Final Thesis-Group-1

CHAPTER 1
The Problem and Its Background
Introduction
Words have power. Living in a culturally diverse country like the Philippines
requires knowledge of English, the universal language. Being able to speak in English
enables oneself to communicate easily with his/her fellow global and native citizens.
This has made learning English more significant in the academe.
According to Banjong (2015), international students encounter difficulties to
cope with the new way of life and integrate into the new culture. Since English is the
international language, it will be convenient for individuals to excel their proficiency in
English by learning it. In that way, they can all communicate effectively.
The English language impacts many factors in this society such as
intellectuality; on how people can be defined as intelligent based on their grammar,
phrases, and even the way they use a single sentence. These suggest an elegiac
effect on other people in this society as other’s knowledge of English is very limited.
On the other hand, limiting English knowledge may lead to deeper consequences like
cyberbullying and minor physical attacks. Undeniably, most people nowadays use
social media as a pastime. Therefore, a single mistake from one person’s opinion or
perception may lead to harassment. For example, if someone tried to speak up on
social media through the English language and got it wrong, people may make fun of
him/her and this could affect him/her confidence.
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In psychology, the term self-esteem is used to describe a person's overall
sense of self-worth or personal value. In other words, how much you appreciate and
like yourself. Self-esteem is often seen as a personality trait, which means that it tends
to be stable and enduring.
Self-esteem helps students to have the courage to speak up their opinions and
perceptions. Additionally, in this generation, people judge others by the way they act,
move, and especially the way they speak. Furthermore, strong self-esteem may aid
kids in having the courage to confront tough situations while also allowing them to feel
satisfied with their development and accomplishments (Mruk, 2006)
The students still lacked vocabulary, and they lacked the guts to speak and
write because their grammatical knowledge was limited. Some of them, on the other
hand, stated that they enjoy the English learning process, particularly when learning
speaking, because they were able to express their feelings, share their opinions, and
ask questions when they didn't understand the lesson when they learned English
without fear of the pronunciation and grammar as long as their teacher and friend
understood what they said (Azizah, Nur and , Aryati Prasetyarini S.Pd, M.Pd. (2017)
They discovered that self-esteem is favorably linked with reading
comprehension. Bagheri et al. studied not only self-esteem for reading comprehension
but also global, situational, task self-esteem, and personality for reading
comprehension (Bagheri et al .2012).. As a result, self-esteem has been shown to
influence several elements of language learning, including not only reading but also
writing and oral communication ability (Shumin, 1997).
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The researchers’ growing interest in this aspect was the main inspiration in
pursuing the research. The researchers have also observed that the advancement of
English and the necessity to learn it cannot be understated which gave the
researchers the desire to seek its effect on the self-esteem of the students. Some
students excel while others don’t. This research sought to find whether English
grammar skills hinder the growth of self-esteem of high school students. The outcome
of this study would create a significant impact on the lives of each student and the
researchers themselves.
Statements of the Problem
This study aimed to identify and determine the relationship between the English
grammar skills and self-esteem of Grade 10 students of Cavite Christian School this
school year 2021-2022.
Specifically, it attempted to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 age, and
1.2 gender?
2. What is the English Grammar level of the respondents?
3. What is the Self-Esteem level of the respondents?
4. What are the attitudes of the respondents towards the English subject?
5. What are the factors that hinder them from using the English language in
communication in terms of :
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5.1 psychological factors,
5.2 academic factors,
5.3 environmental factors ?
6. Is there a significant difference between the English Grammar skills of the
respondents and the variables mentioned above?
7. Is there a significant difference between the Self-esteem level of the respondents
and the variables mentioned above?
8. Is there a significant relationship between the self-esteem of the respondents and
their use of English grammar?
Objectives of the Study
The following are the objectives of the study:
1. To identify the level of the Self-Esteem of the respondents.
2. To identify the level of the English Grammar skills of the respondents.
3. To identify the attitudes of the respondents towards the English subject.
4. To identify the psychological factors that hinder them from using the English
language in communication.
5. To identify the academic factors that hinder them from using the English
6. To identify the environmental factors that hinder them from using the English
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7. To determine if there is a significant difference between the English Grammar
skills of the respondents and the variables mentioned above.
8. To determine if there is a significant difference between the self-esteem of the
respondents and their variables mentioned.
9. To determine if there is a significant relationship between the self-esteem of the
respondents and their English grammar skills.
Hypotheses
● There is no significant difference between the English Grammar skills of the
respondents and the variables mentioned above.
● There is no significant difference between the self-esteem of the respondents
and the variables mentioned above.
● There is no significant relationship between the self-esteem of the respondents
and their use of English grammar.
Scope and Limitations of the Study
Using the link between two factors, the researchers performed a study on the
English grammar abilities and self-esteem of Grade 10 students at Cavite Christian
School. The study was conducted during the school years of 2021 and 2022. The
researchers opted to focus solely on the application of writing skills as a component in
determining the students' English Grammar skills, as well as their self-esteem and
attitudes about it. Also, the circumstances that made it difficult for them to
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communicate in English and the respondents’ difference and link between self-esteem
and English grammar.
The researchers limited the study to Grade 10 students only of Cavite Christian
School to be the respondents. The researchers only looked at the respondents' writing
skills, not their oral communication skills because of the allotted time that the
researchers would do the tasks. Also, because researchers would not be dealing with
students' issues with English language, and because there are too many responses,
researchers may not be able to finish the research within the time frame given by the
teacher.
Significance of the Study
Curriculum Makers. Makers of curriculum may use the findings of his study to
amend, change, modify and improve the English curriculum so as to address the
psychological needs of the students in writing English.
Supervisor/Coordinator. The objective of this research is to assist them in
identifying the students' activities in terms of their conduct, attitude, and English
grammatical competence. This study may aid them in implementing activities that
influence how students react and motivate them to improve their English grammar.
English Teachers. This research would help them to focus on their students
about their English grammar proficiency in writing that might affect student’s self-
esteem. They could also use this study for them to be able to guide the students by
giving supporting ideas for the future.
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Guidance Counselors. The goal of this study is to learn more about the
student's self-esteem-related behaviors and attitudes. This research may also aid
them in taking action in some kids who exhibit these behavioral tendencies.
Students. This study would let them be informed about the importance of
having self- esteem in learning the English language. It may also help them to further
understand the advantages and disadvantages of their English grammar to their self-
esteem.
Future Researchers. This study will help the future researchers to find out
more findings about the study in having self-esteem in learning English grammar, so
that researchers can use this study as there advantage in studying self-esteem in
learning English grammar.
Parents. The purpose of this research is to teach parents about their children's
self-esteem issues so that they may encourage them to improve better and be
confident even when they are struggling with English grammar or reading textbooks.
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Conceptual Framework
Figure 1: English Grammar Skills and Self-Esteem of the Grade 10 students
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Figure 1 depicts the demographic profile of the respondents. The input of this
study and the aspects look into are the following: determine the respondents' level of
self-assurance, their level of English Grammar knowledge, and their perspectives on
the English issue; determine the roadblocks to their effective communication in
English; determine whether there is a significant link between the respondents' English
Grammar skills and their self-esteem; and determine whether there is a significant
relationship between the respondents' self-esteem and their English grammatical
ability.
During the course of this investigation. The questionnaire was utilized by the
researchers to determine the study procedure and outcome. Based on the output of
this study the following are the possible implications: modifications and improvements
to the English curriculum, increased parental support for their children's English
education, and increased parental awareness of their children's behavioral and
academic performance in English are all implications of this study. This would assist
coordinators in identifying the actions of students based on their behavior, attitude,
and English grammatical proficiency. This research might help them plan activities that
would affect how students react and inspire them to improve their English grammar.
This would also allow the students to be educated on the significance of self-esteem in
learning the English language. It may also assist students in better understanding the
benefits and drawbacks of their English grammar in terms of their self-esteem.
Theoretical Framework
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Universal grammar serves as the foundation for all human languages. Children
do not just mimic the language they hear in their environment. Infants as young as 12
months are said to be sensitive to the grammar required to comprehend causal
statements (Rowland & Noble, 2010).
They learn a grammar that creates an endless number of new sentences, not a
repertory of phrases and sayings as behaviorists think. Universal Grammar is thus
hardwired into the minds of children from birth. When a kid begins to listen to his
parents, he will instinctively detect the type of language he is dealing with and will
adjust his grammar to match.
This is referred to as setting the parameters.' The kid intuitively understands that
certain words act like verbs, while others behave like nouns, and that there are only a
few options for arranging them inside a sentence. The Language Acquisition Device is
a bundle of language learning aids that is given to children from birth (Chomsky, N
1997).
The zone of proximal development (ZPD), also known as the zone of potential
development, refers to the set of skills that a person can master with the help of an
expert but not on their own. Item response theory was used to analyze the Rosenberg
Self-Esteem Scale, a widely used self-report tool for assessing individual self-esteem.
In contrast to several earlier research that retrieved distinct Self-Confidence and Self-
Depreciation components, factor analysis revealed a single shared factor. m. The
items' pattern of operation was investigated in relation to their content, and
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conclusions were drawn with implications for validating and designing future
personality tests.(Gray-Little, B., et al.(1997)).
The term "self-esteem" is now widely used. Teachers, parents, therapists, and
others have concentrated their efforts on raising self-esteem, based on the idea that
high self-esteem will lead to a slew of good outcomes and benefits— a premise that
this review questions (Baumeister (2003)).
Definition of Terms
The following terminologies were defined by the researchers for a better
understanding of the research work
Communication - is the process of passing information from one person to
another. It is the process of two or more people exchanging knowledge in order to
establish mutual understanding.
English Grammar- is the method in which meanings in the English language
are encoded into words.
English Language - is a system of meaning formation for the expression of
living by English people who were originally from Germany, but it has extended to
many places of the world where it is used as a second, third, or foreign language.
English Language Proficiency- Is a student's ability to utilize English to create
and express meaning in a spoken or written setting while completing their program of
study.
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English Skills-Is the capacity to talk in front of people in order to determine
how well he or she understands the percentage of talents he or she possesses.
Language Acquisition Device- The LAD idea refers to an alleged innate
mental ability that allows a child to learn and generate language.
Rosenberg Self-Esteem Scale- is a frequently used self-esteem metric in
social science research. It utilizes a 0–30 scale, with a score of less than 15 indicating
an issue with low self-esteem.
Self- esteem- gratification derived from a person's belief in oneself or herself
and his or her own unique skills.
Universal Grammar - Noam Chomsky is credited with the notion of the genetic
component of the language faculty. The primary premise of UG is that people are born
with a set of structural norms that are independent of sensory experience.
Zone of Proximal Development- the area between what a student can do on
their own and what they can accomplish with adult direction or in partnership with
more capable classmates.
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CHAPTER 2
Review of Related Literatures
This chapter contains some information gathered from different external
sources that provided the researchers with exhaustive review of the topic and
necessary background knowledge to pursue the study.
Grammar Writing Skills
Literacy proficiency is a common aim for all students in elementary school. This
goal is extremely difficult for English language learners, especially in the area of
writing. Because the world has become increasingly text-oriented, writing has been
designated as one of the most important abilities .
Given these figures, it is critical for mainstream instructors to be educated with
English learner instruction. Writing is one of the barriers to ESL students' success.
Writing is an important part of any language. When a youngster writes, his or her
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thoughts and knowledge are combined to create a new meaning (Jones, Reutzel, &
Fargo, 2010).
The approach of journal writing has been offered as a non-threatening way for
kids to practice writing. This strategy, also known as interactive journals, allows
students and teachers to communicate through a specialized notebook built for textual
discussion between student and instructor. According to Lee (2012), research and
classroom experiences have demonstrated that using an interactive journal aids
English language learners by motivating them to write more in length 12 and with
higher content. Not only does it provide constant practice, as the journal is designed to
be utilized every day, but it also allows the instructor to have easier and more
comprehensive access to the students' work, allowing for more achievements and
