KRYSTEL JOYCE E.

TUGPALAN 11 GOLD STEM

PR1 MODULE 7: ANALYZING THE MEANING OF DATA COLLECTION,
UNDERSTANDING DATA AND WAYS TO SYSTEMATICALLY COLLECT DATA
LESSON 1: DRAWING CONCLUSIONS
WHAT I KNOW
1. B 6. A
2. C 7. B
3. D 8. C
4. B 9. D
5. D 10. B
ACTIVITY 1
THEMES STANZA AND LINE NUMBER
1. MY EXISTENCE WITH LOVE OF STANZA 3, LINE 1&2
FAMILY AND FRIENDS
2. THE ROLE OF HAVING MORE STANZA 2, LINE 3
3. LIFE IS SO FAST, MAKING IT STANZA 1, LINE 1&2
EASY IS NOT THAT EASY
4. ACCEPT ALL THAT LIFE HAS TO STANZA 3, LINE 3
OFFER
5. SRUGGLES, LEARNING LESSON STANZA 1, LINE 4
TO HAPPINESS

ACTIVITY 2
THEMES CONCLUSION
Role Changing: New Set of (Poem)
Responsibilities It'll be a long time before I'm free
but there are people counting on me
Right now, I have somewhere to be
So sleep will have to wait for me
Glint of Hope: A Blessing in Disguise (Song)
Here Comes The Sun by The Beatles

LESSON 2
ACTIVITY 3

AUTHOR AND ANALYSIS OF THE RESEARCH

RESEARCH TITLE
DATE PUBLISHED RECOMMENDATION
FACTORS  Nneka Marie C.  Since it was shown in the findings that sex is a
ASSOCIATED WITH SolisJohn Paul P. factor correlating with the English proficiency
THE ENGLISH EusebioSin Hye of an individual, and that female pupils tend to
PROFICIENCY YuMay D. be more proficient than male pupils, it is
OFELEMENTARY AguilarRhea V. important that parents should monitor the
PUPILS AT CENTRAL BayotJanelyn status of their sons when it comes to their
PHILIPPINE Villaruel performance in English, and that they should
UNIVERSITY  April 2013 encourage them to study English more;
 Parents should encourage their children to
read, especially reading materials written in
English. Reading will help improve the pupils’
ability to observe proper grammar and reading
comprehension. The more the children read,
the more their facilities in English improve;
 School heads and administrators should
encourage teachers to explore teaching
strategies that will aid the improvement of the
English proficiency of the pupils.
 The community should encourage their young
members to participate in community activities
that involve the speaking of English, such as
pageants or contests for the young.
Community quiz bees that involve English
may also be an example.
TECHNOLOGY IN  Pauline Ann Baba  Teacher training is very important and since
THE CLASSROOM: A  2014 the government has vested interest it cannot
TOOL OR A DRAG be ignored. According to the National
Assessment of Educational Progress
(NAEP, 2009), “Science is a priority under
the No Child Left Behind Act (NCLB).
Under the provisions of the Act, states
receiving Title 1 funding must develop
academic content standards in science by
2005-06 and implement aligned assessments
based on those standards by 2007-2008”
(p.4), but their findings showed that only 10%
of fourth and eighth graders were in a class
where the teachers actually use technology
to enhance teaching in their classroom at
least once a week making it impossible to
teach the students. "We need to set up
networks whereby teachers and
researchers may work together to design
and evaluate projects which use ICT as a tool
for learning. If these resources are made
available, teachers will start to embed ICT into
classroom practices," emphasized Professor
Sutherland (Postholm, 2007).
USE OF NATIVE  Seyda Savran Celik  As the constant use of EFL by teachers and
LANGUAGE IN EFL & Selami Aydin referring it as the classroom language
CLASSES  December 2018 means ignoring the advantages and benefits
of using L1 in the classroom as a
mediator language, teachers should
consult students’ first language, especially
at the beginner levels.
  As overusing L1 limits the input that is
required for students, they should choose
using simple directions that are clearly
understood and used by students
 It would be better for teachers to use L1
judiciously by evoking students in EFL,
giving instructions about the further
exercises, checking comprehension and
code-switching due to the facilitating
potency of common structures and words
 They should take advantage of working with
this innate tendency by explaining particular
skills including technical and cultural
content in L1 since guiding students to use
L1 creatively and take an active part in
group activities positively contributes to
their communication skills, leading to
speaking fluently in EFL.

