Impact of Daily Learning Activities in Learning English Among Grade 10 Students of Cainta Catholic College A.Y. 2020-2021

IMPACT OF DAILY LEARNING ACTIVITIES IN LEARNING ENGLISH AMONG
GRADE 10 STUDENTS OF CAINTA CATHOLIC COLLEGE A.Y. 2020-2021
A Thesis
Presented to the Faculty of Cainta Catholic College
Cainta, Rizal
In Partial Fulfillment of the Requirements for the
Degree of Bachelor of Secondary Education
Major in English
Alniema A. Mayo
Jonna May P. Roxas
June 2021
APPROVAL SHEET
This undergraduate thesis entitled “Impact of Daily Learning Activities in
Learning English among Grade 10 Students of Cainta Catholic College”, prepared
and submitted by Alniema A. Mayo and Jonna May P. Roxas, in partial fulfillment of
the requirements for the Degree Bachelor of Secondary Education Major in English is
hereby recommended for approval.
____________________ _______________________________
Date MARILOU VALENCIA,
Adviser
Approved in partial fulfillment of the requirements for the Bachelor of Secondary

Education Major in English on Oral Examination Committee.
____________________________________ ________________________________
JANE KATHLEEN R. PALMA, LPT, MA SR. HELEN B. ALDEVERA, MAED
Member Member
_______________________________________
MARICAR C. MANUEL, Ph.D.
Chairperson, Education Department
Accepted in partial fulfillment of the requirements for the Degree Bachelor of

Secondary Education Major in English.
____________________ _________________________________
Date HENRY P. SANTIAGO, Ph.D.
College Dean
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ACKNOWLEDGMENT
All thanks and honor belong to our God, for His guidance and giving the
researchers strength and wisdom to finish this thesis.
Finishing of writing this thesis is actually a miracle for the researchers since it
was firstly regarded as a task would be very hard to do. However, it has now been
denied since this thesis has finally been written. Then, the researchers would like to
thank God for the blessing given to the researchers so that the writing of this thesis has
been finished without any meaningful problem. Additionally, the researchers are grateful
to the following for their supports and helps.
Dr. Henry Santiago as the dean of College Department.
Dr. Maricar Manuel as research professor who gives guidance, dedication, and
support during writing this thesis.
Mrs. Marilou Valencia as advisor of the researchers who has given her charm
ideas, suggestion, correction, beneficial opinion and encouragement in process
of writing this thesis.
The principal of Cainta Catholic College High School Department, Ms. Rita
Ramos and the Assistant of Principal Mr. Daniel San Pedro, and all of the
students of Grade 10 who helped the researchers during this thesis.
Mrs. Kathleen Jane Palma for her time and compassion in assisting the
researchers throughout their study.
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Mrs. Gloria Dumaliang our dearest professor, who have provided the
researchers with valuable suggestions, advice, and recommendations. For
making herself available as needed, for her ongoing support, guidance and
patience throughout the entire research.
To our beloved friends, Angelo Jude, Cecilia, Christine, Erika, Richard, and
Rohanne for giving us courage, support, advice and love. For listening to all of
our rants and for sharing their ideas that may help us.
Finally, we would like to thank our family who have supported us through the
entire process. Thank you for the love, inspiration, financially and morally
support, and endless encouragements. Thank you for believing in us and for all
the prayers that you have made for us.
This thesis is far from being perfect, but it is expected that this thesis will be
useful not only for the researchers, but also for the readers. For those reasons,
constructive thoughts, full suggestions, and critics are welcome to make this thesis
better.
Again, thank you for all your love, support and encouragement!
The Researchers
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DEDICATION
This study is wholeheartedly dedicated to our parents, who have been our source of
inspiration and gave us strength where we thought of giving up, who continually provide their
moral, spiritual, emotional and financial support.
To our brothers, sisters, mentors, professors, and friends who shared their words of
advice and encouragement to finish this study. Without their love and support this study would
not have been made possible.
And lastly, we wholeheartedly dedicated this study to our Almighty God, thank you for
the guidance, strength, power of mind, protection, skills and for giving us a healthy life amidst
this pandemic. All of these, we offer to you!
Alniema and Jonna May
ABSTRACT
TITLE: IMPACT OF DAILY LEARNING ACTIVITIES IN LEARNING ENGLISH
AMONG GRADE 10 STUDENTS OF CAINTA CATHOLIC COLLEGE A.Y. 2020-
2021
v
RESEARCHERS: Alniema A. Mayo
Jonna May P. Roxas
ADVISER: Mrs. Marilou Valencia
COURSE: Bachelor of Secondary Education Major inn English
TYPE OF DOCUMENT: Undergraduate Thesis
NAME OF INSTITUTION: Cainta Catholic College
(A. Bonifacio Avenue, Cainta, Rizal)
Daily learning activities are actions that the instructor plans or does in order to
facilitate or create the conditions for learning. Some learning activities encourage or
promote hands-on learning, improve understanding, or expand vocabulary.
This study aims to determine if there is a significant difference between the
profile of the respondents in terms of gender, monthly family income, and parents’
educational attainment to the Impact of Daily Learning Activities in Learning English
among Grade 10 Students.
The hypothesis investigated that there is a significant difference between the
among Grade 10 Students.
The researchers used a survey questionnaire to collect data from Cainta Catholic
College Grade 10 students. The Google Form has been the primary platform used.
Students, on the other hand, can quickly access the surveys they need to complete.
vi
The study found that reading comprehension has a greater impact in the
performance of the students along with the motivation that the teacher placed to
encourage her students to perform and actively participate in the learning activity.
Based on the findings of this study that classroom activities engage the learners despite
their economic status or the educational attainment of their parents.
In conclusion, based on the Analysis of Variance (ANOVA) on the Significant
Difference between the Impact of Daily Learning Activities in Learning English and the
Demographic Profile of Respondents, the F value obtained is 23.54545 which is greater
than the F –critical tabular value of 5.143253 at 0.05 level of confidence. The P-value
obtained is 0.001443 which is less than 0.05 Probability Value. Therefore, the null
hypothesis is “Rejected” (R) and Significant (S).
Hence, there is a significant difference between the Impact of Daily Learning
Activities in Learning English and the Demographic Profile of Respondents.
This implies that the Daily Learning Activities in English have significant impact to
the Demographic Profile of Grade 10 Students of Cainta Catholic College A.Y. 2020-
2021.
TABLE OF CONTENTS
Page
APPROVAL SHEET
ACKNOWLEDGMENT
vii
DEDICATION
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction 1
Background of the Study 2
Theoretical Framework 2
Conceptual Framework 4
Statement of the Problem 6
Hypothesis of the Study 7
Scope and Delimitation 7
Significance of the Study 7
Definition of Terms 9
2 REVIEW RELATED LITERATURE AND STUDIES
Literature and Studies (Thematic Approach) 10

viii
Synthesis of Literature and Studies 15
3 RESEARCH METHODOLOGY
Research Design 16
Setting of the Study 17
Subject of the Study 18
Research Instrument 18
Data Collection Procedure 18
Validation of the Instruments Used 19
Statistical Treatment 19
4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Frequency and Percentage Distribution of 20
Respondents in Terms of Gender
Frequency and Percentage Distribution of Respondents 21
in Terms of Monthly Family Income

Frequency and Percentage Distribution of 22
Respondents in Terms of Educational Attainment
Average Weighted Mean on the Impact of 46
Daily Learning Activities in Learning

ix
English and the demographic of Respondents
in Terms of Students Motivation and Participation
Average Weighted Mean on the 49
Impact of Daily Learning Activities in

Learning English and the Demographic Profile
of Respondents in Terms of Reading Comprehension
Average Weighted Mean on the Impact of 51
Daily Learning Activities in Learning English

and the Demographic Profile of Respondents in
Terms of Vocabulary
Composite Table on the Overall Average 53
Weighted Mean on the Impact of Daily Learning

Activities in Learning English and the
Demographic Profile of Respondents
Analysis of Variance (ANOVA) on the 55
Significant Difference between the

Impact of Daily Learning Activities in
Learning English and the Demographic Profile of Respondents
5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings 57
Conclusions 59
Recommendations 59
x
BIBLIOGRAPHY 61
APPENDICES
a. Appointment of the Thesis Adviser 64
b. Certificate of Content Validator 65
c. Survey Questionnaires 66
d. Request Letter 67
e. Letter of Approval 68
f. Gantt Chart 69
CURRICULUM VITAE 70
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LIST OF TABLES
Table Page
1. Frequency and Percentage Distribution of

Respondents in Terms of Gender
2. Frequency and Percentage Distribution of

Respondents in Terms of Monthly Family Income
3. Frequency and Percentage Distribution of Respondents

in Terms of Educational Attainment
4. Average Weighted Mean on the Impact of Daily Learning

Activities in Learning English in Terms of Students Motivation
and Participation and Gender

Activities in Learning English in Terms of Reading
Comprehension and Gender
6. Average Weighted Mean on the Impact of Daily

Learning Activities in Learning English in Terms of
Vocabulary and Gender

Activities in Learning English in Terms of Students Motivation
and Participation and Monthly Income

xii
Reading Comprehension and Monthly Income

Vocabulary and Monthly Income

Students Motivation and Participation and Parents’
Educational Attainment
Activities in Learning English in Terms of Reading
Comprehension and Parents’ Educational Attainment

Vocabulary and Parents’ Educational Attainment

Learning Activities in Learning English and the
demographic of Respondents in Terms of
Students Motivation and Participation
14. Average Weighted Mean on the Impact of

Daily Learning Activities in Learning English
and the Demographic Profile of Respondents in
Terms of Reading Comprehension
15. Average Weighted Mean on the Impact of

Daily Learning Activities in Learning English and the
Demographic Profile of Respondents in Terms of Vocabulary
16. Composite Table on the Overall Average