successes. Educators must examine new and inventive ways of education in order to
improve the writing abilities of English language learners. These kids are just not
progressing to the degree of skill that is required of them using current approaches. A
safe setting may help ESL students relax and take risks, both of which are important
for producing even sufficient writing.
According to Cabigon (2015), the Philippines is renowned across the world as one
of the many English-speaking countries with a large population fluent in the language.
In the Philippines, English has long been one of the official languages. As a result,
English is spoken by more than 14 million Filipinos. This language is regarded as a
language of trade and law, as well as one of the languages utilized in Philippine
education as a medium of teaching.
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Furthermore, Suelto (2018) stated that knowing the English language is quite
significant.
This aids pupils in properly expressing themselves. Students must be able to
communicate effectively in English in order to be productive in many situations.
Unfortunately, English proficiency in the Philippines is dwindling. According to recent
research, the Philippines is no longer regarded as the top English-speaking country.
With this in mind, the Department of Education is attempting to bolster its efforts in
addressing the issue. This involves taking into account a variety of elements that
influence the learners' ability. The Philippines has a reputation for being one of Asia's
top English-speaking countries. As a result, the EPI result for the country is
considered as significant, as it may alter Filipinos' possibilities. obtaining employment
both in the United States and overseas. One of its strengths is Filipinos' ability to
communicate in English which attributes that have aided the economy of the nation As
a result, the country has become a leading voice.
Grammatical Errors
According to Estanislao (2013), Filipinos are English native speakers. Filipinos
are excellent in listening, speaking, reading, and writing in English, as evidenced by
research conducted by Education First (EF) Ltd. and Study International Staff, which
show that the Philippines consistently ranks first in English proficiency exams globally.
English is the most widely used and understood worldwide language. As the globe
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becomes more integrated into a global society reliant on contemporary technologies,
the necessity to communicate in English has become increasingly evident.
Nevertheless, grammar can speak louder and more insistently than its
denotation; most connotations have a negative overtone, but many of them are based
on misconceptions of the world's core meanings. Students' possible aversion to
learning grammar, as well as their personal difficulties or confusions regarding the
topic, can be better understood if English teachers are aware of the many meanings
connected with the subject (Allen, 2013).
In addition to a person's ability to utilize technology successfully, it has become
necessary to develop one's ability to speak or write effectively in English if one wants
to participate in global trade, especially because English is extensively used in
business and education. Furthermore, English is taught and studied in the modern
world for its apparent practical relevance, namely as a way of communicating on a
global scale and as a method of maximizing one's access to job possibilities
(Estanislao, 2013).
Grammar and use, particularly subject verb agreement norms, are being taught
at the country's higher institutions, such as colleges, polytechnics, and universities.
According to Quagie (2011), considerably more effort should be put into teaching and
studying English grammar at universities in order to improve the existing scenario, in
which students' essays, scripts, and End of Semester Examination scripts are rife with
various types of sentence structure mistakes.
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Subject-verb agreement errors are becoming more common, and it appears
that many individuals are either unaware of the rules or dismiss the relevance of
grammatical rules as long as they can get their message through (Tafida & Okunade,
2016). Insufficient English language competencies, according to Otaala and Plattner
(2013), would cause a variety of problems for students, including difficulty expressing
themselves in English, following lectures, taking correct notes during lectures,
understanding academic texts, and writing coherent essays. Many students fail tests
and quizzes because they are unable to interpret questions and express themselves
properly in English. Students who are not fluent in English will also be able to
participate in class debates and lectures.
Grammar instruction is hence the primary emphasis of English instruction.
Flores (2010) notes that “language teaching in Philippine secondary education is
synonymous with grammar” and that “it is a widespread observation that at the
Philippine educational system's elementary and secondary levels, the teaching of
grammar is the majority, if not the focus.” The impossibility.
Levels of language, self-esteem, and anxiety towards English
The English language, which is regarded as the country's language of power
and progress, has had a huge impact on Filipinos' lives in terms of raising their
socioeconomic status and gaining a better standard of living. Because of the country's
vast linguistic diversity, English became the lingua franca in the country long before
the rest of the world did (Wa-Mbaleka, 2014).
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However, despite its great importance due to its functional and practical usage
in the Philippines and many other nations across the world, learning the English
language is still considered a difficult undertaking since it requires complex tasks
including psychological and social aspects (Berowa, 2016). Anxiety has a significant
impact on the success or failure of learning. Language educators have long been
interested in researching language anxiety since it is seen to be a barrier to learning
(Elaldi, 2016).
According to Habrat, 2013, a three-tiered self-esteem typology: global,
intermediate, and situational self-esteem. Individuals' total personal appraisal is
referred to as their global self-esteem. It is classified as a characteristic since it is
persistent and persists throughout time and in different circumstances. It is critical to
feel "good enough" in order to keep it up. Despite correlational studies generally
showing a favorable relationship between self-esteem and academic success, the
causal relationship between the two remains unclear. More study is needed to
determine whether self-esteem influences academic success or vice versa (Koosha,
Ketabi & Kassaian, 2011). Language acquisition is a specialized academic field that is
closely linked to powerful feelings (Dewaele, 2020).
The findings of Basco & Han's (2016) study are similar to those of the latter
study. There was also a negative relationship between the variables; pupils with
higher self-esteem had less anxiety in the language class. On the other side, it was
revealed that self-esteem had a significant positive association with motivation. In the
same study, they identified a significant, positive link between self-esteem and
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motivation. In this circumstance, students who thought of themselves as having a
higher degree of self-esteem also had a higher level of motivation. Takahasi and
Takahashi (2013) observed that high levels of self-esteem influenced language
learning motivation.
Synthesis
Summarily, this chapter presents tracing the competence and proficiency of the
respondents in using the English language in written communication. It also presents
different literatures supporting the statement mentioned. Also, presented in this
chapter are the studies and literature about the self-esteem of students in using the
English language in written communication.
In language class, students with stronger self-esteem experienced less anxiety.
Self-esteem, on the other hand, was found to have a strong positive relationship with
motivation.). According to Otaala and Plattner (2013), insufficient English language
competencies would cause a variety of problems for students, including difficulty
expressing themselves in English, following lectures, taking correct notes during
lectures, understanding academic texts, and writing coherent essays. Many students
fail tests and quizzes because they are unable to interpret questions and express
themselves properly in English. Students who are not fluent in English will also be able
to participate in class debates and lectures.
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As evident in the study of Eladi (2016), anxiety has a significant impact on the
success or failure of learning. Language educators have long been interested in
researching language anxiety since it is seen to be a barrier to learning.
In order to address the current situation, in which students' essays, scripts, and
other written outputs during the school year are riddled with all sorts of sentence
structure problems, much more effort should be placed into teaching and studying
English grammar at school and universities.
CHAPTER 3
Methodology
This chapter presents the definition of the research method used, the
procedures, the survey process, and the statistical tools employed in the treatment
and the analysis of the data.
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Research Design
The researchers conducted the study by using the descriptive method of
research. According to McCombes (2020), 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. Unlike in experimental research, the researcher does not control or
manipulate any of the variables, but only observes and measures them.
Since the researchers wanted to know the significant relationship between the
English grammar skills and self-esteem of Grade 10 students of Cavite Christian
School , this is the viable method because this method described the effect of the
English proficiency to the self-esteem of the Junior High School students. In this study,
descriptive research was used to describe the sets of data gathered from the
respondents, such as sex, grade level, age, their level of self-esteem and their
proficiency in English grammar.
Population, Sampling and the Respondents of the Study
The respondents of the research were sampled among the students of Cavite
Christian School’s Grade 10 Junior High School department during the school year
2021-2022. The researchers made use of purposive sampling and was done by
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getting all the population in grade 10 Junior High School. There were twenty-seven
(27) respondents from the Grade 10 level.
Purposive sampling is a technique that requires examining the entire population
for a set of characteristics based on their individual attributes/traits, experience,
education, abilities, and exposure to an event, among other things.
Research Instruments
Construction
The tests, Oxford Online English grammar test and Rosenber’s Self Esteem
Scale, were taken from their own respective websites. These tests will be used to
determine the level of proficiency of the students in using the English language and to
identify their level of self-esteem. The survey form which will be used also was
constructed via Google Form.
Validation
The questionnaire was thoroughly validated by the research adviser. It was
subjected to proper editing in order to present the ideas coherently and logically in the
questionnaire.
The questionnaire was composed of two parts. Part 1 presents the two tests
that measure the English grammar skills of the respondents in writing and the test that
quantifies their level of self-esteem.
Tests
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The researchers used two tests from reliable sources such as the Oxford
Online English grammar test and Rosenber’s Self-esteem Scale as the research
instruments.
The researchers used a standardized test about English Grammar to measure
English grammar skills of the respondents. The standardized test used contains a
series of questions about English Grammar focusing only on written aspects.
The researchers used the Rosenberg’s Self-esteem Scale to measure the
respondent’s self-esteem. The questionnaire is a set of ten item scales that deal with
general feelings about themselves; the scale spans from 0 to 30; scores between 15
and 25 are considered normal; scores below 15 indicate low self-esteem.
The researchers used an online grammar test from Oxford University Press to
determine the students' intellectual capacity in terms of English grammar. It consists of
40 questions about grammar and how well they understand grammar rules in writing.
Meanwhile, the Rosenberg’s Self-Esteem Scale is used to determine the level of self-
esteem of the students.
Survey Questionnaire
The second part of the questionnaire is the survey form which is constructed
via Google Form. It presents the attitudes of the respondents towards the English
subject and the factors that hinder them from using the English language in
communication.
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Research Procedure
Administration
The researchers gathered the selected respondents, the Grade 10 students,
from the Junior High School department of Cavite Christian School then handed out
questionnaires for the respondents to answer.
The researchers gave standardized tests to determine the English grammar
skills of the Grade 10 students. While for self-esteem, the researchers also gave a
questionnaire or the Rosenberg Self-Esteem Scale to the respondents. In the
grammar test respondents will complete it while on call or at a meeting in order to
learn their scores and how they responded to the test. The first part of the
questionnaire consists of the personal information of the respondents including the
name, age, and gender. The questionnaires are to be rated using a 4 point Likert
Scale format ranging from strongly agree to strongly disagree. The items were scored
by marking 3 ”Strongly Agree”, 2 ”Agree”, 1 ”Disagree”, and 0 “Strongly Disagree”.
The respondents need to mark the items dealing with their general feelings.
Retrieval
The tests and survey form were retrieved from the respondents after they had
answered the tests and the survey form. Screenshots of the test results were required
from the respondents after the test. The survey form was also submitted by the
respondents on the same day after they answered the items.
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Statistical Treatment of Data
The following statistical tools were used to interpret the data collected from the
respondents.
1. Frequency Distribution. This tool was used to show the actual distribution of
the responses to specific questions/items in terms of the demographic
characteristics of the respondents.
2. Percentage. One of the most frequent ways to represent statistics is by
percentage. Percent simply means "per hundred" and the symbol used to express
percentage is %. One percent (or 1%) is one hundredth of the total or whole and is
therefore calculated by dividing the total or whole number by 100.
3. Mean. It is used to get average or central value (e.g. level, extent, status, etc.)
4. Standard Deviation. It refers to a statistic that measures the dispersion of a
dataset relative to its mean and is calculated as the square root of the variance. It
is calculated as the square root of variance by determining the variation between
each data point relative to the mean. If the data points are further from the mean,
there is higher deviation within the data set; thus, the more spread out the data, the
higher the standard deviation.
5. ANOVA. According to Mackenzie (2018), a one-way Analysis of Variance
(ANOVA) is a type of statistical test that compares the variance in the group means
within a sample whilst considering only one independent variable or factor. It is
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appropriate in determining whether there are any statistically significant differences
between the means of three or more independent (unrelated) groups.
6. T-test. It is used to determine two (2) variable means which differ significantly or
to test the significant difference between 2 variable means.
CHAPTER 4
Presentation, Analysis, and Interpretation of Data
In this chapter, the data gathered from the Junior High School Students of
Cavite Christian School in relation to the research objective is presented. The data
gathered are presented in tabular, graphical and textual presentations. This chapter
discusses the result and data of the given questionnaire that is presented in a more
comprehensive form.
Part I. Demographic Profile