ACTIVITY 3
 Craft your research recommendation based on the discussion given
above.
Answer:
a. It should be noted that the experimental results do not agree with the
theoretical equations. This could be due to deposits that formed inside the
pipe or to inconsistencies in thermocouple temperature. As a result, it is
advised that the test rig be inspected on a frequent basis.
b. Should respond directly to major conclusions derived from data collection and
analysis. Prioritization is necessary for narrowing down findings, and once
completed, suggestions that fit with the most critical findings should be made.
c. Concrete and precise recommendations should be made. They should be
backed up by a clear rationale and linked to the conclusions.
d. As a general guideline, aim to keep the overall number of recommendations
between three and seven. If there are more, group them together.
e. Always highlight constraints and suggest solutions to overcome them in future
efforts.
LESSON 3
ACTIVITY 5
AUTHOR YEAR OF BOOK OF PLACE OF
PUBLICATION ARTICLE PUBLISHING/PUBLISHER
Prieto, N.G., 2017 Practical Quezon City, Metro Manila:
Naval, V.C. & research 1 for LORIMAR
Carey, T.G. senior high Publishing, Inc.
school:
 Qualitative.
Prieto, N.G., 2017 Practical Quezon City, Metro Manila:
Naval, V.C. & research 2 for LORIMAR
Carey, T.G. senior high Publishing, Inc.
school:
Quantitative.
Torneo, A.R. & 2017 Practical Quezon City: SIBS
Clamor- research 2: An Publishing
Torneo, H.S. introduction to House, Inc.
quantitative
research.

ACTIVITY 6
FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OFELEMENTARY
PUPILS AT CENTRAL PHILIPPINE UNIVERSITY
REFERENCES
Acero, V., Javier E. & Castro H. (2008) Child and Adolescent Development. Quezon City,
Philippines: Rex Bookstore, Inc.
Arnilla, A., et. al [n.d]. English Placement Exam and Academic Performance of the College
of Education Freshmen Students in Basic English.
Eusebio, J.P., (2008) The Effects of Television Viewing in Attentional Abilities of Sapian
National High School Students.
Duursma, E., et. al. (2005). The Role of Home Literacy and Language Environment on
Bilinguals’ English and Spanish Vocabulary Development. Retrieved 2012-09-03 from
http://www.rieslp.com.mx/documentos/Duursma_Romero_Contreras_%20TheRoleOf
HomeLiteracy.pdf
Olivares, O. (2002). An Analysis of the Study Time-Grade Association. Retrieved 2012-10-
01 from http://radicalpedagogy.icaap.org/content/issue4_1/06_Olivares.html
Sickle, J.V. & Ferris, Sarah. [u.d]. Second Language Acquisition: The Age Factor Retrieved
2012-09-02 from
http://www.wce.wwu.edu/Resources/CIRCLE/Lectures/SarahJuliaAge_SLAcomment s
%20(2).pdf

TECHNOLOGY IN THE CLASSROOM: A TOOL OR A DRAG

REFERENCES
Anonymous. (2006). Teachers wary about using information technology in the classroom
Education & Training 48(1) 60
Anonymous (2007). History, the History of Computers, and the History of Computers in
Education. Retrieved from http://www.csulb.edu/~murdock/histofcs.html
Byrom, E. & Bingham, M. (2001). Factors Influencing the Effective Use of Technology for
Teaching and Learning: Lessons Learned from the SEIR_TEC Intensive Site Schools.
Retrieved from http://www.seirtec.org/publications/lessons.pdf
Munoz, J. S. (2002). [Dis]integrating: Multiculturalism with technology. Multicultural
Education, 10(2), 19. Retrieved from http://search.proquest.com/docview/216343832?
accountid=35812
NAEP (2009). NAEP 2009 Science Framework Development: Issues and Recommendations
NAEP 2009 Science Framework Development: Issues and Recommendations NAEP.
Retrieved from http://www.nagb.org/content/nagb/assets/documents/publications/reports-
papers/2009-scienceframework-issues.doc
U.S. Department of Education. (2009). Analysis of controlled studies showing online learning
enhances classroom instruction. Retrieved from
http://www.ed.gov/about/offices/list/opepd/ppss/reports.html#edtech

USE OF NATIVE LANGUAGE IN EFL CLASSES

REFERENCES
Byram, M. (2009). Intercultural teacher: A case study of a course. Becoming
Interculturally Competent Through Education and Training, Salisbury: Cromwell
Press.
Cook, V. (2001). Using the first language in the classroom. Canadian Modern
Language Review, 57(3), 402-423.
Firth, A. (1996). The discursive accomplishment of normality: On ‘lingua
franca’ English and conversation analysis. Journal of Pragmatics, 26(2), 237-259
Kraemer, A. (2006). Teachers' use of English in communicative German language
classrooms: A qualitative analysis. Foreign Language Annals, 39(3), 435-450.
Lin, A. M. (1990). Teaching in two tongues: Language alternation in foreign
language classrooms. Hong Kong City Polytechnic: Hong Kong.
Pakkan, G. (1995). Teacher development: An important issue. Hacettepe
University Journal of Education, 11(1995), 75-78.
Rolin-Ianziti, J., & Varshney, R. (2008). Students' views regarding the use of the first
language: An exploratory study in a tertiary context maximizing target language
use. Canadian Modern Language Review, 65(2), 249-273.
Rondon-Pari, G. (2012). Analysis of L1 and L2 use in Spanish college courses using
the COLT observation scheme. Journal of College Teaching & Learning (TLC),
9(3), 189-200.
Spahiu, I. (2013). Using native language in ESL classroom. International Journal of
English Language & Translation Studies, 1(2), 243-248.
POST TEST
1. B 6. A
2. C 7. B
3. D 8. C
4. B 9. D
5. D 10. B