"A Study of Prevalence Rate of Tip of the Tongue Occurrence:

A Basis in Developing an Informational Tool"

Rex Andrei S. Roberto, Recheall M. Bernalis, Johnric Y. Magpantay, & Ana Pauline

Salceda College of Education

Bulacan State University – Bustos Campus

Abstract

The necessity to address practical challenges in language teaching has fueled the expansion of

research in Psycholinguistics, which combines psychological and linguistic techniques. This

study aims to determine the prevalence rate of Tip of the Tongue incidence among BULSU-

Bustos Campus 1st year Secondary Education students. The TOT experience is often called a

TOT phase and is distinct from ordinary human consciousness. Nonetheless, this phenomenon is

constantly looking for the specific reason why it is happening and what the primary cause is.

Many studies and experiments have been conducted to demonstrate the relationship between

social stress that students encounter in the classroom and how it triggers or causes them to

experience the tip-of the-tongue. Through a pre-experimental, one-shot case study carried out

over one week with first

year secondary education undergraduate students (n=100), the study investigated if social stress,

anxiety, and time pressure can trigger TOT occurrence in the students. This study employed

experimentation by comparing two groups which are HD and LD. In the HD environment, time

pressure and social stress, and anxiety are variables that are being manipulated, while in LD, set

just in a typical environment. The research reveals that time pressure and social stress can affect

and trigger the TOT occurrence in the students inside the classroom. Demand characteristics such

as first letter, last letter, number of syllables, related words, and sound likes can help retrieve

terms.

Lastly, this study recommends that the change starts with the teacher's strategies to combat the
occurrence of the TOT and stabilize clear spoken language. Guided instruction, in this case,

would be remediation through phonemic awareness, which gives a proper understanding of

phonemes, the smallest unit of vocal sound. The researchers also recommend that future

researchers use a true experimental method since this study only applied pre-experimental, one

case study because of some limitations.

Keywords: Tip-of-the-Tongue, psycholinguistics, phenomenon, phenomenon, anxiety, stress

I. Introduction

The need to address practical problems in language education has driven the enrichment

of research in Psycholinguistics that applies the approaches of psychology and linguistics.

Psycholinguistics is the search to understand how humans comprehend and produce language.

The many developments in this field brought theories and empirical data of significant

contributions to understanding how a learner acquires and learns a second language, given

specific contexts, factors, and challenges, more so in the phenomena that might occur in the post-

process of developing the language wherein one will be the Tip of the tongue phenomenon.

The TOT experience is frequently described as a phase distinct from everyday human

consciousness. James's (1893) initial and often quoted account of the TOT experience refers to

the above. In 1966, Brown and McNeill described the Tip of the tongue as a feeling that you

know something but cannot recall or retrieve the exact information about it. The Tip of the

Tongue experience is only sometimes caused by the need for more vocabulary. The speaker

knows the words but needs help to retrieve or remember them.

However, this phenomenon continuously seeks the exact answer to why it is happening

and the main reason for this. Some research provided results and experimentations that show the

relationship between social stress that the students experience inside the classroom and how it

triggers or causes them to experience the tip-of-the-tongue. That said, almost half of the research

concerning this phenomenon focuses only on the student's perspectives, which is why tip-of-the
tongue still needs to be discussed. Finally, there has been limited analysis regarding teachers'

perspectives on teaching and how it can help the students lessen the experience of TOT.

This research determines how often the first-year secondary education students of Bulacan

State University, Bustos Campus experience the TOT state. With this study, the researchers will

aim to identify whether social stress and a pressured environment will affect retrieving words.

This study contributes to the research base about the prevalence rate of TOT and, most

importantly, teachers' role in improving this phenomenon's experiences.

Research Objectives

Generally, this study intends to develop an informational tool about awareness of the Tip

of-the-Tongue phenomena using the research results.

Specifically, this study will seek answers to the following questions:

1. What is the prevalence rate of TOT of the first-year Secondary Education students at Bulacan

State University Bustos Campus inside the classroom?

2. Are there significant differences in the TOT state of the respondents in a high-demand

condition and a low-demand condition?

3. How may the prevalence rating be used in designing and developing an informational tool?

II. Literature Review

Related Literature

According to Rousseau and Kashur (2021), the tip-of-the-tongue state is defined as the

feeling wherein you are close to saying the word, but you are failed to say it, or you are failed to

process it into words that are on your mind. Cue familiarity and target-related information are the
clues that can increase the possibility of retrieval success. For example, they surveyed their

university with anecdotal evidence that TOTs are occasionally shared among people in small

groups. Even though shared TOTs may propose the influence of social contagion, they conclude

that metacognitive appraisal of group recall efficiency could be a part of it. They also

hypothesized a high possibility of successful retrieval in a group recall rather than a single-

person memory. Instead, they used general knowledge questions to evoke a tip-of-the-tongue

state. Finally, they found out from the participants that there are more TOTs when remembering

in a small group than participants remember alone.