Table 1: Age Profile of the Respondents
Age Level Frequency Percentage
14 1 4%
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15 14 56%
16 9 36%
17 1 4%
TOTAL 25 100%
Figure 2: Age Profile of the Respondents
Table 1 presents the age profile of the respondents. It can be inferred from the
table/graph that there were 14 or 56% of the respondents whose age belonged to 15.
Likewise, there were 9 out of 25 respondents or 36% of them whose age belonged to
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16. Lastly, there was 1 or 4% of the respondents who belonged to 14 and 17 years of
age.
The Junior High School students are mostly male; are teenagers; have
satisfactory grades; speak Iloko; have textbooks at home; and are exposed to diverse
media types. The parents’ occupation range across blue collar and professional
services and industries; are mostly High School Graduates; and with lowest level of
monthly income. (Sioco, 2018)
Table 2: Gender Profile of the Respondents
Gender Frequency Percentage
Male 17 68%
Female 8 32%
Total 25 100%
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Figure 3: Gender Profile of the Respondents
Table 2 presents the gender profile of the respondents. It can be seen from the
tabulated data that there were 17 or 68% of the respondents whose age belonged to
male gender. Meanwhile, there were 8 out of 25 or 32% of the respondents who are
females
In the Philippines, research has tended to focus on the extremes of the
implementation process, such as educator awareness of the gender perspective
(Sumadsad & Tuazon, 2016) or success in incorporating gender into their pedagogical
practices (Lualhati, 2019), rather than an in-depth analysis of educators' overall
experience in the government's attempt to mainstream GAD education in Philippine
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colleges and universities. This implies that earlier findings on gender mainstreaming in
Philippine education have been ambiguous.
As a result, this study intends to contribute to the solution of this problem by
providing extensive accounts of ELT practitioners' experiences. Hearing the
perspectives of Filipino ELT educators might help educational departments calibrate
their implementation methods so that all key stakeholders have a safe environment to
progressively integrate the gender perspective into micro-aspects of the learning
process. Language education is vital in developing critical-thinking abilities in
educators so that they may create student-centered and gender-responsive
educational methods (Banegas, 2020). Similarly, no one research has looked at the
gender viewpoint in ELT in the Philippines at the time of writing.
Ghazvini and Khajehpour (2011) discovered that females are more creative
than males. have a more favorable attitude toward English language acquisition and
are more likely to Males have a higher rate of bilingualism than females. Aldosari
(2014) discovered that females have a positive outlook. Males are more receptive to
English than females.
Table 3: English Grammar Level of the Respondents
Scores Frequency Percentage (%)
30 - 40 (Intermediate) 17 68%
30
20 - 29 (Lower Intermediate) 7 28%
10 - 19 (Elementary) 1 4%
0 - 9 (Beginner) 0 0%
TOTAL 25 100%
Figure 4: English Grammar Level of the Respondents
Table 3 shows the English Grammar Level of the student-respondents. It can
be noted that 68% (17) of the respondents have intermediate level of English
Grammar, 28% (7) of the respondents have lower intermediate level of English
Grammar, 4% (1) of the respondents has elementary level of English Grammar and no
respondents have beginner level of English Grammar.
31
The usage of the English section is intended to assess how well students
understand grammatical structures and the meanings they encode. It is made up of
three different task categories. To aid in the contextualization of the exam items.
Depending on the competency level being tested, the Oxford Placement test has the
following item focuses.
So there are different levels of knowledge in the test. The AO indicates that you
are a beginner with a score of 1 to 9, the A1 indicates that you are an elementary
student with a score of 10 to 19 and a basic user breakthrough, which means you can
handle some present simple and continuous verb forms as well as a few past simple
forms, and the A2 indicates that you are a lower intermediate student with a score of
20 to 29 and a basic user threshold, which means you can handle basic grammatical.
The one who Uses reasonably accurately a repertoire of frequently used "routines"
and patterns associated with more predictable situations and Can understand the
main points of clear standard speech on familiar matters encountered in work, school,
and leisure is the one who scored 30-40 in BI intermediate, B2 Upper Intermediate,
and C1 Advanced.
Suelto (2018) stated that knowing the English language is quite significant. This
aids pupils in properly expressing themselves. Students must be able to communicate
effectively in English in order to be productive in many situations. Unfortunately,
English proficiency in the Philippines is dwindling.
32
According to Estanislao (2013), Filipinos are English native speakers. Filipinos
are excellent in listening, speaking, reading, and writing in English, as evidenced by
research conducted by Education First (EF) Ltd. and Study International Staff, which
show that the Philippines consistently ranks first in English proficiency exams globally
Table 4: Self- Esteem Level of the Respondents
26 - 30 (HIGH) 1 4%
15 - 25 (NORMAL) 17 68%
0 - 14 (LOW) 7 28%
TOTAL 25 100%
Figure 5: Self- Esteem Level of the Respondents
33
Table 4 shows the self-esteem scale or level of the student-respondents. It can
be noted that 4% (1) of the respondents have high levels of self-esteem, 68% (17) of
the respondents have normal levels of self- esteem and 28% (7) of the respondents
have low levels of self-esteem.
Self-esteem, according to Dedmond (2011), is a complication. of self-perceived
feelings that guide one's actions It has an impact on one's attitudes and motivation.
Khan et al., (2011) described self-esteem as "a rather high level of confidence
in oneself." lasting favorable or negative self-perception positives and negatives may
become more or less positives and negatives as time goes on. Individuals encounter
and evaluate success and failure in a variety of situations in their everyday life.
McLeod (2012) stressed that a person who has a high sense of self-worth
considers himself to be better, more capable, and more capable than someone who
has a low sense of self-worth. In general, students with strong self-esteem do better in
school and consider themselves to be engaged and capable people who can make a
difference. about making improvements through hard work and setting greater goals
make it possible for them to learn new things.
Table 5: Attitudes of the Respondents towards English Subject
34
Items SA A D SD Weigh Verbal
ted Interpretation
Mean
1. I love to study English grammar. 1 15 9 0 2.68 Agree
2. I prefer to use English in writing. 4 18 3 0 3.04 Agree
3. The English language is difficult 0 7 17 1 2.24 Disagree
to understand and use in writing
composition.
4. I am afraid to use English in 0 8 10 6 2 Disagree
writing because I do not like to be
criticized.
5. I am really interested in learning 5 16 3 0 2.96 Agree
English grammar rules.
6. I find English grammar to be a 3 5 15 2 2.36 Disagree
boring subject.
7. I use English in writing because 4 19 2 0 3.08 Agree
this helps me a lot in my studies.
8. English subject is a powerful 9 16 0 0 3.36 Agree
tool in learning other subjects such
as Science and Mathematics.
35
Figure 6: Attitudes of the Respondents towards English Subject
Table 5 presents the attitudes of the respondents towards English subject. It
can be inferred from the table that the student-respondents agree that they love to
study English grammar, they prefer to use English in writing, they are interested in
learning English grammar rules, they use English in writing because this helps them a
lot in their studies, and to them, English is a powerful tool in learning other subjects
such as Science and Mathematics with weighted means of 2.68, 3.04, 2.86, 3.08 and
3.36 respectively. On the other hand, the respondents disagree that the English
language is difficult to understand and use in writing composition, they are afraid to
use English in writing because they do not like to be criticized, and they find English
grammar to be a boring subject with computed weighted means of 2.24, 2 and 2.36
respectively.
36
According to the CEFR, students who have completed their tertiary education
should show that they can communicate at a B2 level in the language (MEN, 2014).
On the other hand, proposed The learner's feelings toward language use and its social
status are referred to by this attitude that can either help or hurt the learning process.
As a result, attitude might be defined as a disposition to respond. positively or
negatively towards an object, person, institution, or event According to current
research, Students' attitudes toward English were shown to be positive in both ESL
and EFL environments. Language acquisition has a lot of benefits (Ahmed, 2015);
Table 6: Psychological Factors that Hinder the Respondents in Using English in
Communication
Psychological Factors Frequency Percentage
Fear of making mistakes 8 32%
Shyness 5 16%
Anxiety 4 20%
Lack of confidence 8 32%
Total 25 100%
37
Figure 7: Psychological Factors that Hinder the Respondents in Using English
in Communication
Table 6 presents the psychological factors that hinder the students in using the
English language. It can be noted that 32 percent of 25 grade 10 students have a fear
of making a mistake, 16 percent are timid, 20 percent are anxious, and 32 percent
lack confidence.
Jindathai (2015) has done research to explore the factors that contribute to low
English speaking among engineering understudies. From his discoveries, one of the
primary elements of the understudies' English language speaking issues was the
management in teaching and learning English. Variables issued and originated from
the management include the administration of classroom exercises and the course
syllabus. The understudies exceptionally knew the significance of getting great
38
speaking performance however they liked to have more creative exposure on the
language. In other research by Mosha (2014), likewise like Jindathai (2015), she
discovered that the management of teaching was somewhat poor as the employed
English educators were not in expected quality. The management also did not
consider the significance of enlisting a proper number of educators, as the educators
in the department were insufficient to cater for all the understudies. This factor
unmistakably made an impact towards the understudies' learning as educators are the
good example of the understudies regardless of in a classroom setting or as a
general. In different work, Al-Jamal and Al-Jamal (2014) had led an exploration that
researched the challenges looked by EFL undergraduates in speaking proficiency.
Table 7: Academic Factors that Hinder the Respondents in Using English in
Communication
Academic Factors Frequency Percentage
Uninteresting teaching style 15 60%
Lack of tools in teaching grammar 2 8%
Insufficient time to learn the language 7 28%
Teachers incompetence in using the language 1 4%
Total 25 100%
39
Figure 8: Academic Factors that Hinder the Respondents in Using English in
Communication
Table 6 shows that 60% (15) of the respondents chose uninteresting teaching
style, 8% (2) of the respondents chose lack of tools in teaching grammar, 28% (7) of
the respondents choose insufficient time to learn the language and 4% (1) of the
respondents chose the teachers incompetence in using the language as the academic
factors that hinder them in using English in communication.
According to Moneva 2020 Many pupils are perplexed by their lack of self-
confidence. They were having trouble dealing with that particular issue. Studying self-
confidence and performance assignments can help students comprehend how crucial
it is to grasp the relationship between the two factors. It is not just necessary to be
intelligent and creative when doing various activities. The purpose of this study is to
40
determine the relationship between a student's level of self-confidence and their
performance on assignments. This is especially essential for students. The many
actions that must be completed and demonstrated can be classed as performance
tasks. In order to do the duties, it requires knowledge, skills, and creativity. However,
academic requirements such as quizzes, assignments, projects, and other items that
must be completed on time are also referred to as performance duties.
The perception of interpersonal influence and the perception of adjusted
susceptibility to interpersonal to interpersonal has a modest and favorable
relationship. It is critical to regulate pupils' academic achievement during their school
years . Students confront significant hurdles that may have an influence on their
academic performance . Educators and parents should boost kids' perceived utility
value of academic discipline, since it is well acknowledged that an increase in
perceived utility value has a beneficial educational effect. Students must be actively
involved in the learning process in order to uncover the basic structures of the topic .
Students of ordinary academic quality accomplish success in a variety of ways without
learning too much (Tribunalo 2020).
However, there is mounting evidence that digital technology can demotivate
students in formal learning environments. Scholars have noted a growing 'authenticity
41
gap' between what English learners do in formal classes and what they do with the
language online (Henry, 2013). English classes can seem uninteresting in comparison
to their own autonomous online activities, replete with dry knowledge-building
exercises and geared at exam-based qualifications. This influence is not limited to the
field of ELT; a recent report on poor quality teaching in UK universities was led with
the phrase "Analogue academics are failing to inspire students of the digital age,"
according to the Times newspaper (Hurst, 2016)
Table 8: Environmental Factors that Hinder the Respondents in Using English in
Communication
Environmental Factors Frequency Percentage
Gender 2 8%
Age 5 20%
Socio-economic status 11 44%
Lack of social support at home 7 28%
Total 25 100%
42
Figure 9: Environmental Factors that Hinder the Respondents in Using
English in Communication
Table 8 presents the environmental factors that impede the students in using
English in communication. According to the figure, environmental variables that hinder
the respondents in using English accounted for 2 or 8% of gender, 5 or 20% of age,
11 or 44% of socioeconomic level, and 7 or 28% of the absence of social support at
home among the 25 grade 10 respondents.
Because English is the Philippines' second language, the curriculum provides
ample opportunities for students to communicate effectively and efficiently. Despite
43
this, students must continue to improve their skills, with some factors affecting and
impeding their ability to learn the second language effectively. Meanwhile, because
the students' vocabulary is limited, they frequently converse in English, and they
recognize how important it will be in their future careers, particularly in terms of
communication. They are pushed if they are exposed in an unexpected speaking
engagement, therefore they strive to prepare suitable replies in advance. Furthermore,
the teachers agreed that the kids are enthusiastic about learning English in class, but
that some of them were nervous during speaking exercises. Finally, the professors
showed that the kids were average, with many able to communicate their thoughts in
English but yet needing more practice. Affective factors such as shyness to speak the
English language and the fear of making mistakes during their speaking performance
are the key factors that influence students' speaking skills. (Cabaltica, Arcala ,2021)
Despite the fact that language anxiety has been found to play an important role
in the development of language skills, other emotions' significance in promoting or
detracting from WTC has been rarely explored in WTC. Studied. Emotions and their
impact on performance have been intensively researched in recent years. General
educational research (Goetz, Ludtke, Nett, Keller, & Lipnevich, 2013; Zembylas &
Charalambous, 2014), however just a few research have looked into it specifically.
Dewaele & MacIntyre (2014); Dewaele, Witney, Wit MacIntyre and Vincze, 2017; Saito
and Dewaele, 2017).
44
Table 9: Test for Significant Difference between English Grammar Skills and
Age
Source
of
SS df MS F P-value F crit Interpretation
Variatio
Between 44.860 14.9535