Weighted Mean on the Impact of Daily Learning Activities
in Learning English and the Demographic Profile of Respondents
17-18. Analysis of Variance (ANOVA) on the Significant Difference

between the Impact of Daily Learning Activities
in Learning English and the Demographic Profile of Respondents
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xiv
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Learning is enforced when there are meaningful activities which ensure student
development and advancement especially in English class. These activities should be
built on previous lesson and should enable students to engage with and develop their
skills, knowledge and understandings in different ways. Daily learning activities are
activities designed or deployed by the teacher to bring about, or create the conditions
for learning. Some leaning activities motivate or stimulate experiential learning, develop
comprehension skills, or enrich vocabulary.
Daily Learning Activities are tasks for the students after the discussion of a
lesson. The students should answer the activities and comply after the given time that
the teacher gave. This study, which surveys the Impact of Daily Learning Activities in
Learning English among Grade 10 Students of Cainta Catholic College A.Y. 2020-2021
has two variables – independent and dependent variables. The independent variable of
this study is the Daily Learning Activities because in every grade level the activities
does not change because it is always connected to the curriculum guide and to the
lesson plan of the teachers. It is constant all over the academic year. While the
dependent variable is the learning in English because every student has their own
capacities to understand a lesson. The learning of the students always relies on the
activities itself.
2
Background of the Study
This study entitled Impact of Daily Learning Activities in Learning English among
Grade 10 Students is quantitative research. The respondents of this research are the
Grade 10 Students from Cainta Catholic College. The Researchers used an online
survey tool since the face-to-face class is still prohibited because of Corona Virus
Disease 2019 (COVID19) that the Filipinos and the whole world currently face.
In 2018, according to English Proficiency Index (EPI), the Philippines ranked
second rank among the twenty-five countries in Asia that speak the English language.
The country scored 60.14% out of 100%, but is still considered as high in proficiency
level in speaking the universal language despite that the vernacular of every individual
in the Philippines is Filipino. In this premise, the researchers decided to pursue the
study to know how daily learning activities help the students to determine its impact in
understanding the English language and how it works all along.
Daily learning activities have become an important matter for secondary schools
especially this pandemic. In present time, daily learning activities aim to help the
students to improve their learning performance and to achieve high academic
performance. The researchers conducted this study to show what are the possible
impact of daily learning activities and how it helps the students to learn better in their
English subject. It is important to know how daily learning activities affect or enhance
one’s capability to excel in class.

3
Theoretical Framework
Behaviorism stems from the work of B.F. Skinner and the concept of operant
conditioning (Kelly, 2012). Behaviorism theorists believe that knowledge exists
independently and outside of people. They view the learner as a blank slate who must
be provided the experience. Behaviorists believe that learning actually occurs when new
behaviors or changes in behaviors are acquired through associations between stimuli
and responses. Thus, association leads to a change in behavior. The learning process
is based on objectively observable changes in behavior. Behavior theorists define
learning simply as the acquisition of a new behavior or change in behavior. The theory
is that learning begins when a cue or stimulus from the environment is presented and
the learner reacts to the stimulus with some type of response. Consequences that
reinforce the desired behavior are arranged to follow the desired behavior (e.g., study
for a test and get a good grade). The new behavioral pattern can be repeated so it
becomes automatic. The change in behavior of the learner signifies that learning has
occurred. The researchers use behaviorism because it tackles about the reward and
punishment of the students and how they get motivated from it.
According to Flippen (n.d.), Cognitivism focuses on the mind, and more
specifically, mental processes such as thinking, knowing, memory, and problem-solving,
with the goal of opening the “black box” of the human mind, the process of which is
deemed valuable and necessary for learning to occur. Knowledge is approached as
schema constructions, and learning is viewed as a change in the learner's schemata, or
the redefining of prior knowledge. The best way for a teacher to approach using
4
cognitivism in the classroom is to ask questions to help students refine their thinking
and recognize where they may be wrong. You want to approach topics that they may
think they already know and introduce some new aspect to make them redefine
something. Alternately, for entirely new topics, you want to draw upon background
knowledge before you challenge existing ideas (schema) and create learning toward
amplification or change of those schemata.
Conceptual Framework
This study used an IPO (Input-Process-Output) type of conceptual framework. By
having it, ideas from the study organized and easily show the purpose of the research.
Figure 1 shows that the input of the Impact of Daily Learning Activity in terms of
Student’s Motivation, Reading Comprehension and Vocabulary. Also, it showed if there
was significant difference between the Profile of the Respondents (Gender, Monthly
Family Income, and Parents’ Educational Attainment) and the Impact of Daily Learning
Activities in Learning English among Grade 10 Students of Cainta Catholic College. On
the other hand, the process contains the title proposal, research about the related
literature and studies, construction of the instrument, collecting of data through survey
questionnaire, analysis and interpretation of data, and the conclusion and
recommendations based on the data that have gathered. Finally, in the output section, it
shows the desired outcome of the study. In this area, the students should attain and
determine the Impact of Daily Learning Activity in Learning English.

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INPUT PROCESS OUTPUT

1. What is the profile of  Title Proposal The students
the respondents in  Research of should
terms of: Related recognize and
Literature and understand the
1.1 Gender Studies Impact of Daily
1.2 Monthly Family  Construction of Learning
Income Instrument Activities in
1.3 Parents’  Collecting of Learning
Educational English.
Data through
Attainment
Survey
2. What is Impact of Daily Questionnaire
Learning Activities as  Analysis and
perceived by the Interpretation
respondents in terms of Data
of:  Conclusion and
Recommendati
2.1 Students’ on based on
Motivation and the Gathered
Participation Data
2.2 Reading
Comprehension
2.3 Vocabulary
3. Is there a significant
difference between the
profile of the
respondents in terms
of gender, monthly
family income, and
parents’ educational
attainment to the
Impact of Daily
Learning Activities in
learning English
among Grade 10
Students?
6
FIGURE 1. Illustration of Impact of Daily Learning Activities in Learning English among
Grade 10 Students of Cainta Catholic College.
Statement of the Problem
This research explored the Impact of Daily Learning Activities in Learning English
among Grade 10 Students of Cainta Catholic College A.Y. 2020-2021. Also, the study
aimed to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Gender
1.2 Monthly Family Income
1.3 Parents’ Educational Attainment
2. What is the Impact of Daily Learning Activities as perceived by the respondents in
terms of:
2.1. Students Motivation and Participation
2.2. Reading Comprehension
2.3 . Vocabulary
3. Is there a significant difference between the profile of the respondents in terms of
gender, monthly family income, and parents’ educational attainment to the Impact of
Daily Learning Activities in Learning English among Grade 10 Students?

7
Hypothesis
This study investigated on the null hypothesis that there is a significant difference
between the profile of the respondents in terms of gender, monthly family income, and
parents’ educational attainment to the Impact of Daily Learning Activities in Learning
English among Grade 10 Students.
Scope and Delimitation
The coverage of this study tackled the Impact of Daily Learning Activities in
Learning English among Grade 10 Students of Cainta Catholic College for the
Academic Year 2020-2021. The researchers elaborated the data through an online
survey using Google form. The focus is on the grade 10 students were asked to answer
the survey instrument through online platforms such as Facebook and Gmail.
Researchers did not choose the respondents outside the school premises of Cainta
Catholic College since the communication to the authorities of other school is limited
because of COVID-19 issue.
Significance of the Study
English is our second language and it is a fact that not easy at all especially to
the people who have their own vernacular. However, the generalization of this study
expounded the Impact of Daily Learning Activities and how it helps the students to learn
more about the English language and the importance of its lessons. The result of this
study will benefit the following:

8
Principal
The result of this study hopes to enlighten the school head on how daily learning
activities affect the students its objectives. The principal should support the teachers in
the preparation and implementation of DLA because creating a suitable DLA in the
midst of pandemic needs careful planning. This study aims to help school academic
administration to extend support to teachers until everything in school gets back to its
normal way.
Teachers
It is the aim of this study that teachers increase learning and by intensifying the use of
activities to supplement learning. There are different activities which the teachers could
use to motivate students and develop their comprehension and vocabulary skills while
considering the economic status of the students.
Parents
Parents’ awareness to the positive and negative impact of daily learning activities is also
essential. Somehow, it may boost them to help and check their child’s DLA
assignments. The findings of this study will help them understand why daily learning
activities as assigned to the students and how it works into their child’s performance.
Students
This study mainly benefits the students to be more aware of how Daily Learning
Activities impacts on their English class learning and become more responsible
managing their time to do the activities. The study provides students a deeper
9
understanding on the skill in comprehension and vocabulary to effectively perform the
daily learning activities.
Future Researchers
The results of this study help the future researchers to continue and enhance the study
that the researchers had done.
Definition of Terms
Behaviorism Theory. It is also known as behavioral psychology, is a theory of learning
which states all behaviors are learned through interaction with the environment through
a process called conditioning.
Cognitivism Theory. It is a learning theory that focuses on the processes involved in
learning rather than on the observed behavior.
Daily Learning Activity (DLA). It refers to the asynchronous activities after the class
discussion in a specific subject.
English Proficiency Index (EPI). It is an international education company, and draws
its conclusions from data collected via English tests available for free over the internet.
Input-Process-Output Paradigm (IPO). Inputs are the conditions that exist prior to
group activity, whereas processes are the interactions among group
members. Outputs are the results of group activity that are valued by the team or the
organization.
Schema. It is a mental structure to help us understand how things work.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shows the literature relevant to the concept of the present study. It
also analyzes some studies and materials from the internet provides sufficient
background and information essential for the accomplishments of this study.
Related Literature and Studies
Daily Learning Activities are a reflection of an actual individual activity inside the
classroom. In today’s generation, students are being guided by their teachers while
doing the activities. However, after the school hours there are asynchronous activities
called daily learning activities that the students should comply on.
Technological innovations have significantly influenced learning of students. It is
no surprise then that such developments in technology have likewise affected
classroom instruction (De Guzman, 2015). In learning English with the use of DLA, it is
important to use technologies especially these days that a pandemic happened. In
using technologies and different types of gadgets, learnings and adaptations to the
lesson continuous. Teachers put an instruction online with the use of google classroom
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and different online platforms. Thus, students should follow it to answer the assigned
activities. There are factors that could affect the learning of the students. These are:
Gender
The gender differences have an impact in learning English. A reason why female are
better language learners than males is because girls (women) engage more skills
(speaking, reading, listening, etc.) and language elements (vocabulary, pronunciation,
etc.), than boys (men), who tend to stick with merely a handful of practical study
methods (gostudylink.net, n.d.). Female are more flexible to learn new language
nowadays because they tend to be more active in different academic clubs and
organizations. However, some male does the opposite thing. They barely communicate
with others that’s why they are having a hard time to learn a new language unless the
specific person is a bilingual or multilingual.
Monthly Family Income
The family’s monthly income could also affect the learning of a student. According to
Amirah Farzan (n.d.) in her study about “Effects of Families Income on Students
Academic Achievement”, says that “…not each family can help their students outside
schools with all the materials or technology they need. As a result, the family income
can play an important role in student’s achievement.” Indeed, when a family has a
higher income, the students are capable to buy gadgets that can support them in
answering the daily learning activity inside and outside the school premises. However,
when a family has a lower income, basic needs inside the school are limited and
students could be affected because of lack of resources. The family income is a serious
problem that may face the student’s success. Schools and teachers must have a
12
background about the student’s family income. All students cannot do some homework
and assignments with many requirements. Not all houses are having technology or the
ability to develop a project with high price requirements (Farzan, n.d.). As cited by
Domingo (2020), Philippine Institute for Development Study (PIDS) shows the identified
social classes according to the following income brackets:
 Poor: Below P10,957 monthly income
 Low-income but not poor: P10,957 to P21,914 monthly income
 Lower middle: P21,914 to P43,828 monthly income
 Middle: P43,828 to P76,668 monthly income
 Upper middle: P76,669 to P131,484 monthly income
 Upper middle but not rich: P131,483 to P219,140 monthly income
 Rich: P219,140 and above monthly income
Unfortunately, in a classroom set-up, one of the biggest problems of the students
is the income of their nuclear family, it could tell how far do the family can support the
child in his education.
Parents’ Educational Attainment
The parents’ educational attainment could affect the students’ academic
performances as well. In the society that different kinds of people are living, some
parents did not finish elementary, high school, and even college degree and it would
affect child’s learning. The home is the first place of learning for the child. The quality of
13
home environment goes a long way in determining the eventual personality and
achievement of the child (George, 2014). If the parents did not reach the educational
level of their child, probably, they were going to have a hard time to teach the specific
lessons that the child should be handed. Also, it would be a factor to the students if their
parents cannot help them in solving a problem or even in answering a simple daily
learning activity.
Online class is a new normal scenario to the students of the Philippines. Yes, in
some countries online class is already implemented but in the country like Philippines,
online class and daily learning activities have an impact to the students in terms of
students’ motivation or participation, reading comprehension, and vocabulary.
Students Motivation and Participation
The students caught an interest to a subject when the teachers have motivated
them. It can be a normal motivation such as reinforcing students with the use of
rewards, commend the student when he had done great things in a specific subject
area, show support when the students are answering an activity, and many more.
Motivation refers to reasons that underlie behavior that is characterized by willingness
and volition. Motivation involves a constellation of closely related beliefs, perceptions,
values, interests, and actions (Lai, 2011). By getting motivation from the teachers,
students will be spirited in learning and they will be more motivated to utterly study
English. According to Alizadeh (2016), motivation is a key factor for explaining the
success or failure of any difficult activity. We know that success in a task is due to the
fact that someone is motivated. Students could get an excellent academic performance
when the students are being well-guided and motivated at the same time.
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Reading Comprehension
Most of the students have an ability to read passages in a journal, book, article,
and other reading materials. However, not all the students can comprehend the
meaning of the certain readings. Without proper comprehension skills, students lack the
ability to understand what they read. The point of reading isn't to make sounds in your
brain or out loud, but rather, to understand important lessons, stories and arguments
(Rutzler, 2020). It is important that the students have an excellent reading
comprehension for them to answer their daily learning activities and be able to
understand things in their surroundings. Reading is not just a reading. It involves
comprehension that can support someone’s standpoint.
Vocabulary
In reading, vocabulary increases and make an individual more flexible. In
communicating with other people, right choice of words is needed to have an effective
conversation. The teaching of vocabulary is important because without vocabulary
nothing can be conveyed. People need to use words to express themselves in the
English language, most learners acknowledge the importance of vocabulary acquisition.
This is why most of the words need to be taught so that it could not have many
problems in communication due to a lack of vocabulary. Some other students might be
confronted with the problem of forgetting the words immediately after the teacher has
elicited the meaning of the words or after looking at the dictionary and this also is
caused by lack of vocabulary. The more words students learn, the easier they memorize
(Dunsmore, 2020). When reading or encountering new words, students should gather
15
the unfamiliar words in their mind and use it in a daily conversation. In that way, they
can avoid forgetting the words and it can be added to their vocabulary.
English is the language that most of the people use inside the school premises,
in churches and even in the government. According to Lyons (2017), out of the world’s
approximately 7.5 billion inhabitants, 1.5 billion speaks English — that is the 20% of the
Earth’s population. That is why people should know the opportunity of this language. By
speaking the English language, everything is possible and you can connect to different
ethnicity and have an effective conversation with them. Universal language is not hard
to understand, as long as the people are willing to discover the said language.
Synthesis of Literature and Studies
The above collection of foreign studies provides information that supported the
study. The proponents of these previous studies are being cited properly. Through the
use of internet, the study that has been conducted and being more expounded along
the way.
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Chapter 3
RESEARCH METHODOLOGY
This chapter feature the research design, subject of the study, research
instrument, data collection procedure, and data analysis. It shows the flow and the
procedure of the study and there are instructions that helps the respondents how to
answer the given survey questionnaires.
Research Design
The researchers used a descriptive research design because the study seeks for
an overall summary of the variables. Descriptive research aims to accurately and
systematically describe a population, situation or phenomenon. It can
answer what, where, when and how questions, but not why questions. A descriptive
research design can use a wide variety of research methods to investigate one or
more variables (McCombes, 2020).
According to Bhandari (2020), Quantitative research is the process of collecting
and analyzing numerical data. It can be used to find patterns and averages, make
predictions, test causal relationships, and generalize results to wider populations.
Quantitative research is the opposite of qualitative research, which involves collecting
and analyzing non-numerical data (e.g., text, video, or audio).

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Setting of the Study
This study was conducted at the Cainta Catholic College during the school year
2020-2021.
Cainta Catholic College is a Catholic School located at A. Bonifacio Ave.
Poblacion, Cainta, 1900 Rizal. It was founded by Rev. Fr. Jose Tajon, a parish priest of
Our Lady of Light, in 1931.
The school offers different programs and services which included curricular
program, co-curricular and extra-curricular program, religious education programs,
community extension program, guidance services program, health services, canteen
services, scholarship program, learning resources development program, computer and
information technology development program, laboratory development program, and
sports development program.
Location Map of Cainta Catholic College

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Subject of the Study
The respondents of the study are the Grade 10 students of Cainta Catholic
College. There are 135 total numbers of students as respondents, 33 are male and 72
are female. In this section, it could be seen that there are more female than male who
comprises the sample.
Research Instrument
The data gathered in this study was taken through a survey questionnaire. The
researchers conducted the survey to determine the results of the study by using the
Likert Scale; (4) Strongly Agree, (3) Somewhat Agree, (2) Somewhat Disagree, (1)
Strongly Disagree. It was the most widely used approach to scaling responses in survey
research.
The research subjects were asked to choose their preferred response by clicking
their desired answer in a google form. It is also based on their personal feelings and
perception along the given area.
The survey questionnaire had statements that relate to the study and these
statements were answered consequently.
Data Collection Procedure
To gather the needed data, researchers would be providing a survey
questionnaire for the Grade 10 Students of Cainta Catholic College. But before that,
researchers would create a letter regarding to the said study and when the adviser (or
19
authority) of the class gives signal, that’s the time that the researchers would send the
survey questionnaire through the use of google form.
Validation of the Instruments Used
For validation of instruments, the researchers had chosen members of the admin
and faculty of Cainta Catholic College as expert validators for they were credible to
approve the tools for the research.
Statistical Treatment
To analyze the data gathered there are following statistical tools that were used.
To determine the profile of the respondent, the frequency and percentage
distribution were used.
The weighted mean was utilized to determine the Impact of Daily Learning Activities
in Learning English and the Demographic Profile of the Respondents.
ANOVA was used to determine the Significant Difference between the Impact of
Daily Learning Activities in Learning English and the Demographic Profile of
Respondents.
20
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the comprehensive analysis and interpretation of results
from the data gathered.
For problem number 1: What is the profile of the respondents in terms of:
1.1. Gender
1.2. Monthly Family Income
1.3. Parents’ Educational Attainment
Table 1 shows that the gender profile of the 105 respondents, indicates that there
were 33 or 31.43% percent of the respondents were male which ranked as 1, and 72 or
68.57% percent were females in rank 2.
The data shows that most of the respondents were female and this implied that
there were more females that cooperated with the researchers during the study at
Cainta Catholic College (High School Department in Grade 10 level).
Table 1.0
Frequency and Percentage Distribution of Respondents in Terms of Gender
Gender Frequency Percentage

Male 33 31.43%
Female 72 68.57%
Total 105 100%
21
Table 2.0
Frequency and Percentage Distribution of Respondents in Terms of Monthly

Family Income
Family Income Frequency Percentage

LI - Low Income
46 43.81%
(P10,957 to P21,914)
LM - Lower Middle Income
26 24.76%
(P21,914 to P43,828)
MI - Middle Income
20 19.05%
P43,828 to P76,668
UM -Upper Middle Income
8 7.62%
(P76,669 to P131,484)
UI - Upper Income
5 4.76%
(P131,483 to P219,140)
Total 105 100%
This table 2 shows that there were 46 students equivalent to 43.81% who
answered that their monthly family income is ranging from P10,957 to P21,914 which is
under the low income and ranked as 1. The rank 2 has 26 students equivalent to
24.76% who answered that their monthly family income is ranging from P21,914 to
P43,828 which under the lower middle income. The rank 3 has 20 students equivalent
to 19.05% who answered that their monthly family income is ranging from P43,828 to
P76,668 which under the middle income. The rank 4 has 8 students equivalent to 7.62%
who answered that their monthly family income is ranging from P76,669 to P131,484
which under the upper middle income. The rank 5 has 5 students equivalent to 4.76%
who answered that their monthly family income is ranging from P131, 483 to P219, 140
which under the upper income in the given table.

