Chapter 1

THE PROBLEM AND ITS BACKGROUND

Statement of the Problem

Generally, this study aims to determine the level of learning satsfaction of Accountancy,

Business and Management students in San Jacinto National High School during the school year

2018-2019

Specifically, it seeks answer to the following question:

1. What is the personal profile of the students in terms of:

a. age;

b. gender; and

c. year level?

2. What is the level of learning satisfaction of Accountancy, Business and Management (ABM)

students in terms of:

a. Learning style of ABM students;

b. Teaching style of teachers; and

c. Classroom facilities?

3. What are the promblems encountered by Accountancy, Business and Management (ABM)

students that affect their learning satisfaction in terms of:

a. Learning style of ABM students;

b. Teaching style of teachers; and

c. Classroom facilities?
4. Is there a significant relationship between the personal profile of the students to the level of

learning satisfaction of Accountancy, Business and Management (ABM) students?

Significance of the study

The results of this study will contribute to the enhancement of the Level of learning

satisfaction of ABM (Accountancy, Business and Management) students. First, it will help the

students to know if they have something to enhance in their learning style for their learning

satisfaction. Second, it will help the teachers to know if they need an improvement on their

teaching style for the learning satsfaction of the abm student. Third, it will help the school for the

improvement of classroom facilities and to find out if there’s a need to conduct a remediation

program to enhance the level of learning satisfaction of ABM (Accountancy, Business and

Management) students on their own learning style, teaching style of the teachers and classroom

facilities. And lastly, the results and recommendations of the study will be helpful to the future

researchers.

Scope and Delimitations

The study focused on the level of learning satsfaction of Accountancy, Business and

Management students. The researchers conducted the study in San Jacinto National High

School. The study involved only the ABM students from the different year level of Senior High

School of San Jacinto National High School and the study will not cover any variables that

involved concern of this study.

Definition of terms

Terms used in the study are here in defined operationally for clarity.

Learning satisfaction- this refers to the satisfaction of the students in learning in terms of

learning style, teaching style and classroom facilities.

Learning style- one of the factors of learning satisfaction that refers to the satisfaction of abm

students with their style through learning and on how they learn and study.

Teaching style- one of the factors of learning satisfaction that refers to the satisfaction of abm

students with the style of teaching of their teachers and on how the teacher teach.

Classroom facilities- one of the factors of learning satisfaction that refers to the satisfactiom

abm students with reagards to classroom facilities.

ABM students- the main respondent of this study who rated the survey questionnaire on how

satisfied they are on their learning satisfaction.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter represents a Review of Related Literature and Related Studies which guided

the researchers in conducting the study.

Related Literature

English is a language—originally the language of the people of England. Today, English

is the main language of the United Kingdom, Ireland, the United States of America, Canada,

Australia, New Zealand and more than fifty other countries. (Interestingly, English is NOT the

official language of the USA, though it is the official language of some US states.)

Worldwide, there are over 400 million native speakers of English, and over one billion

more people speak it as a second language. English is probably the third language in terms of

number of native speakers (after Mandarin and Spanish); and probably the most widely spoken

language on the planet taking into account native and non-native speakers.

Consequently English is sometimes described as a "world language" or a "global lingua

franca". It is the world's most widely-used language in international business and

telecommunications, newspaper and book publishing, scientific publishing, mass entertainment

and diplomacy.
History of English

The history of the English language really started with the arrival of three

Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the

Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany.

At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers

were pushed west and north by the invaders - mainly into what is now Wales, Scotland and

Ireland. The Angles came from "Englaland" [sic] and their language was called "Englisc" - from

which the words "England" and "English" are derived.

Old English (450-1100 AD)

The invading Germanic tribes spoke similar languages, which in Britain developed into

what we now call Old English. Old English did not sound or look like English today. Native

English speakers now would have great difficulty understanding Old English. Nevertheless,

about half of the most commonly used words in Modern English have Old English roots. The

words be, strong and water, for example, derive from Old English. Old English was spoken until

around 1100.

Middle English (1100-1500)

In 1066 William the Conqueror, the Duke of Normandy (part of modern France), invaded

and conquered England. The new conquerors (called the Normans) brought with them a kind of

French, which became the language of the Royal Court, and the ruling and business classes. For
a period there was a kind of linguistic class division, where the lower classes spoke English and

the upper classes spoke French. In the 14th century English became dominant in Britain again,

but with many French words added. This language is called Middle English. It was the language

of the great poet Chaucer (c1340-1400), but it would still be difficult for native English speakers

to understand today.

Modern English

Early Modern English (1500-1800)

Towards the end of Middle English, a sudden and distinct change in pronunciation (the

Great Vowel Shift) started, with vowels being pronounced shorter and shorter. From the 16th

century the British had contact with many peoples from around the world. This, and the

Renaissance of Classical learning, meant that many new words and phrases entered the language.

The invention of printing also meant that there was now a common language in print. Books

became cheaper and more people learned to read. Printing also brought standardization to

English. Spelling and grammar became fixed, and the dialect of London, where most publishing

houses were, became the standard. In 1604 the first English dictionary was published.

Late Modern English (1800-Present)

The main difference between Early Modern English and Late Modern English is

vocabulary. Late Modern English has many more words, arising from two principal factors:

firstly, the Industrial Revolution and technology created a need for new words; secondly, the

British Empire at its height covered one quarter of the earth's surface, and the English language

adopted foreign words from many countries.