3
Groups 63492 4497
There is no
Within 696.57 33.1704 0.45080 0.7193968 3.072466
21 significant
Groups 93651 4596 92835 723 986
difference.
Total 741.44 24
45
Figure 10: Test for Significant Difference between English Grammar Skills and
Age
Table 9 shows the data used to find a significant link between the English
grammar skills exam and the age of respondents in Junior High School. It was
discovered that the p-value 0.7193968723 is greater than 0.05, indicating that there is
a substantial association. It means the hypothesis has been accepted.
Children acquire language more quickly than adults, however when and why
this capacity fades has been a mystery for both empirical and philosophical
reasons ,measuring the ultimate attainment of learners who started at different ages
cannot by itself reveal changes in underlying learning ability. (Hartshorne,
Tenenbaum, pinker 2019)
The popular assumption that learning a second is easier while you're younger is
based in part on this fact. Many English instructors and professionals throughout the
world have made similar observations (Gawi 2012)
Table 10:Test for Significant Difference between the English Grammar Skills and
Gender
Correlates N Mean t - test Interpretation
English Male 32.06
Grammar Skills There is no significant
vs. Gender 25 Female 29.75 0.34 difference
46
Figure 11: Test for Significant Difference between the English Grammar Skills
and Gender
Table 10 presents the data in identifying the significant difference between the
English Grammar skills and gender of the respondents. It showed no significant
difference in which the t-value of 0.34 is greater than the alpha of 0.05. It implied that
the hypothesis is accepted and no significant difference is found between variables
mentioned.
An essential topic that has been mostly ignored in the writing of English as a
foreign language (FL), Gender is a factor that deserves to be taken into account in
writing process study differences. Having said that, gender has been identified as a
significant role in education.The impact of gender on first-language (L1) writing
performance has been extensively researched, in the recent years Previous research
47
in L1 writing, particularly with children, has, for example, provided some evidence that
girls outperform males in many aspects of writing, notably in creative writing (Adams &
Simmons.. 2019)
Table 11:Test for Significant Relationship between the English Grammar Skills
and Self-Esteem
English English Grammar Skills
Grammar skills 31.32 There is no significant
vs. Self- Esteem 25 Self Esteem 17.48 6.300 relationship
Figure 12:Test for Significant Relationship between the English Grammar Skills
and Self-Esteem
Table 11 presents the data in identifying the significant relationship between
English grammar and self-esteem of the grade 10 students. It showed that there is no
48
significant relationship in which the t-value of 6.300 is greater than the alpha which is
0.5. It implied that the hypothesis is accepted. This means that English grammar is not
affected by self-esteem.
Despite correlational studies generally showing a favorable relationship
between self-esteem and academic success, the causal relationship between the two
remains unclear. More study is needed to determine whether self-esteem influences
academic success or vice versa (Koosha, Ketabi & Kassaian, 2011). Language
acquisition is a specialized academic field that is closely linked to powerful feelings
(Dewale, 2020).
Table 12:Test for Significant Difference between Self-Esteem and Age.
Source of
Variation
Between 75.1844444 25.06148
Groups 4 3 148
There is no
Within 399.055555 19.00264 1.318841 3.07246
0.29473 significant
Groups 6 21 55 71 6986
difference.
Total 474.24 24
49
Figure 13: Test for significant difference between Self-Esteem and Age.
self esteem and age of the Grade 10 students. It showed that there is no significant
difference in which the p-value of 0.29473 is greater than .05. It implies that the
hypothesis is accepted. This means that self esteem test results are not affected by
the age of the respondents.
Low self-esteem in adolescence and young adulthood is a risk factor for
negative outcomes in important life domains. For example, Trześniewski et al. (2006)
found that low self-esteem during adolescence predicts poorer mental and physical
health, worse economic well-being, and higher levels of criminal activity in young
adulthood. Similarly, other studies found that low self-esteem prospectively predicts
antisocial behavior, eating disturbances, depression, and suicidal ideation
50
Table 13: Test for Significant Difference between the Self-Esteem and Gender
Male
19.23
Self Esteem and Female There is a significant
Gender 25 13.75 0.0020159617 difference
Figure 14: Test for Significant Difference between the Self-Esteem and Gender
self esteem and gender of the Grade 10 students. It showed that there is a significant
51
difference in which the t-value of 0.0020159617 is less than the alpha which is .05. It
implied that the hypothesis is not accepted and there is a significant difference found
between the variables mentioned.
A considerable gender gap, in which males report higher levels of self-esteem
than females, emerges as a strong finding from this literature. This gender divide
begins in puberty and continues throughout the early and middle years of life. Before it
narrows and possibly vanishes in old age, there is adulthood ( Zeigler-Hill & Myers,
2012).
CHAPTER 5
Summary, Conclusion, and Recommendations
52
This chapter includes the summary, findings, conclusion, and recommendation
of the study.
Summary of Findings
The researchers from Grade 12- Galilee conducted a quantitative research study
to determine the relationship between the English grammar skills and self-esteem of
Grade 10 students of Cavite Christian School. The descriptive method of research
design was used in conducting the study and disseminated surveys to gather data.
For the research instruments, the twenty-seven (27) respondents answered two tests
which are the standardized test from Oxford Online English grammar test to measure
their level of English grammar skills and a Likert-type scale test from Rosenberg’s
Self-esteem Scale test to determine their self-esteem level. The researchers
conducted the study during the school year 2021- 2022.
1.What is the English Grammar level of the respondents?
Sixty-eight (68) % or a total of seventeen (17) respondents of Grade 10
students have a level of intermediate in English Grammar, twenty-eight (28) % or
seven (7) respondents have a level of lower intermediate and four (4) % or one (1)
respondent has a level of elementary in English Grammar.
2. What is the Self-Esteem level of the respondents?
Sixty-eight (68) % or a total of seventeen (17) respondents of Grade 10
students have a level of normal self-esteem, while twenty-eight (28) % or seven (7)
53
respondents have a level of low self-esteem and four (4) % or one (1) respondent
have a level of high self-esteem.
3. What are the attitudes of the respondents towards the English subject?
With weighted means of 2.68, 3.04, 2.86, 3.08, and 3.36, the student-
respondents agree that they enjoy studying English grammar, prefer to use English in
writing, are interested in learning English grammar rules, use English in writing
because it helps them a lot in their studies, and English is a powerful tool in learning
other subjects such as Science and Mathematics.
4. What are the psychological factors that hinder them from using the English
language in communication?
Thirty-two percent (32%) or a total of 8 respondents have trouble or fear of
making mistakes and 32% or a total of 8 respondents had a lack of confidence as
the psychological factors that hinder Grade 10 students from using the English
5. What are the academic factors that hinder them from using the English
54
Uninteresting teaching style chosen by sixty (60) % or a total of fifteen (15)
respondents is the academic factor that hinders Grade 10 students from using English
6. What are the environmental factors that hinder them from using the English
Environmental factors that prevent people from utilizing the English language
in communication include 11 or 44% of socioeconomic level.
7. Is there a significant difference between the English Grammar skills and age
of the respondents?
The computed p-value of 0.72 is greater than the alpha which is .05. Hence,
the hypothesis is accepted.
8. Is there a significant difference between the English Grammar skills and
gender of the respondents?
The computed t-value of 0.34 is greater than the alpha of .05. So, the
hypothesis is accepted.
9. Is there a significant difference between the Self-esteem level and age of the
respondents?
55
The computed p-value of 0.29 is greater than the alpha which is .05. Thus, the
10. Is there a significant difference between the Self-esteem level and gender of
the respondents?
The computed t-value of 0.002 is less than the alpha which is .05. Therefore,
the hypothesis is not accepted.
11. Is there a significant relationship between the self-esteem of the
respondents and their use of English grammar?
The computed t-value of 6.30 is greater than the alpha which is .05. Hence, the
Conclusions
1. Most of the respondents from Grade 10-Sinai have an intermediate level of
English Grammar Skills which means that they can comprehend the major
concepts of plain standard discourse on topics experienced in the workplace,
education, or school and in recreation.
2. Most of the respondents from Grade 10- Sinai have a normal level of Self-
esteem which means that they have a healthy self-esteem and that they have a
balance and genuine perception of themselves.
3. The majority of Grade 10-Sinai respondents love the thought of the English
subject in which they had fun studying, learning, writing, and interested in it.
56
4. The majority of Grade 10-Sinai respondents had a normal level of English
Grammar skills when it comes to compliance with the variables that impede
respondents' ability to communicate in English.
5. The majority of Grade 10-Sinai respondents have a fear of making mistakes
and a lack of confidence when communicating with other people using the
English language and this means that they might be scared of other people
making fun of them or thinking others might judge them.
6. Most of the respondents from Grade 10-Sinai think that the uninteresting
teaching style is the academic reason that impedes them when communicating
with other people using the English language which means that the students
prefer more captivating teaching styles that will encourage them to listen and
learn more easily.
7. Majority of the Grade 10- Sinai respondents believe that the environmental
factors that also hinder them from using English language when communicating
was because of their social standing status.
8. There is no significant difference between the English grammar and age of the
respondents.
9. There is no significant difference between the English grammar and gender of
the respondents.
10. There is no significant difference between the self-esteem level and age of the
respondents.
57
11. There is a significant difference between the self-esteem and gender of the
respondents.
12. There is no significant relationship between the self-esteem of the respondents
and their use of English grammar.
Recommendations
1. Classmates, schoolmates, or any other acquaintances should always be
mindful of how they react when others commit mistakes in grammar in writing,
as it has an impact on the self-esteem of those individuals.
2. Teachers should construct, think of creative strategies or style or make it
interesting when teaching the English grammar focus in writing to maintain the
improvement of the academic influence of students in using the English
3. Teachers should conduct different activities to boost the students’ self-esteem
to sustain the improvement of the students’ performance in English grammar,
specifically writing.
4. Schools should organize a program or seminars about self-esteem to help the
students be aware about the development of their mental health, confidence,
and self-esteem.
5. Parents should continue monitoring or helping their children in identifying self-
esteem issues so that they may encourage them to do good and be confident
even when they are struggling with English grammar or reading textbooks.
58
6. Supervisor/Coordinator should assist in identifying the students' activities in
terms of their conduct, attitude, and English grammatical competence. This
study may aid them in taking activities that influence how students react and
motivate them to improve their English grammar.
7. Future researchers who want to perform a study similar to this one should
broaden the area of their research and employ other abilities of English
grammatical proficiency and self-esteem of the students to conduct a more
thorough and comprehensive inquiry.
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66
APPENDIX A
LETTER OF CONSENT
Dear Respondents,
Good day!
We are conducting a quantitative research on the topic, ENGLISH GRAMMAR
SKILLS AND SELF-ESTEEM OF GRADE 10 STUDENTS OF CAVITE CHRISTIAN
SCHOOL S.Y 2021 – 2022. In this regard, please answer the two tests about English
Grammar Skills and Self-esteem. Kindly submit screenshots of your results of the two
tests after answering them. Links will be sent to you via Messenger for you to use. The
second part of our questionnaire is a survey form which is in the Google Form.
Rest assured that your information and data provided in this study will be
treated with utmost confidentiality. Thank you.
The Researchers
67
APPENDIX B
QUESTIONNAIRE
68
69
70
Part II
I. Attitudes of the Respondents towards English Subject
Using the Likert Scale below, read carefully the items about the attitudes
towards English subject. Then choose your answer by choosing your preferred
column.
Items SA A D SD
I love to study English grammar.
I prefer to use English language in writing.
English language is a difficult to understand
and use in writing composition.
71
I am afraid to use English in writing
because I do not like to be criticized.
I am really interested to learn English
grammar rules.
I find English grammar as a boring subject.
I use English in writing because this helps
me a lot in my studies.
English subject is a powerful tool in learning
other subjects such as Science and
Mathematics.
Likert Scale
Strongly Agree 3.5 – 4.49
Agree 2.5 – 3.49
Disagree 1.5 – 2.49
Strongly Disagree 1.0 – 1.49
II. Factors that Hinder the Respondents in Using English in Communication
Check only 1 from the given options.
Psychological Factors
____ Fear of making mistakes
____ Shyness
____ Anxiety
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____ Lack of confidence
Academic Factors
_____ Uninteresting teaching style
_____ Lack of tools in teaching grammar
_____ Insufficient time to learn the language
_____ Teachers incompetence in using the language
Environment Factors
_____ Gender
_____ Age
_____ Socio-economic status
_____ Lack of social support at home
APPENDIX C
CERTIFICATE OF VALIDATION
January 12, 2022
This is to certify that the interview guide used by the researchers in the study
entitled “English Grammar Skills and Self-Esteem of Grade 10 Students of Cavite
Christian School S.Y 2021-2022” has been validated for implementation.
Validated by:
Noel D. Martinez
Research Adviser
73
APPENDIX D
T-TEST AND ANOVA COMPUTATIONS
Age
Gender
74
and Self-Esteem
75
76
APPENDIX E
LIST OF TABLES AND FIGURES
Table 1: Age Profile of the Respondents
Age Level Frequency Percentage
14 1 4%
15 14 56%
16 9 36%
17 1 4%
TOTAL 25 100%
Table 2: Gender Profile of the Respondents
77
Gender Frequency Percentage
Male 17 68%
Female 8 32%
Total 25 100%
Table 3: English Grammar Level of the Respondents
30 - 40 (Intermediate) 17 68%
20 - 29 (Lower Intermediate) 7 28%
10 - 19 (Elementary) 1 4%
0 - 9 (Beginner) 0 0%
TOTAL 25 100%
Table 4: Self- Esteem Level of the Respondents
26 - 30 (HIGH) 1 4%
15 - 25 (NORMAL) 17 68%
0 - 14 (LOW) 7 28%
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TOTAL 25 100%
Table 5: Attitudes of the Respondents towards English Subject
Items S A D SD Weighted Verbal