22
According to Amirah Farzan (n.d.) in her study about “Effects of Families Income
on Students Academic Achievement”, says that “…not each family can help their
students outside schools with all the materials or technology they need. As a result, the
family income can play an important role in student’s achievement.” The family’s income
has a big impact to the students. If the family has a lower income, it may not support the
needs of the students inside the school. This may include the gadgets that the students
are using. However, if the family’s income is in the middle or much higher than the
usual, the parents can provide a good resource for their children.
Table 3.0
Frequency and Percentage Distribution of Respondents in Terms of Educational

Attainment
Parents’ Educational
Frequency Percentage
Attainment
EU - Elementary Undergraduate 6 5.71%
EG - Elementary Graduate 5 4.76%

HSU - High School
5 4.76 %
Undergraduate
HSG- High School Graduate 26 24.76 %
CU- College Undergraduate 13 12.38 %
CG- College Graduate 42 40.00 %
PG - Post Graduate 8 7.62%
Total 105 100%
23
Table 3 shows the Frequency and Percentage Distribution of Respondents in
Terms of Educational Attainment. The frequency of elementary undergraduate is 6 and
the equivalent percentage is 5.71%. The frequency of elementary graduate and high
school undergraduate is 5 and the equivalent percentage is 4.76%. The frequency of
high school graduate is 26 and the equivalent percentage is 24.76%. The frequency of
college undergraduate is 13 and the equivalent percentage is 12.38%. The frequency of
college graduate is 42 and the equivalent percentage is 40.00%. The frequency of post
graduate is 8 and the equivalent percentage is 7.62%. Overall, the highest frequency
and percentage in the given table is under college graduate and the lowest frequency
and percentage is under elementary graduate and high school undergraduate because
the two has the same frequency and percentage.
The home is the first place of learning for the child. The quality of home
environment goes a long way in determining the eventual personality and achievement
of the child (George, 2014). This relates to the study because if the parents did not
reach the educational level of their child, probably, they were going to have a hard time
to teach the specific lessons that the child should be handed. Also, it would be a factor
to the students if their parents cannot help them in solving a problem or even in
answering a simple daily learning activity.
For the second problem: What is the Impact of Daily Learning Activities as
perceived by the respondents in terms of:
2.1. Students Motivation and Participation
2.2. Reading Comprehension
2.3. Vocabulary
24
Table 4 shows the Average Weighted Mean on the Impact of Daily Learning
Activity in Learning English in Terms of Students Motivation and Participation and
Gender.
Table 4.0
Average Weighted Mean on the Impact of Daily Learning Activities in Learning
English in Terms of Students Motivation and Participation and Gender
A. Students Motivation and Male Femal AWM VI RANK

Participation e
WM WM
1. The teacher gives motivational
comments after I answered an activity 3.12 3.07 3.10 A 5
correctly.
2. I receive compliment/praises from
the teacher after the recitation. 3.30 3.17 3.19 A 2
3. I participate in every activity. 3.24 3.08 3.16 A 4
4. I submit my activities on time. 3.18 3.31 3.25 SA 1
5. I hear my parents appreciate my
achievements. 3.15 3.13 3.14 A 3
Average 3.20 3.15 3.17 A
4.00-3.25 Strongly Agree (SA) 3.24-2.50 Agree (A), 2.49-1.75 Disagree (DA), 1.74-1.00
Strongly Disagree (SD)
In student motivation and participation, the statement number 4 “I submit my
activities on time” has 3.18 weighted mean in male and 3.31 weighted mean in female.
The average weighted mean of the two gender is 3.25, ranked as 1, and interpreted as
strongly agree (SA). This means that the students are capable to submit the activities
on time. The statement number 2 “I receive compliment/praises from the teacher after
the recitation” has 3.30 weighted mean in male and 3.17 weighted mean in female. The
25
average weighted mean of the two gender is 3.19, ranked as 2, and interpreted as
agree (A). This means that the students love to hear compliments/praises from the
teacher after they answered the given activities. The statement number 5 “I hear my
parents appreciate my achievements” has 3.15 weighted mean in male and 3.13
weighted mean in female. The average weighted mean of the two gender is 3.14,
ranked as 3, and interpreted as agree (A). It indicates that the students somehow hear
an appreciation from their parents. The statement number 3 “I participate in every
activity” has 3.24 weighted mean in male and 3.08 weighted mean in female. The
average weighted mean of the two gender is 3.16. ranked as 4, and interpreted as
agree (A). This means that not all the students can participate in every activity inside
the class. The statement number 1 “The teacher gives motivational comments after I
answered an activity correctly” has 3.12 weighted mean in male and 3.07 weighted
mean in female. The average weighted mean of the two gender is 3.10, ranked as 5,
and interpreted as agree (A). It indicates that not all the students are capable to hear
motivational comments from their teachers that is why it has the lowest rank of all.
Activity in Learning English in Terms of Reading Comprehension and Gender. In
reading comprehension, the statement number 3 “I read and comprehend daily learning
activities before answering it carefully” has 3.36 weighted mean in male and female.
The average weighted mean of the two genders is 3.36, ranked as 1, and interpreted as
strongly agree (SA). This means that the students always comprehend the given
activities to avoid mistakes while answering it.
Table 5.0
26

English in Terms of Reading Comprehension and Gender
B. Reading Comprehension Male Femal AWM VI RANK
e
WM WM
1. I clearly understand the given 3.24 3.07 3.16 A 2.5
activities.
2. I fully comprehend the previous
activities before proceeding into a new
reading. 3.12 3.19 3.16 A 2.5
3. I read and comprehend daily
learning activities before answering it
carefully. 3.36 3.36 3.36 SA 1
4. I read books or articles related to
the assigned daily learning activities. 2.79 2.96 2.88 A 5
5. I read the text related to daily
learning activities with
comprehension. 3.12 3.17 3.15 A 4
Average 3.13 3.15 3.14 A
The statement number 2 “I fully comprehend the previous activities before
proceeding into a new reading” has 3.12 weighted mean in male and 3.19 weighted
mean in female. The average weighted mean of the two gender is 3.16, ranked as 2.5,
and interpreted as agree (A). This means that the students want to fully comprehend
the previous activities before proceeding into a new reading for them to learn more.
The statement number 1 “I clearly understand the given activities” has 3.24 weighted
mean in male and 3.07 in female. The average weighted mean of the two gender is
3.16, ranked as 2.5, interpreted as agree (A). This means that the students clearly
understand the given activities that the teacher had provided. Based on the table
27
above the statement 1 and 2 has the same rank and verbal interpretation. The
statement number 5 “I read the text related to daily learning activities with
comprehension” has 3.12 weighted mean in male and 3.17 weighted mean in female.
The average weighted mean of the two gender is 3.15, ranked as 4, and interpreted as
agree (A). This means that not all the students can comprehend the text provided that
is related to daily learning activities. The statement number 4 “I read books or articles
related to the assigned daily learning activities” has 2.79 weighted mean in male and
2.96 weighted mean in female. The average weighted mean of the two gender is 2.88,
ranked as 5, and interpreted as agree (A). It indicates that most of the students did not
read books or articles that is related to the assigned daily learning activities and that’s
why it has the lowest rank of all.
Activity in Learning English in Terms of Vocabulary and Gender. In vocabulary, the
statement number 4 “I always look for the meaning of unfamiliar words that I read from
reading materials” has 3.48 weighted mean in male and 3.39 weighted mean in female.
The weighted average of the two genders is 3.44, ranked as 1, and interpreted as
strongly agree (SA). This means that the students always look for the meaning of the
unfamiliar words that they encounter to the reading materials that have been provided.
Table 6.0
28

English in Terms of Vocabulary and Gender
C. Vocabulary Male Femal AWM VI RANK

e
WM WM
1. I use the dictionary to find the 3.24 3.35 3.30 SA 3
meaning of the unfamiliar words in the
given activities.
2. I use the unfamiliar words in my
sentences, paragraphs and even in
essays that I write. 3.06 3.04 3.05 A 4
3. I keep a vocabulary notebook of the
unfamiliar words that I learn from the
activities. 2.55 2.47 2.51 A 5
4. I always look for the meaning of
unfamiliar words that I read from
reading materials. 3.48 3.39 3.44 SA 1
5. I look for the synonyms of the
unfamiliar words and use it in a daily
conversation. 3.45 3.28 3.37 SA 2
Average 3.16 3.11 3.13 A
The statement number 5 “I look for the synonyms of the unfamiliar words and
use it in a daily conversation” has 3.45 weighted mean in male and 3.28 weighted
mean in female. The average weighted mean of the two gender is 3.37, ranked as 2,
and interpreted as strongly agree (SA). This means that the students look for the
unfamiliar words that they encountered and they will use it in a conversation for them
to enhance their vocabulary. The statement number 1 “I use the dictionary to find the
meaning of the unfamiliar words in the given activities” has 3.24 weighted mean in
29
male and 3.35 weighted mean in female. The average weighted mean of the two
gender is 3.30, ranked as 3, and interpreted as strongly agree (SA). This means that
students usually used dictionary to find the meaning of the unfamiliar words that they
have encountered in the given activities. The statement number 2 “I use the unfamiliar
words in my sentences, paragraphs and even in essays that I write” has 3.06 weighted
mean in male and 3.04 weighted mean in female. The average weighted mean of the
two gender is 3.05, ranked as 4, and interpreted as agree (A). This means that not all
the students are using unfamiliar words into a sentence, paragraphs and even in
essays. The statement number 3 “I keep a vocabulary notebook of the unfamiliar
words that I learn from the activities” has 2.55 weighted mean in male and 2.47
weighted mean in female. The average weighted mean of the two gender is 2.51,
ranked as 5, and interpreted as agree (A). This means that not all the students are
capable to keep a vocabulary notebook for the unfamiliar words that they have
encountered that is why it has the lowest rank of all.
Monthly Income. In student’s motivation and participation, the statement number 4 “I
submit my activities on time” has 3.33 weighted mean under the lower income, 3.5
weighted mean under lower middle income, 3.40 weighted mean under the middle
income, 3.38 weighted mean under the upper middle income, and 3.4 weighted mean in
upper income.
30
Table 7.0
English in Terms of Students Motivation and Participation and Monthly Income
A. Students Motivation and LI LM MI UM UI AW VI RANK

WM WM WM WM WM
Participation M
1. The teacher gives 3.02 3.38 3.25 3.5 3.6 3.35 SA 2
motivational comments after I
answered an activity correctly.
2. I receive compliment/praises 3.13 3.23 3.15 3.38 3.4 SA 3
from the teacher after the
recitation. 3.26
3. I participate in every activity. 3.20 3.23 3.1 2.88 3.4 3.16 A 5
4. I submit my activities on time. 3.33 3.5 3.40 3.38 3.4 3.40 SA 1

