experimental method of research.

According to Dr. Y.P. Aggarwal (2008) descriptive research is devoted to the

gathering of information about prevailing conditions or situations for the purpose of

description and interpretation. This type of research method is not simply amassing and

tabulating facts but includes proper analyses, interpretation, comparisons, identification

of trends and relationships.

Therefore, this method is absolutely appropriate since there will be a survey that

will answer by the respondents and information is needed to answer the research

questions.

Respondents of the Study

The respondents are limited to Grade 9 students who are enrolled in Lady of Rose

Academy, Inc. They belong to section Grandiflora with 36 students, Regensberg with 41

students, and Iceberg Rose with 21 students.

Instrumentation
 This study utilizes 3 sets of questionnaires for Grade 9 students.

The first questionnaire deals with the first strategy, Story Telling, that contains 20

items about the story to be discussed.

The second discusses the next strategy which is the Chalk-Talk method. It includes

20 items about the Rules on Subject-Verb Agreement.

The third is a continuation of the topic about the Rules on Subject-Verb Agreement,

Power Point presentation is the strategy applied. It has also 20 items cover the last set of

rules for the said topic.

Thesis Writing: What to Write in Chapter 5
July 29, 2014 Alvior, Mary G. 31 Comments

This article simply tells what a budding researcher must include in Chapter 5-the
Summary. It also includes the tense of the verb and the semantic markers which are
predominantly used in writing the summary, conclusions and recommendations.

For others, writing the Chapter 5 is the easiest part in thesis writing, but there are
groups of students who would like to know more about it. If you are one of them, this
article is purposely written for you.

A. Writing the Summary

Your summary may include the following: (1) objectives of the study; (2) statement of
the problem; (3) respondents; (4) sampling procedures; (5) method/s of research
employed; (6) statistical treatment/s applied or hypotheses tested, if there is any; (7);
and results.

If you notice, all the parts mentioned above are already included in your Chapters 1-
4. So, the challenge is on how you are going to briefly write and present it.

First, you must go direct to the point in highlighting the main points. There is no need
to thoroughly explain the details. You must avoid copying and pasting what you have
written in the previous chapters. Just KISS (keep it short and simple)!
Then, write sentences in simple past and use always the passive voice construction
rather than the active voice. You must also be familiar with the different semantic
markers.

When I was enrolled in Academic Writing in my masters degree, I learned that there
are semantic markers which can be used in order not to repeat the same words or
phrases such as additionally, also, further, in addition to, moreover, contrary to,
with regard to, as regards, however, finally, during the past ___ years, from 1996 to
2006, after 10 years, as shown in, as presented in, consequently, nevertheless, in
fact, on the other hand, subsequently and nonetheless..

Next, you may use the following guide questions to check that you have not missed
anything in writing the summary:

1. What is the objective of the study?;

2. Who/what is the focus of the study?;
3. Where and when was the investigation conducted?;
4. What method of research was used?;
5. How were the research data gathered?;
6. How were the respondents chosen?;
7. What statistical tools were applied to treat the gathered data? ; and
8. Based on the data presented and analyzed, what findings can you summarize?

Finally, organize the summary of the results of your study according to the way the
questions are sequenced in the statement of the problem.

B. Writing the Conclusions

Once you have written the summary, draw out a conclusion from each finding or
result. It can be done per question or you may arrange the questions per topic or sub-
topic, if there is any. But if your research is quantitative in nature, answer directly the
research question and tell if the hypothesis is rejected or accepted based on the
findings.

As to grammar, make sure that you use the present tense of the verb because it
consists of general statement of the theory or the principle newly derived from the
present study. So, don’t be confused because in your summary, you use past tense
while in conclusion, you use present tense.

C. Writing the Recommendations

The recommendations must contain practical suggestions that will improve the
situation or solve the problem investigated in the study. First, it must be logical,
specific, attainable and relevant. Second, it should be addressed to persons,
organizations, or agencies directly concerned with the issues or to those who can
immediately implement the recommended solutions. Third, present another topic
which is very relevant to the present study that can be further investigated by future
researchers. But never recommend anything that is not part of your study or not being
mentioned in your findings.

After organizing your thoughts as to what would- be the contents of your

recommendations, you should write it using the imperative mood of the verb.
Imperative mood is to express a request or a command. So, the tense is also simple
present tense.

However, there are universities especially in the Philippines that require a specific
thesis format to be followed by students. Thus, as a student, you must conform to the
prescribed format of your college or university.