A Mean Interpretation
1. I love to study English grammar. 1 15 9 0 2.68 Agree
2. I prefer to use English in writing. 4 18 3 0 3.04 Agree
3. The English language is difficult 0 7 17 1 2.24 Disagree
to understand and use in writing
composition.
4. I am afraid to use English in 0 8 10 6 2 Disagree
writing because I do not like to be
criticized.
5. I am really interested in learning 5 16 3 0 2.96 Agree
English grammar rules.
6. I find English grammar to be a 3 5 15 2 2.36 Disagree
boring subject.
7. I use English in writing because 4 19 2 0 3.08 Agree
79
this helps me a lot in my studies.
8. English subject is a powerful 9 16 0 0 3.36 Agree
tool in learning other subjects such
as Science and Mathematics.
Table 6: Psychological Factors that Hinder the Respondents in Using English in
Communication
Psychological Factors Frequency Percentage
Fear of making mistakes 8 32%
Shyness 5 16%
Anxiety 4 20%
Lack of confidence 8 32%
Total 25 100%
Table 7: Academic Factors that Hinder the Respondents in Using English in
Communication
Academic Factors Frequency Percentage
Uninteresting teaching style 15 60%
Lack of tools in teaching grammar 2 8%
80
Insufficient time to learn the language 7 28%
Teachers incompetence in using the language 1 4%
Total 25 100%
Table 8: Environmental Factors that Hinder the Respondents in Using English in
Communication
Environmental Factors Frequency Percentage
Gender 2 8%
Age 5 20%
Socio-economic status 11 44%
Lack of social support at home 7 28%
Total 25 100%
Age
Source
of
Variatio
81
Between 44.860 14.9535
3
Groups 63492 4497
There is no
Within 696.57 33.1704 0.45080 0.71939 3.07246
21 significant
Groups 93651 4596 92835 68723 6986
difference.
Total 741.44 24
Gender
English Male 32.06
Grammar Skills There is no significant
vs. Gender 25 Female 29.75 0.34 difference
and Self-Esteem
English Grammar English Grammar Skills
skills vs. Self- 31.32 There is no significant
Esteem 25 Self Esteem 17.48 6.300 relationship
Source of
Variation
Between 3
75.1844444 25.06148
82
Groups 4 148
There is no
Within 399.055555 19.00264 1.318841 3.07246
0.29473 significant
Groups 6 21 55 71 6986
difference.
Total 474.24 24