5. I hear my parents appreciate 3.24 3.23 2.95 3.38 3.4 3.24 A 4
my achievements.
AVERAGE 3.18 3.31 3.17 3.30 3.44 3.28 SA
The average weighted mean of the said monthly family income in the statement
number 4 is 3.40 and it is under rank 1 and interpreted as strongly agree (SA). This
means that most of the students answered strongly agree because they are capable to
submit their daily learning activities on time. The statement number 1 “The teacher
gives motivational comments after I answered an activity correctly” has 3.02 weighted
mean under the lower income, 3.38 weighted mean under the lower middle income,
3.25 weighted mean under the middle income, 3.5 weighted mean under the upper
middle income, and 3.6 weighted mean in upper income. The average weighted mean
of the said monthly family income in the statement number 1 is 3.35 and it is under rank
31
2 and interpreted as strongly agree (SA). This means that students want to hear
motivational comments from their teacher after answering the given activities. The
statement number 2 “I receive compliment/praises from the teacher after the recitation”
has 3.13 weighted mean under the lower income, 3.23 weighted mean under the lower
middle income, 3.15 weighted mean under the middle income, 3.38 weighted mean in
upper middle income, 3.34 weighted mean in upper income. The average weighted
mean of the said monthly family income in the statement number 2 is 3.26 and it is
under rank 3 and interpreted as strongly agree (SA). This means that the students
somehow receive compliment/praises from the teacher after they answered the
recitation. The statement number 5 “I hear my parents appreciate my achievements”
has 3.24 weighted mean under the lower income, 3.23 weighted mean under the lower
middle income, 2.95 weighted mean under the middle income, 3.38 weighted mean in
upper middle income, 3.4 weighted mean in upper income. The average weighted mean
of the said monthly family income in the statement number 5 is 3.24 and it is under rank
4, and interpreted as strongly agree (SA). This means that not all the students hear
appreciation whenever they’ve got achievements at school that is why its rank is on
number 4. The statement number 3 “I participate in every activity” has 3.20 weighted
mean under the lower income, 3.23 weighted mean under the lower middle income,
3.1 weighted mean under the middle income, 2.88 weighted mean in upper middle
income, and 3.4 weighted mean in upper income. The average weighted mean of the
said monthly family income in the statement number 3 is 3.16 and it is under rank 5,
and interpreted as agree (A). This means that not all the students participate in the
given activities that is why it has the lowest rank of all.
Table 8.0
32
English in Terms of Reading Comprehension and Monthly Income
B. Reading Comprehension LI LM MI UM UI AWM VI RANK

WM WM WM WM WM
1. I clearly understand the 3.02 3.08 3.35 3.38 3.4 3.25 SA 4
given activities.
2. I fully comprehend the
previous activities before
proceeding into a new reading. 3.20 3.27 3.15 3.38 3.4 3.28 SA 3
3. I read and comprehend daily
learning activities before
answering it carefully. 3.28 3.54 3.30 3.00 3.8 3.38 SA 2
4. I read books or articles
related to the assigned daily
learning activities. 3.17 3.08 3.15 2.88 3.3 3.12 A 5
5. I read the text related to
daily learning activities with
comprehension. 3.17 3.38 3.5 3.63 3.8 3.50 SA 1
Average 3.17 3.27 3.29 3.25 3.54 3.31 SA

This table shows the Average Weighted Mean on the Impact of Daily Learning
Activity in Learning English in Terms of Reading Comprehension and Monthly Income.
In reading comprehension, the statement number 5 “I read the text related to daily
learning activities with comprehension” has 3.17 weighted mean under the lower
income, 3.38 weighted mean under lower middle income, 3.5 weighted mean under
the middle income, 3.63 weighted mean under the upper middle income, and 3.8
weighted mean under in upper income. The average weighted mean of the said
33
monthly family income in the statement number 5 is 3.50 and it is under rank 1 and
interpreted as strongly agree (SA). This implies that the students are strongly agree
that they read the text with the comprehension which is related to their daily learning
activities to learn English and the students who have the highest weighted mean that
is under upper income. The statement number 3 “I read and comprehend daily
learning activities before answering it carefully” has 3.28 weighted mean under the
lower income, 3.54 weighted mean under the lower middle income, 3.30 weighted
mean under the middle income, 3.00 weighted mean under in upper middle income,
and 3.8 weighted mean in upper income. The average weighted mean of the said
interpreted as strongly agree (SA). This means that the students are carefully
answering their daily learning activities after they read and comprehend it. The
statement number 2 “I fully comprehend the previous activities before proceeding into
a new reading” has 3.20 weighted mean under the lower income, 3.27 weighted mean
under the lower middle income, 3.15 weighted mean under the middle income, 3.38
weighted mean under in upper middle income, and 3.4 weighted mean in upper
income. The average weighted mean of the said monthly family income in the
statement number 2 is 3.28 and it is under rank 3 and interpreted as strongly agree
(SA). It indicates that before the students proceed into a new reading, they make sure
that they already fully comprehend the previous activities. The statement number 1 “I
clearly understand the given activities” has 3.02 weighted mean under the lower
income, 3.08 weighted mean under the lower middle income, 3.35 weighted mean
under the middle income, 3.38 weighted mean under in upper middle income, and 3.4
weighted mean in upper income. The average weighted mean of the said monthly
34
family income in the statement number 1 is 3.25 and it is under rank 4 and interpreted
as strongly agree (SA). This means that the given daily learning activities of the
teachers can clearly understand of the students. The last in rank is the statement
number 4 stated that “I read books or articles related to the assigned daily learning
activities” has 3.17 weighted mean under the lower income, 3.08 weighted mean
under the lower middle income, 3.15 weighted mean under the middle income, 2.88
weighted mean under in upper middle income, and 3.3 weighted mean in upper
statement number 4 is 3.12 and its verbal interpreted as agree (A). It indicates that
through reading a book or article which is related to the assigned activities can help
the students to learn in English.
Table 9.0
English in Terms of Vocabulary and Monthly Income
C. Vocabulary LI LM MI UM UI AWM VI RANK

WM WM WM WM WM
1. I use the dictionary to find 3.52 3.38 3.3 3.5 3.4 3.42 SA 2
the meaning of the unfamiliar
words in the given activities.
2. I use the unfamiliar words in 2.93 3.08 3.4 3.00 3.6 3.20 A 3
my sentences, paragraphs and
even in essays that I write.
3. I keep a vocabulary 2.80 2.62 3.25 2.75 3.8 A 5
notebook of the unfamiliar 3.04
words that I learn from the
activities.
4. I always look for the 3.43 3.54 3.40 3.38 3.6 3.47 SA 1
35
meaning of unfamiliar words

that I read from reading
materials.
5. I look for the synonyms of 3.26 3.27 3.00 2.88 3.00 3.08 A 4
the unfamiliar words and use it
in a daily conversation.
Average 3.19 3.18 3.27 3.10 3.48 3.24 A
Activity in Learning English in Terms of Vocabulary and Monthly Income. In vocabulary,
the statement number 4 “I always look for the meaning of unfamiliar words that I read
from reading materials” has 3.43 weighted mean under the lower income, 3.54
weighted mean under lower middle income, 3.40 weighted mean under the middle
income, 3.38 weighted mean under the upper middle income, and 3.6 weighted mean
under in upper income. The average weighted mean of the said monthly family income
in the statement number 4 is 3.47 and it is under rank 1 and interpreted as strongly
agree (SA). This implies that when the students read unfamiliar words from their
reading materials, they look its meaning and it helps them to learn English. The
statement number 1 “I use the dictionary to find the meaning of the unfamiliar words in
the given activities” has 3.52 weighted mean under the lower income, 3.38 weighted
mean under the lower middle income, 3.3 weighted mean under the middle income,
3.5 weighted mean under in upper middle income, and 3.4 weighted mean in upper
(SA). It indicates that the students learn English through using dictionary to find the
36
meaning of the unfamiliar words in their activities. The statement number 2 “I use the
unfamiliar words in my sentences, paragraphs and even in essays that I write.” has
2.93 weighted mean under the lower income, 3.08 weighted mean under the lower
middle income, 3.4 weighted mean under the middle income, 3.00 weighted mean
under in upper middle income, and 3.6 weighted mean in upper income. The average
weighted mean of the said monthly family income in the statement number 2 is 3.20
and it is under rank 3 and interpreted as agree (A). This means that the students
agree that they use the unfamiliar words they learn in writing a sentence, paragraph
and even in their essay. The statement number 5 “I look for the synonyms of the
unfamiliar words and use it in a daily conversation” has 3.26 weighted mean under the
lower income, 3.27 weighted mean under the lower middle income, 3.00 weighted
mean under the middle income, 2.88 weighted mean under in upper middle income,
and 3.00 weighted mean in upper income. The average weighted mean of the said
interpreted as agree (A). This implies that in the daily conversation of the students
they use the synonyms of the unfamiliar words after looking at it. The last rank is the
statement number 3 stated that “I keep a vocabulary notebook of the unfamiliar words
that I learn from the activities” has 2.80 weighted mean under the lower income, 2.62
weighted mean under the lower middle income, 3.25 weighted mean under the middle
income, 2.75 weighted mean under in upper middle income, and 3.8 weighted mean in
upper income. The average weighted mean of the said monthly family income in the
statement number 3 is 3.04 and interpreted as agree (A). This means that the
students use a vocabulary notebook where they take note of the unfamiliar words that
they encountered and learned from their activities.

37
Table 10.0
English in Terms of Students Motivation and Participation and Parents’
Educational Attainment
A. Students EU EG HU HG CU CG PG AWM VI RANK

WM WM WM WM WM WM WM
Motivation and
Participation
1. The teacher gives 3.33 3.60 3.20 3.1 3.31 3.29 3.63 3.36 SA 1
motivational 9
comments after I
answered an activity
correctly.
2. I receive 3.83 3.40 3.00 3.1 3.31 3.10 3.25 3.29 SA 3
compliment/praises 2
from the teacher after
the recitation.
3. I participate in 3.33 3.40 3.6 3.2 2.92 3.21 3.5 3.32 SA 2
every activity. 7
4. I submit my activities 3.17 3.20 3.20 3.2 3.15 3.52 3.38 3.26 SA 5
on time. 3
5. I hear my parents 3.67 3.40 3.00 3.1 3.23 3.24 3.25 3.28 SA 4
appreciate my 9
achievements.
3.2 3.28 SA
3.47 3.40 3.20 0 3.18 3.27 3.40
Parents’ Educational Attainment. In student’s motivation and participation, the statement