Varieties of English

From around 1600, the English colonization of North America resulted in the creation of

a distinct American variety of English. Some English pronunciations and words "froze" when

they reached America. In some ways, American English is more like the English of Shakespeare

than modern British English is. Some expressions that the British call "Americanisms" are in fact

original British expressions that were preserved in the colonies while lost for a time in Britain

(for example trash for rubbish, loan as a verb instead of lend, and fall for autumn; another

example, frame-up, was re-imported into Britain through Hollywood gangster movies). Spanish

also had an influence on American English (and subsequently British English), with words like

canyon, ranch, stampede and vigilante being examples of Spanish words that entered English

through the settlement of the American West. French words (through Louisiana) and West

African words (through the slave trade) also influenced American English (and so, to an extent,

British English).

Today, American English is particularly influential, due to the USA's dominance of

cinema, television, popular music, trade and technology (including the Internet). But there are

many other varieties of English around the world, including for example Australian English,

New Zealand English, Canadian English, South African English, Indian English and Caribbean

English.

Related Studies

Student’s Interest in Science and Technology and its Relationships with Teaching Methods,

Family Context and Self-Efficacy

 In order to explore students’ interest towards S&T, we developed and validated a

questionnaire that simultaneously takes into account 18 components (general interest in school-

S&T, utility of school-S&T, teaching methods preferences, perceived importance and preference

for school-S&T with respect to other school subjects, etc.). The questionnaire was administered

to 1,882 students from grades 5 through 11 (seven grade levels). Findings indicate that: a)

students show a high general interest in S&T and a preference for student-centred teaching

methods rather than teacher-centred ones; however, few of them perceive the utility of school-

S&T for everyday life, want to spend more time doing S&T in school or intend to pursue S&T

related studies or careers. Grade level differences appear to be important while gender

differences are weak; b) in terms of school subjects, perceived importance and preference order,

S&T seem to occupy an intermediate position; the preference order is not, however, similar to

the perceived importance order. The latter, and therefore the role of S&T in school, appear to be

strongly influenced by its status or its social value given in the curriculum; c) the analysis based

on correlations and regressions propose some important predictors of general interest towards

S&T. The results highlight, among other things, the importance for school to intervene on certain

factors that promote the development of students’ interest in S&T. For instance, 1) to affirm the

importance of S&T right from the beginning of elementary school, 2) to use teaching methods

that allow students to establish links between what they learn in school and their lives, as well as

methods centered on students’ development of inquiry processes, 3) to promote cultural activities

related to S&T, and 4) to promote a positive development of self-concept through quality

schooling.

English Language Proficiency and Academic Performance of Philippine Science High

School Students
 Using the descriptive-correlational research design, this study aimed to determine the

relationship between the English language proficiency and academic performance in

Science, Mathematics and English of the 216 Grade 8 students of Philippine Science High

School in Northern Luzon – Ilocos Region Campus, Cordillera Autonomous Region and

Cagayan Valley Campus. Frequency distribution and Pearson’s r correlation were the statistical

tools used to treat the data. Findings reveal that majority of the Grade 8 students of the Philippine

Science High School in Northern Luzon have English language proficiency belonging to the

satisfactory level. Also, majority of the students have academic performance in Science and

Mathematics belonging to the very good level while good level in English. Results further reveal

that there is a significant relationship between the students’ English language proficiency and

their academic performance in each of the subjects.

Chapter 3

RESEARCH METHODOLOGY

Research Design

This study used the descriptive method of research to determine the level of learning

satisfaction of Accountancy, Business and Management (ABM) students students in San Jacinto

National High School during the school year 2018-2019. This study uses such Descriptive

Design to enhance the following problems:

First to determine what is the personal profile of the students in terms of their age, gender,

year level and general average. Second, to determine what is level of learning satisfaction of
Accountancy, Business and Management (ABM) students in terms of their learning style,

teaching style of the teachers and classroom facilities .

Data Gathering Procedures

General Procedures

The researchers followed certain procedures in conducting the study. First, they presented their

topic to the research adviser for the approval. After the approval, the researchers started their

research work through the use of some thesis books downloaded from the internet in acquiring

as much possible information related to the study. After gathering information, preparation of

the questionnaire followed. The questionnaire was planned and made by the researchers and

then presented to their research adviser. After the review and the final approval, the

questionnaire was revised. The researchers distributed 89 questionnaires to the respondents.

The questions and directions were explained well and the respondents were assured that

information would be confidential. After collecting the accomplished questionnaires the

researchers tabulated the data based on the responses of students.

Sampling Procedure

The r

Participants of the Study

Data-gathering Instrument

This study make used of the questionnaire in collecting the response of the respondents.

The questionnaire was outline into two parts. The first part concerns on the personal profile of

the students, the second part contained the questions for level of learning satisfaction of

Accountancy, Business and Management (ABM) students and the third part contained the

questions about problems encountered of ABM students that affect their learning satisfaction.

Research Subject

The researchers from 4 different sections Grade 10 students of San Jacinto National High

School and they answered the questionnaire that floated by the researchers.

Data Analysis

The tabulated response was subjected in the statistical treatment to get the results.

Average Weighted Mean

The average weighted mean is calculated by adding the range of the numbers together

and then dividing this total by the number of values in the range. In determining the

average of the level of implementation, the researchers used average weighted mean was

used by utilizing the formula.

WM=

Where:
 WM= Weighted Mean

Σ=Summation

W= Weighted Factor

X= frequency

Procedure