Male
19.23
Female
There is a
Self Esteem and 13.75 significant
Gender 25 0.0020159617 difference
Figure 1: English Grammar Skills and Self-Esteem of the Grade 10 students
83
Figure 2: Age Profile of the Respondents
84
Figure 3: Gender Profile of the Respondents
Figure 4: English Grammar Level of the Respondents
Figure 5: Self- Esteem Level of the Respondents
85
Figure 6: Attitudes of the Respondents towards English Subject
Figure 7: Psychological Factors that Hinder the Respondents in Using English
in Communication
86
Figure 8: Academic Factors that Hinder the Respondents in Using English in
Communication
Figure 9: Environmental Factors that Hinder the Respondents in Using
English in Communication
87
Figure 10: Test for Significant Difference between English Grammar Skills
and Age
Figure 11: Test for Significant Difference between the English Grammar Skills
and Gender
88
Figure 12:Test for Significant Relationship between the English Grammar Skills
and Self-Esteem
89
Figure 13: Test for significant difference between Self-Esteem and Age.
Figure 14: Test for Significant Difference between the Self-Esteem and Gender
APPENDIX F
PROOFREADING AND GRAMMAR EDITING
January 12, 2022
This is to certify that the thesis entitled “English Grammar Skills and Self-
Esteem of Grade 10 Students of Cavite Christian School S.Y 2021-2022” was
checked for proofreading and grammar editing.
Noel D. Martinez
Editor
90
APPENDIX G
TITLE PROPOSALS
91
92
APPENDIX H
93
PROOFS OF DATA GATHERING
APPENDIX I
CURRICULUM VITAE
94
Personal Data
Surname, First Name: Nocillado, Shaira B.
Grade & Section: 12- Galilee
Address: F&E De Castro Vill, Bacoor, Cavite
Birthday: November 19 2002
Place of Birth: Mamatid Cabuyao, Laguna
Email: shairanocillado04@gmail.com
Mobile no.: 09564735211
Education
Nursery(Junior Casa): Montessori House Learning
Kinder: Maranatha Christian Academy
Prep: St. John's Wort Montessori
Grade 1: Holy Redeemer
Grade 2-3 : St. Johns Wort Montessori
Grade 4: Centennial Learning School
Grade 6: Cabuyao Central School
Grade 7: Cabuyao National High School
Grade 8-11: Cavite Christian School
Achievements
Kinder: With High Honors
Prep: With High Honors
Grade 1: Best in Arts
With High Honors
Grade 2: With high Honors
Grade 3: With High Honors Storytelling champion
1st Place Poster making 3rd place Bible quiz bee
2nd place spelling quiz bee
Grade 4: With high honors
Best in Arts
Grade 7: With High Honors
Grade 8: 2nd place volleyball 3rd place Cheerdance
Grade 9: Best in Radio Broadcasting 2nd place Choir
1st place Buwan ng Wika Choir
Grade 10: 2nd place Choir Outstanding Choir member
Cartoonist of the year 3rd place FCS charcoal poster making
6th place Editorial Cartooning English
Grade 11: With Honors
CURRICULUM VITAE
Personal Data
Surname, First Name: Nazario, Sandy Mae
95
Address: 56 A 3rd St. Ligas 2 Bacoor City, Cavite
Birthday: May 03, 2004
Place of Birth: Manila
Email: sndymnazario@gmail.com
Mobile no.: 09682930899
Education
Kindergarten - Grade 6 : Ligas 2 Elementary School
Grade 7 – 11: Cavite Christian School
High School Achievements