38
number 1 “The teacher gives motivational comments after I answered an activity
correctly” has 3.33 weighted mean under the elementary undergraduate, 3.60 weighted
mean under the elementary graduate, 3.20 weighted mean under the high school
undergraduate, 3.19 weighted mean under in high school graduate, 3.31 weighted
mean in college undergraduate, 3.29 weighted mean under college graduate, and 3.63
weighted mean in post graduate. The average weighted mean of the said parents’
educational attainment in the statement number 1 is 3.36 and it is under rank 1 and
interpreted as strongly agree (SA). This means that after the students correctly
answered the activities, they receive a motivational comment from their teacher which
help them to be motivated. The statement number 3 “I participate in every activity” has
3.33 weighted mean under the elementary undergraduate, 3.40 weighted mean under
the elementary graduate, 3.6 weighted mean under the high school undergraduate,
3.27 weighted mean under in high school graduate, 2.92 weighted mean in college
undergraduate, 3.21 weighted mean under college graduate, and 3.5 weighted mean
in post graduate. The average weighted mean of the said parents’ educational
attainment in the statement number 3 is 3.32 and it is under rank 2 and interpreted as
strongly agree (SA). It indicates that the students love to participate in every activity
they have. The statement number 2 “I receive compliments/praises from the teacher
after the recitation” has 3.83 weighted mean under the elementary undergraduate, 3.40
weighted mean under the elementary graduate, 3.00 weighted mean under the high
school undergraduate, 3.12 weighted mean under in high school graduate, 3.31
weighted mean in college undergraduate, 3.10 weighted mean under college
graduate, and 3.25 weighted mean in post graduate. The average weighted mean of
the said parents’ educational attainment in the statement number 2 is 3.29 and it is
39
under rank 3 and interpreted as strongly agree (SA). This implies that a simple
compliments or praises from the teacher after the recitation can help the students to
motivate them to participate. The statement number 5 “I hear my parents appreciate my
achievements” has 3.67 weighted mean under the elementary undergraduate, 3.40
weighted mean in college undergraduate, 3.24 weighted mean under college
graduate, and 3.25 weighted mean in post graduate. The average weighted mean of
the said parents’ educational attainment in the statement number 5 is 3.28 and it is
under rank 4 and interpreted as strongly agree (SA). This means that the students
somehow hear their parents’ appreciation for their achievements. The last rank is
statement number 4 “I submit my activities on time” has 3.17 weighted mean under the
elementary undergraduate, 3.20 weighted mean under the elementary graduate, 3.20
weighted mean under the high school undergraduate, 3.23 weighted mean under in
high school graduate, 3.15 weighted mean in college undergraduate, 3.52 weighted
mean under college graduate, and 3.38 weighted mean in post graduate. The average
weighted mean of the said parents’ educational attainment in the statement number 4
is 3.26 and interpreted as strongly agree (SA). It indicates that not all students are
capable to submit their activities on time that is why the statement number 4 is the
lowest rank.
Table 11.0
40
English in Terms of Reading Comprehension and Parents’ Educational
Attainment
B. Reading EU EG HU HG CU CG PG AW VI RANK
Comprehension M
1. I clearly 3.33 3.40 3.8 3.04 3.38 3.38 3.63 3.42 SA 2
understand the given
activities.
2. I fully comprehend 3.33 3.60 3.6 2.96 3.38 3.33 3.25 3.35 SA 4
the previous activities
before proceeding
into a new reading.
3. I read and 3.67 3.20 3.8 3.27 3.62 3.38 3.38 3.47 SA 1
comprehend daily
learning activities
before answering it
carefully.
4. I read books or 2.33 3.20 3.6 3.19 3.31 3.26 3.13 3.15 A 5
articles related to the
assigned daily
learning activities.
5. I read the text 3.17 3.20 3.8 3.38 3.15 3.33 3.63 3.38 SA 3
related to daily
comprehension.
Average 3.17 3.32 3.72 3.17 3.37 3.34 3.40 3.35 SA
Activity in Learning English in Terms of Reading Comprehension and Parents’
Educational Attainment. In reading comprehension, the statement number 3 “I read and

41
comprehend daily learning activities before answering it carefully” has 3.67 weighted
mean under the elementary undergraduate, 3.20 weighted mean under the elementary
graduate, 3.8 weighted mean under the high school undergraduate, 3.27 weighted
mean under in high school graduate, 3.62 weighted mean in college undergraduate,
3.38 weighted mean under college graduate, and 3.38 weighted mean in post graduate.
The average weighted mean of the said parents’ educational attainment in the
(SA). This means that the students will read and comprehend their activities first before
they answer it. The statement number 1 “I clearly understand the given activities” has
the elementary graduate, 3.8 weighted mean under the high school undergraduate, 3.04
weighted mean under in high school graduate, 3.38 weighted mean in college
strongly agree (SA). It indicates that the students strongly agree that they clearly
understand their activities given by their teachers. The statement number 5 “I read the
text related to daily learning activities with comprehension” has 3.17 weighted mean
under the elementary undergraduate, 3.20 weighted mean under the elementary
graduate, 3.8 weighted mean under the high school undergraduate, 3.38 weighted
mean under in high school graduate, 3.15 weighted mean in college undergraduate,
3.33 weighted mean under college graduate, and 3.63 weighted mean in post graduate.
The average weighted mean of the said parents’ educational attainment in the
42
(SA). This indicates that the students read comprehend some text which is related to
their activities to help them to learn in English. The statement number 2 “ I fully
comprehend the previous activities before proceeding into a new reading” has 3.33
weighted mean under the elementary undergraduate, 3.60 weighted mean under the
elementary graduate, 3.6 weighted mean under the high school undergraduate, 2.96
strongly agree (SA). It indicates that the students somehow comprehend their previous
activities before they proceed into a new reading. The last rank is the statement number
4 “I read books or articles related to the assigned daily learning activities” has 2.33
attainment in the statement number 4 is 3.15 and interpreted as strongly agree (SA). It
indicates that the students somehow read books and articles which is related to their
assigned activities.
Table12.0
43
English in Terms of Vocabulary and Parents’ Educational Attainment
C. Vocabulary EU EG HU HG CU CG PG AWM VI RANK

1. I use the dictionary 3.33 4.00 3.6 3.35 3.6 3.5 3.88 3.61 SA 1
to find the meaning of 2
the unfamiliar words
in the given activities.
2. I use the unfamiliar 3.00 3.60 3.4 3.42 3.6 3.62 3.5 3.45 SA 3
words in my 2
sentences,
paragraphs and even
in essays that I write.
3. I keep a 2.67 3.2 2.8 2.85 3.3 3.21 3.25 3.04 A 5
vocabulary notebook 1
of the unfamiliar
words that I learn
from the activities.
4. I always look for 3.83 3.4 3.2 3.31 3.3 3.45 3.88 3.48 SA 2
the meaning of 1
unfamiliar words that
I read from reading
materials.
5. I look for the 3.17 3.2 3.2 3.46 3.0 3.12 3.00 3.16 A 4
synonyms of the 8
unfamiliar words and
use it in a daily
conversation.
3.3
Average 3.20 3.48 3.24 3.28 9 3.38 3.50 3.35 A
Activity in Learning English in Terms of Vocabulary and Parents’ Educational

44
Attainment. In vocabulary, the statement number 1 “I use the dictionary to find the
meaning of the unfamiliar words in the given activities” has 3.33 weighted mean under
the elementary undergraduate, 4.00 weighted mean under the elementary graduate, 3.6
weighted mean of the said parents’ educational attainment in the statement number 1 is
3.61 and it is under rank 1 and interpreted as strongly agree (SA). It indicates that the
students strongly agree that they use the dictionary to find the meaning of the unfamiliar
words they encountered in their given activities. The statement number 4 “I always look
for the meaning of unfamiliar words that I read from reading materials” has 3.83
strongly agree (SA). This implies that when the students read unfamiliar words from
their reading material, they will look the meaning of it. The statement number 2 “I use
the unfamiliar words in my sentences, paragraphs and even in essays that I write” has
the elementary graduate, 3.4 weighted mean under the high school undergraduate, 3.42
undergraduate, 3.62 weighted mean under college graduate, and 3.5 weighted mean in
45
post graduate. The average weighted mean of the said parents’ educational attainment
in the statement number 2 is 3.45 and it is under rank 3 and interpreted as strongly
agree (SA). This means that the students use the unfamiliar words they learn in writing.
The statement number 5 “I look for the synonyms of the unfamiliar words and use it in a
daily conversation” has 3.17 weighted mean under the elementary undergraduate, 3.2
weighted mean in college undergraduate, 3.12 weighted mean under college graduate,
and 3.00 weighted mean in post graduate. The average weighted mean of the said
parents’ educational attainment in the statement number 5 is 3.16 and it is under rank 4
and interpreted as agree (A). It indicates that the students somehow agree that they use
in their daily conversation the synonyms of the unfamiliar words after they find it. The
last rank is the statement number 3 stated that “I keep a vocabulary notebook of the
unfamiliar words that I read from reading materials” has 2.67 weighted mean under the
elementary undergraduate, 3.2 weighted mean under the elementary graduate, 2.8
weighted mean of the said parents’ educational attainment in the statement number 3 is
3.04 and interpreted as agree (A). This implies that the students somehow keep a
vocabulary to take note the unfamiliar words that they learn from their reading materials.
46
Table13.0
English and the demographic of Respondents in Terms of Students Motivation
and Participation
A. Students Motivation and Profile Overall VI RANK

Participation AWM
Gende Monthl Educationa
r y l
Income Attainment
AWM AWM AWM
1. The teacher gives 3.10 3.35 3.36 3.27 SA 2
motivational comments after I
answered an activity correctly.
2. I receive compliment/praises 3.19 3.26 3.29 3.25 SA 3
from the teacher after the
recitation.
3. I participate in every activity. 3.32 3.21 A 5
3.16 3.16
4. I submit my activities on time. 3.25 3.40 3.26 3.30 SA 1
5. I hear my parents appreciate 3.14 3.24 3.28 3.22 A 4

my achievements.
Average 3.28 3.24 A
3.17 3.28
Activity in Learning English and the demographic of Respondents in Terms of Students
Motivation and Participation. In student’s motivation and participation, the statement
number 4 “I submit my activities on time” has 3.25 average weighted mean in gender,
3.40 average weighted mean in monthly income, 3.26 average weighted mean in
47
educational attainment, and the overall average weighted mean is 3.30. Based on the
given table, it ranked as 1, and interpreted as strongly agree (SA). This means that the
students are capable to submit their activities on time. The statement number 1 has
3.10 average weighted mean in gender, 3.35 weighted mean in monthly income, 3.36
average weighted mean in educational attainment, and the overall average weighted
mean is 3.27. Based on the given table, it ranked as 2, and interpreted as strongly
agree (SA). This means that in overall average weighted mean the students wanted to
hear motivational comments from their teacher after answering the given activities. The
statement number 2 “I receive compliment/praises from the teacher after the recitation”
has 3.19 average weighted mean in gender, 3.26 average weighted mean in monthly
income, 3.29 average weighted mean in educational attainment, and the overall
average weighted mean is 3.25. Based on the given table, it ranked as 3, and
interpreted as strongly agree (SA). This means that students somehow receive
compliments/praises from the teacher after the recitation. The statement number 5 “I
hear my parents appreciate my achievements” has 3.14 average weighted mean in
gender, 3.24 average weighted mean in monthly income, 3.28 average weighted
mean in educational attainment, and the overall average weighted mean is 3.22.
Based on the given table, it ranked as 4, and interpreted as agree (A). This means
that not all the students are capable to hear appreciation from their parents after
receiving achievements. The statement number 3 “I participate in every activity” has
3.16 average weighted mean in gender, 3.16 average weighted mean in monthly
income, 3.32 average weighted mean in educational attainment, and the overall
average weighted mean is 3.21. Based on the given table, it ranked as 5, and
48
interpreted as agree (A). This means that not all the students are capable to
participate in every activity that is happening.
Activities in Learning English and the Demographic Profile of Respondents in Terms of
Reading Comprehension. In reading comprehension, the statement number 3 “I read
and comprehend daily learning activities before answering it carefully” has 3.36 has
average weighted mean in gender, 3.38 average weighted mean in monthly income,
3.47 average weighted mean in monthly income, and overall average weighted mean is
3.40. Based on the given table, it ranked as 1, and interpreted as strongly agree (SA).
This means that students always comprehend the given daily activities before
answering it. The statement number 5 “I read the text related to daily learning activities
with comprehension” has 3.15 average weighted mean in gender, 3.50 average
weighted mean in monthly income, 3.38 average weighted mean in educational
attainment, and overall average weighted mean is 3.34. Based on the given table, it
ranked as 2, and interpreted as strongly agree (SA). This means that students always
read related text to their daily learning activities with comprehension. The statement
number 1 “I clearly understand the given activities” has 3.16 average weighted mean in
gender, 3.25 average weighted mean in monthly income, 3.42 average weighted mean
in educational attainment, and overall average weighted mean is 3.28. Based on the
given table, it ranked as 3, interpreted as strongly agree (SA). This means that the
students somehow understand the given activities.

49
Table 14.0

English and the Demographic Profile of Respondents in Terms of Reading
Comprehension
Profile Over VI RANK

all
AWM
B. Reading Comprehension Gender Monthly Educational
Income Attainment
AWM AWM AWM
1. I clearly understand the given 3.16 3.25 3.42 3.28 SA 3
activities.
2. I fully comprehend the previous 3.16 3.28 3.35 3.26 SA 4
activities before proceeding into a
new reading.
3. I read and comprehend daily 3.36 3.38 3.47 3.40 SA 1

learning activities before answering
it carefully.
4. I read books or articles related to 2.88 3.12 3.15 3.05 A 5

the assigned daily learning
activities.
5. I read the text related to daily 3.15 3.50 3.38 3.34 SA 2

comprehension.
Average 3.35 3.27 SA

3.14 3.31
50
The statement number 2 “I fully comprehend the previous activities before
proceeding into a new reading” has 3.16 average weighted mean in gender, 3.28
average weighted mean in monthly income, 3.35 average weighted mean in
educational attainment, and overall average weighted mean is 3.26. Based on the
given table, it ranked as 4, and interpreted as strongly agree (SA). This means that not
all the students are capable to understand the previous activity before proceeding into
a new reading. The statement number 4 “I read books or articles related to the
assigned daily learning activities” has 2.88 average weighted mean in gender, 3.12
average weighted mean in monthly income, 3.15 average weighted mean in
educational attainment, and overall average weighted mean is 3.05. Based on the
given table, it ranked as 5, and interpreted as agree (A). This means that not all the
students are capable to read books or articles that are related to the assigned
activities.
51
Table15.0
English and the Demographic Profile of Respondents in Terms of Vocabulary
Profile Over VI RANK

all
Gende Monthl Educational
C. Vocabulary AW
r y Attainment
M
Income
AWM AWM AWM
1. I use the dictionary to find the 3.30 3.42 3.61 3.44 SA 1
meaning of the unfamiliar words
in the given activities.
2. I use the unfamiliar words in 3.05 3.20 3.45 3.23 A 3
my sentences, paragraphs and
even in essays that I write.
3. I keep a vocabulary notebook 2.51 3.04 3.04 2.86 A 5
of the unfamiliar words that I
learn from the activities.
4. I always look for the meaning 3.44 3.47 3.48 3.46 SA 2
of unfamiliar words that I read
from reading materials.
5. I look for the synonyms of the 3.37 3.08 3.16 3.20 A 4
unfamiliar words and use it in a
daily conversation.
Average 3.24 A
3.13 3.24 3.35
52
Activities in Learning English and the Demographic Profile of Respondents in Terms of
Vocabulary. In vocabulary, the statement number 1 “I use the dictionary to find the
meaning of the unfamiliar words in the given activities” has 3.30 average weighted
mean in gender, 3.42 average weighted mean in monthly income, 3.61 average
weighted mean in education attainment, and over average weighted mean is 3.44.
Based on the given table, it ranked as 1, interpreted as strongly agree (SA). This
means that majority of the students were using dictionary to look for the meaning of
the unfamiliar word that they have encountered in the given activities. The statement
number 4 “I always look for the meaning of unfamiliar words that I read from reading
materials” has 3.44 average weighted mean in gender, 3.47 average weighted mean
in monthly income, 3.48 average weighted mean in educational attainment, and
overall average weighted mean is 3.46. Based on the given table, it ranked as 2, and
interpreted as strongly agree (SA). This implies that the students always look for the
meaning of unfamiliar words that they have read from the reading materials that have
been provided. The statement number 2 “I use the unfamiliar words in my sentences,
paragraphs and even in essays that I write” has 3.05 average weighted mean in
gender, 3.20 average weighted mean in monthly income, 3.45 average weighted
mean in educational attainment, and overall average weighted mean is 3.23. Based on
the given table, it ranked as 3, interpreted as agree (A). This means that students
somehow used unfamiliar words in a sentence, paragraphs, and even in an essay.
The statement number 5 “I look for the synonyms of the unfamiliar words and use it in
53
a daily conversation” has 3.37 average weighted mean in gender, 3.08 average
weighted mean in monthly income, 3.16 average weighted mean in educational
attainment, and overall average weighted mean is 3.20. Based on the give table, it
ranked as 4, interpreted as agree (A). This means that not all the students are using
the unfamiliar words in a daily conversation. the statement number 3 “I keep a
vocabulary notebook of the unfamiliar words that I learn from the activities” has 2.51
average weighted mean in gender, 3.04 average weighted mean in monthly income,
3.04 average weighted mean in educational attainment, and overall average weighted
mean is 2.86. Based on the given table, it ranked as 5, interpreted as agree (A). This
implies that not all the students are capable to keep a vocabulary notebook of the
unfamiliar words that they have encountered in the given activities.
Table16.0
Composite Table on the Overall Average Weighted Mean on the Impact of Daily
Learning Activities in Learning English and the Demographic Profile of
Respondents
Daily Learning Activity Gender Monthly Income Parents’

in Learning English Educational
Attainment
AWM Rank AWM Rank AWM Rank
A. Students Motivation 3.17 3.28 3.28
and Participation 1 2 3
B. Reading 3.14 3.31 3.35
Comprehension 2 1 1.5
C. Vocabulary 3.13 3 3.24 3 3.35 1.5
Average 3.15 3.28 3.33
This tables shows Composite Table on the Overall Average Weighted Mean on
the Impact of Daily Learning Activities in Learning English and the Demographic Profile
54
of Respondents. In student’s motivation and participation, the average weighted mean
of the gender is 3.17 and ranked as 1. In reading comprehension, the average weighted
mean of the gender is 3.14 and ranked as 2. In vocabulary, the average weighted mean
of the gender is 3.13 and ranked as 3. In reading comprehension, the average weighted
mean of the monthly income is 3.31 and ranked as 1. In student’s motivation and
participation, the average weighted mean of the monthly income is 3.28 and ranked as
2. In vocabulary, the average weighted mean of the monthly income is 3.24 and ranked
as 3. In reading comprehension and vocabulary, the average weighted mean of the
parents’ educational attainment is 3.35 and ranked as 1.5. In student’s motivation and
participation, the average weighted mean of the parents’ educational attainment is 3.28
and ranked as 3.
For problem number 3 asking if there is a significant difference between the
among Grade 10 Students, the hypothesis is Rejected (R) and Significant (S) if the
Probability computed is less than or equal to 0.05 Probability Value if the Probability
value is greater than 0.05 Probability Value the hypothesis is accepted (A) and Not
Significant (NS).
55
Table 17.0
Analysis of Variance (ANOVA) on the Significant Difference between the Impact of
Respondents
Computation Results using Statistical Analysis System (SAS) software ANOVA:
Single Factor
ANOVA: Single Factor

SUMMARY
Groups Count Sum Average Variance
Column1 3 9.44 3.146667 0.000433
Column 2 3 9.83 3.276667 0.001233
Column 3 3 9.98 3.326667 0.001633
ANOVA
Source of SS df MS F-value P-value F crit

Variation
Between 0.0518 2 0.0259 23.54545 0.001443 5.143253

Groups
Within 0.0066 6 0.0011

Groups
Total 0.0584 8
56
Table 17.0 presents the results of the computation using Statistical Analysis
System (SAS) software ANOVA: Single Factor showing the summary of groups by
column. The second table of computation shows the F value, P-value and F-crit that will
determine if the hypothesis is a significant or not and if the null hypothesis is rejected or
accepted.
Table 18.0
Analysis of Variance (ANOVA) on the Significant Difference between the Impact of
Respondents
F- value P –value F – crit Ho VI

23.54545 0.001443 5.143253 R S
Less than or equal to 0.05 Probability Value that is Reject (R) and Significant (S):
greater than 0.05 Probability Value that is Accept (A) and Not Significant (NS)
Table 18 revealed the significant difference the between the Impact of Daily
Learning Activities in Learning English and the Demographic Profile of Respondents.
The F value obtained is 23.54545 which is greater than the F –critical tabular
value of 5.143253 at 0.05 level of confidence. The P-value obtained is 0.001443
which is less than 0.05 Probability Value. Therefore, the null hypothesis is “Rejected”
(R) and Significant (S).