: Best in Deportment
: 2nd Place Math Quiz Bee
: 3rd Place Science Quiz Bee
: 3rd Place Spelling Quiz Bee
: 3rd Place Math Quiz Bee
: 4th Place History Quiz Bee
: 5th Place Grammar Quiz Bee
: Best In Math
: 1st Place Math Quiz Bee
: 7th Place FCS General Knowledge Quiz Bee
: 4th Place Math Quiz Bee
: 2nd Place Science Quiz Bee
: Class Singer
: Most Responsible
: Special Award for Choir Member
: Loyalty Award
:Best in Oral Communication
:Best in General Mathematics
:Best in Statistics and Probability
:Best in Earth and Life Science
:1st Place Quiz Bee (Math and Science)
:2nd Place Quiz Bee (English and Filipino)
CURRICULUM VITAE
Personal Data
Surname, First Name: Santos, Adam Jacob
96
Address: 165 Looban St. Aniban 5 Bacoor City Cavite
Birthday: May 25, 2003
Place of Birth: Bacoor City, Cavite
Email: Jakho.Santos@gmail.com
Mobile no.: 09993271511
Education :
Nursey – Prep: Cavite Christian School
Grade 1: Cavite Christian School
Achievements
Grade 7: 3rd place in volleyball
: 4th place in cheer dance
Grade 8: 3rd place in volleyball
: 3rd place in cheer dance
Grade 9: 1st place in volleyball
: 2nd place in choir completion
Grade 10: 2nd place in basketball
: 3rd place in volleyball
: 5th place in Christian song completion
: Loyalty Award
APPENDIX J
PERSONAL NARRATIVES
Throughout my course, I discovered and encountered a lot of new things. There
were some serious problems and hurdles, but my group mates and I pushed through
97
and I'm delighted we finished. Some of the difficulties we had were in locating
additional knowledge regarding English grammatical skills, which some of my group
mates and I are trying hard to achieve, as well as owing to face-to-face
interactions.We haven't met, therefore one of our issues is a lack of communication.
The process of producing this thesis was both difficult and simple because of online
learning, which made it simple for us to modify and search for material. It was nice for
us since we weren't the only ones editing, but as a group we put in more work to the
thesis, but it was difficult when the entire document suddenly shifted because other
group members were editing as well.
Writing this thesis paper let me understand that it is a means for me to learn
how to write formally, which will be important when I write in college in the future.
Just like what we accomplished in this study, the real world needs to be more
open-minded and have more researchers. My groupmate and I are proud of this
research, and working with this class has been fun.
-Adam Jacob Santos
I was in Grade 10 here in Cavite Christian School the first time I experienced
doing a research study. Being an honor student at that time, I was required to do my
research individually. It was difficult, very challenging, and almost traumatizing as an
experience as I was clueless at that time and honestly not that very good at English.
But, thankfully, I was able to endure it with the help of a lot of people. It still taught me
98
a lot that I was able to apply all of it in our research study last year and even this year
as a Grade 12 student.
Throughout the process of conducting this study, there were still a lot of
struggles that we encountered and one of the reasons why it became stressful was
because of the pandemic and being in an online learning environment. But thankfully, I
and my two group members, Shaira and Jaco, were still able to strive and finish it
despite having a hard time and experiencing mental health problems.
The topic we’ve chosen for our research study was a little bit related to us. Just
like what I’ve said earlier, I am honestly not good at speaking and writing in English
grammar and my self-esteem level was not also high. But, because of this, it also
became a challenge for me to do better, to experience and learn more, and to develop
my skills and abilities.
Therefore, despite all difficulties, I am grateful to all my friends for motivating
me, to my family for supporting me, to our research teacher for helping us, and
especially to our Lord God, who has given me strength, and for guiding and loving me
unconditionally. -Sandy Mae Nazario
We had some issues working and processing our work during this research, but
with the support of my Group members, we were able to complete it successfully and
quickly since we all helped and understood each other. Research does not just
improve your academic performance; it also improves your interpersonal relationships
by teaching you how to listen to and comprehend others. Research is enjoyable since
you are working with a colleague or a classmate; certainly, it is demanding, but your
99
knowledge expands.You can't do your job if you don't get along with your groupmates,
so it's excellent to conduct research in order to broaden your knowledge and also
teach you how to be in a group or how to handle a group, since when you graduate
and have your work, you'll have to work in a team, exactly as research.
For our study assignment, we chose a topic that was relatively deliberate. And I
learned a lot from this research since I have an issue with my self-esteem when it
comes to using English language in public. This study is very meaningful to us
because this year we will be traveling in opposing directions and dreaming larger. I am
grateful to my understanding, excellent listeners, and respectful co-researchers, as
well as my fellow classmates, teachers, and advisors who provide us with counsel and
expertise, and to our Lord God who provides me with wisdom and strength to do my
assignment.
-Shaira Balmeo Nocillado
100