57
2021.
Chapter 5
Summary, Conclusions, and Recommendations
This chapter presents the summary of findings, conclusions drawn and
recommendations offered.
Summary of Findings
From the analysis and interpretation of data, the following findings are hereby
summarized;
1. The Profile of the Respondents in terms of Gender.
There are 105 respondents, it indicates that there were 33 or 31.43% of the
respondents were male and ranked as 1, and 72 or 68.57% were females and ranked
as 2. This implied that there were more females who cooperated with the researchers
during the study at Cainta Catholic College.
More than forty-three percent of the parents of the Grade 10 students belong to
the low-income group. If the family has a lower income, it may not support the needs of
the students inside the school which may include the gadgets that the students need to
use.
58
Forty percent of the parents of the respondents are college degree holders. This
makes an impact because parents with higher education may have easier time helping
or help in answering a simple daily learning activity.
2. The Impact of Daily Learning Activities in Learning English and the
Demographic Profile of Respondents in terms of student’s motivation and
participation, reading Comprehension, and vocabulary.
In student’s motivation and participation, the average weighted mean of the
gender is 3.17 and ranked as 1. In reading comprehension, the average weighted mean
of the gender is 3.14 and ranked as 2. In vocabulary, the average weighted mean of the
gender is 3.13 and ranked as 3. In reading comprehension, the average weighted mean
of the monthly income is 3.31 and ranked as 1. In student’s motivation and participation,
the average weighted mean of the monthly income is 3.28 and ranked as 2. In
vocabulary, the average weighted mean of the monthly income is 3.24 and ranked as 3.
In reading comprehension and vocabulary, the average weighted mean of the parents’
educational attainment is 3.35 and ranked as 1.5. In student’s motivation and
participation, the average weighted mean of the parents’ educational attainment is 3.28
and ranked as 3.
Over-all, comprehension has a greater impact on the students’ Daily Learning
Activities. Vocabulary has the least impact.
3. There is a significant difference between the Impact of Daily Learning Activities
in Learning English and the Demographic Profile of Respondents.

59
It means that the demographic profile of the respondents has significant
difference in the Impact on the DLA that the students do in their English class.
Conclusions
Based on the summary of finding the following conclusions were formulated:
Using Statistical Analysis System (SAS) software ANOVA: Single Factor showing
the summary of groups by column. The F value obtained is 23.54545 which is greater
than the F –critical tabular value of 5.143253 at 0.05 level of confidence. The P-value
obtained is 0.001443 which is less than 0.05 Probability Value. Therefore, the null
hypothesis is “Rejected” (R) and Significant (S).
2021.
Recommendations
Looking at the result of this study, the researchers recommend the following:
1. The school should consider conducting or sponsoring a seminar for teachers on
the many types of daily learning activities.
2. We encourage the school to provide additional reading materials in the library
that will help the students enhance their capability to read with comprehension.
60
3. Teachers must strive to ensure that activities meaningful specifically connect
them with students' previous knowledge and experiences, highlighting the value
motivation.
4. To encourage mastery activities should have various approaches which will
challenge their critical thinking skills.
5. Finally, students' perception of the daily learning activities impacts their level of
engagement. When students perform an activity because they want to learn and
rather than merely to obtain a good grade to please their parents their learning
will be more efficient and proficient.

61
BIBLIOGRAPHY
Alizadeh, M. (2016). The Impact of Motivation on English Language Learning. 11.
Bhandari, P. (2020, June 12). An introduction to quantitative research. Retrieved from
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Domingo, K. (2020, September 17). Who are identified rich, poor? Gov't shows income
class brackets in PH. Retrieved from ABS-CBN News: https://news.abs-
cbn.com/news/09/17/20/who-are-identified-rich-poor-govt-shows-income-class-
brackets-in-ph
Dunsmore, L. (2020, January 17). Why is Teaching Vocabulary so Important? Retrieved
from International TEFL and TESOL Training:
https://www.teflcourse.net/blog/why-is-teaching-vocabulary-so-important-ittt-tefl-
blog/
Farzan, A. (n.d.). Effects of Families Income on Students Academic Achievement.
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hash=9db6f3dfa92db2f5735826e729593ee5#comment-535
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Flippen, C. (n.d.). Cognitivism. Retrieved from Educational Technology and Learning
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George, A. (2014, June). THE INFLUENCE OF PARENTS' EDUCATIONAL
BACKGROUND AND STUDY FACILITIES ON ACADEMIC PERFORMANCE
AMONG SECONDARY SCHOOL STUDENTS. Retrieved from ACADEMIA:
THE_INFLUENCE_OF_PARENTS_EDUCATIONAL_BACKGROUND_AND_ST
UDY_FACILITIES_ON_ACADEMIC_PERFORMANCE_AMONG_SECONDARY
_SCHOOL_STUDENTS
Guzman, S. D. (2015). STUDENT PERCEPTIONS ON THE IMPACT OF BLENDED
LEARNING ON THEIR EXPOSITORY WRITING SKILLS. Retrieved from
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PACT_OF_BLENDED_LEARNING_ON_THEIR_EXPOSITORY_WRITING_SKIL
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Kelly, J. (2012, September). Behaviorism. Retrieved from THE PEAK PERFORMANCE
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Lai, E. (2011). Motivation: A Literature Review. 2.
Lyons, D. (2017, July 26). How Many People Speak English, And Where Is It Spoken?
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Rutzler, S. (2020, February 02). Importance of Reading Comprehension. Retrieved from
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comprehension
Women are better language learners than men!? (n.d.). Retrieved from gostudylink:
https://gostudylink.net/en/blog/women-are-better-language-learners-than-men
Nasrullah, S., Khan, M. S., Matiullah, Kamal, S., & Khan, I. U. (2017). EFFECT OF
CLASSROOM ACTIVITIES IN TEACHING LEARNING PROCESS.

64
APPENDICES A
65
APPENDICES B
66
APPENDICES C
67
APPENDICES D
68
APPEDICES E
69
APPENDICES F
GANTT CHART
ACTIVITIES Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June Oct.
Formulating of
Three Titles
Title Defense
Gathering Related
Literature and
Studies
Development of
Chapters
1 to 3
Checking and
Consultation
Revision of
Chapters
1 to 3
Consultation
Colloquium
Validation of Test
Questions/
Questionnaires
Administration of
Test
Questionnaires
Accomplishment of
70
Chapters 4 to 6
Final Defense
Revision
Submission of the
Revised Thesis
PERSONAL BACKGROUND
Name: Alniema Ampang Mayo
Date of Birth: July 24, 199
Place of Birth: Antipolo City
Home Address: #51 Kasunduan St. Brgy. Commonwealth, Quezon City
Civil Status: Single
Name of Mother: Omiensalam A. Mayo
Name of Father: Alimoding S. Mayo
EDUCATIONAL BACKGROUND
TERTIARY
• Cainta Catholic College 2018-2022
Bachelor of Secondary Education Major in English
SECONDARY
71
Senior High School
• Piagapo National High School 2016-2018
Junior High School
• Piagapo National High School 2012-2016
ELEMENTARY
• Piagapo Central Elementary School 2006-2012

72
PERSONAL BACKGROUND
Name: Jonna May P. Roxas
Date of Birth: May 14, 2021
Place of Birth: Pasig, City
Home Address: 0279 del Rosario Comp. Brgy. San Juan Taytay, Rizal
Civil Status: Single
Name of Mother: Juanita P. Roxas
Name of Father: Angelito P. Roxas Sr.
EDUCATIONAL BACKGROUND
TERTIARY
• Cainta Catholic College 2018-2022
Bachelor of Secondary Education Major in English
SECONDARY
Senior High School
• Taytay Senior High School 2017-2018
• Taytay United Methodist Christian School Inc. 2016-2017
Junior High School
• Benjamin B. Esguerra Memorial National High School 2012-2016
ELEMENTARY
• Sta. Ana Elementary School 2006-2012

Impact of Daily Learning Activities in Learning English Among Grade 10 Students of Cainta Catholic College A.Y. 2020-2021

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IMPACT OF DAILY LEARNING ACTIVITIES IN LEARNING ENGLISH AMONG

GRADE 10 STUDENTS OF CAINTA CATHOLIC COLLEGE A.Y. 2020-2021

Presented to the Faculty of Cainta Catholic College

In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Secondary Education

Jonna May P. Roxas

This undergraduate thesis entitled “Impact of Daily Learning Activities in

Learning English among Grade 10 Students of Cainta Catholic College”, prepared

hereby recommended for approval.

Approved in partial fulfillment of the requirements for the Bachelor of Secondary

Accepted in partial fulfillment of the requirements for the Degree Bachelor of

researchers strength and wisdom to finish this thesis.

to the following for their supports and helps.

Dr. Henry Santiago as the dean of College Department.

support during writing this thesis.

ideas, suggestion, correction, beneficial opinion and encouragement in process

of writing this thesis.

students of Grade 10 who helped the researchers during this thesis.

researchers throughout their study.

researchers with valuable suggestions, advice, and recommendations. For

patience throughout the entire research.

the prayers that you have made for us.

moral, spiritual, emotional and financial support.

not have been made possible.

this pandemic. All of these, we offer to you!

Alniema and Jonna May

TITLE: IMPACT OF DAILY LEARNING ACTIVITIES IN LEARNING ENGLISH

AMONG GRADE 10 STUDENTS OF CAINTA CATHOLIC COLLEGE A.Y. 2020-

Jonna May P. Roxas

ADVISER: Mrs. Marilou Valencia

COURSE: Bachelor of Secondary Education Major inn English

TYPE OF DOCUMENT: Undergraduate Thesis

NAME OF INSTITUTION: Cainta Catholic College

(A. Bonifacio Avenue, Cainta, Rizal)

promote hands-on learning, improve understanding, or expand vocabulary.

This study aims to determine if there is a significant difference between the

educational attainment to the Impact of Daily Learning Activities in Learning English

among Grade 10 Students.

The hypothesis investigated that there is a significant difference between the

educational attainment to the Impact of Daily Learning Activities in Learning English

among Grade 10 Students.

their economic status or the educational attainment of their parents.

In conclusion, based on the Analysis of Variance (ANOVA) on the Significant

Demographic Profile of Respondents, the F value obtained is 23.54545 which is greater

hypothesis is “Rejected” (R) and Significant (S).

Hence, there is a significant difference between the Impact of Daily Learning

Activities in Learning English and the Demographic Profile of Respondents.

1 THE PROBLEM AND ITS BACKGROUND

Background of the Study 2

Statement of the Problem 6

Hypothesis of the Study 7

Scope and Delimitation 7

Significance of the Study 7

2 REVIEW RELATED LITERATURE AND STUDIES

Literature and Studies (Thematic Approach) 10

Setting of the Study 17

Subject of the Study 18

Data Collection Procedure 18

Validation of the Instruments Used 19

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Frequency and Percentage Distribution of 20

Respondents in Terms of Gender