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CHAPTER 1

The Problem and Its Background

This has made learning English more significant in the academe.

According to Banjong (2015), international students encounter difficulties to

international language, it will be convenient for individuals to excel their proficiency in

The English language impacts many factors in this society such as

intellectuality; on how people can be defined as intelligent based on their grammar,

perception may lead to harassment. For example, if someone tried to speak up on

him/her and this could affect him/her confidence.

to be stable and enduring.

satisfied with their development and accomplishments (Mruk, 2006)

They discovered that self-esteem is favorably linked with reading

comprehension (Bagheri et al .2012).. As a result, self-esteem has been shown to

writing and oral communication ability (Shumin, 1997).

Statements of the Problem

school year 2021-2022.

Specifically, it attempted to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 age, and

2. What is the English Grammar level of the respondents?

3. What is the Self-Esteem level of the respondents?

5.2 academic factors,

5.3 environmental factors ?

6. Is there a significant difference between the English Grammar skills of the

respondents and the variables mentioned above?

7. Is there a significant difference between the Self-esteem level of the respondents

and the variables mentioned above?

8. Is there a significant relationship between the self-esteem of the respondents and

their use of English grammar?

Objectives of the Study

The following are the objectives of the study:

1. To identify the level of the Self-Esteem of the respondents.

2. To identify the level of the English Grammar skills of the respondents.

3. To identify the attitudes of the respondents towards the English subject.

skills of the respondents and the variables mentioned above.

8. To determine if there is a significant difference between the self-esteem of the

respondents and their variables mentioned.

9. To determine if there is a significant relationship between the self-esteem of the

respondents and their English grammar skills.

● There is no significant difference between the English Grammar skills of the

respondents and the variables mentioned above.

● There is no significant difference between the self-esteem of the respondents

and the variables mentioned above.

● There is no significant relationship between the self-esteem of the respondents

and their use of English grammar.

Scope and Limitations of the Study

English grammar abilities and self-esteem of Grade 10 students at Cavite Christian

researchers opted to focus solely on the application of writing skills as a component in

and English grammar.

Significance of the Study

psychological needs of the students in writing English.

Supervisor/Coordinator. The objective of this research is to assist them in

giving supporting ideas for the future.

learning English grammar.

Figure 1: English Grammar Skills and Self-Esteem of the Grade 10 students

self-assurance, their level of English Grammar knowledge, and their perspectives on

the English issue; determine the roadblocks to their effective communication in

relationship between the respondents' self-esteem and their English grammatical

education, and increased parental awareness of their children's behavioral and

coordinators in identifying the actions of students based on their behavior, attitude,

benefits and drawbacks of their English grammar in terms of their self-esteem.

months are said to be sensitive to the grammar required to comprehend causal

statements (Rowland & Noble, 2010).