Suppose the metacognitive monitoring system tracks clues that the target word will be

successfully retrieved, as in Schwartz and Metcalfe's (2011) inferential view. In that case, the

probability of experiencing a TOT should be shown to increase markedly from the individual to

the group recall conditions. Moreover, if group recall selectively increases TOTs without

affecting correct recall, as is the case for other social factors, social pressure (Widner et al.,

1996) and social

stress (James et al., 2018; Schmank & James, 2020), then it would add to the accumulating

evidence that the TOT phenomenon is dissociable from the retrieval process.

Related Studies

These are some of the studies concerning the Tip-of-the-Tongue state, conditions,

experiences, and experimentation related to the problem the researchers will try to answer.

These related studies contribute to the making and development of the research problems that

the researchers created.

An immediate investigation of the effects of social stress on TOTs was conducted by

James et al. (2018). In the Trier Social Stress Test (TSST) condition, participants were told that a

psychologist with expertise in non-verbal behavior would analyze their body language through a

one-way mirror. A recording of the expert's voice was played over to add credibility to the
situation. The experimenter, present in the room, asked the participant to look directly at the one

way mirror while setting up video and audio recording devices. Participants performed three

consecutive tasks under third-party observation: delivering a 5-min speech for a mock job

interview without access to notes, doing mental subtractions aloud for 5 min with the

experimenter giving live feedback on all errors, and providing answers to 60 rare word

definitions. In the placebo condition (pTSST), participants performed less stressful preliminary

tasks (a speech on their favorite vacation spot, with access to notes, and a subtraction task on

paper, without feedback), but rare word definitions were identical. Critically, in the placebo

condition, there was no mention of a third-party expert observer, blinds covered the one-way

mirror, and the video and audio recording devices were removed from the room. TOTs

increased from 4 to 6%

under social stress. James et al. (2018) interpreted this finding as reflecting a stress-induced

deficit in transmitting activation from semantic to phonological nodes.

Because TOTs are rare events, in laboratory studies, researchers tend to use relatively

complex items to increase the potential number of unrecalled targets and hence to collect more

TOTs. Schwartz (2002) noted that such a practice might also introduce subtle demand

characteristics. He argued that reporting a TOT is a way to socially communicate that knowledge

exists for the target when that knowledge cannot be demonstrated. Faced with complex items,

participants might report more TOTs to avoid appearing less knowledgeable. Here, the correct

recall rate (64%) was considerably higher than the average rate (15%) in the field (Brown,

2012), making it unlikely that items' difficulty levels exerted pressure to report TOTs.

Moreover, the correct recall rate did not differ between the two experimental conditions.

Because items were relatively easy for participants tested in small groups, they had no more

reasons than participants tested alone to communicate that knowledge existed for unrecalled

targets. However, there is another reason why participants tested in small groups would report

more TOTs and not appear less knowledgeable. In addition to the experimenter, three other
persons were present, so it was allegedly more embarrassing not to answer correctly in small

groups. However, "Know" and "TOT" responses were covertly reported in the current

experimental setting. Reporting TOTs in a private, written form is not an effective way to

communicate to others that knowledge existed for the unrecalled target, as only the experimenter

had access to TOT responses post-experimentally. Still, negative TOTs were more prevalent in

small groups, a finding that may suggest that private reports do not preclude knowledge from

being claimed.

The study of Rousseau and Kashur in 2021, their study represents the first attempt to

extend Brown and McNeill's (1966) classic TOT prospection paradigm to small groups.

Presented with general knowledge questions, participants tested in small groups reported more

TOTs than participants tested alone. Critically, the experimental manipulation did not affect

correct recall. Coupled with previous findings showing that social factors increase TOTs

without affecting correct recall (Widner et al., 1996; James et al., 2018; Schmank & James,

2020), these data provide further support to the view that the TOT phenomenon is dissociable

from the retrieval process (Schwartz, 1999, 2002; Schwartz & Metcalfe, 2011). Removing all

trials with common TOTs and verbal exchanges from the analyses did not change the basic

pattern of results, suggesting that social contagion was not the main factor involved in the

observed effect. We argue that beyond social contagion, a decisive internal factor is an involved,

metacognitive appraisal of group recall efficiency. There should be more instances of

remembering in several heads than in one. From this, we conjectured that people remembering

together entertain—consciously or unconsciously—the inference that successful retrieval is

more likely in group recall than in a single-person recall situation. Such a metacognitive

appraisal may drive a stronger feeling of closeness with the target word and recall imminence,

precipitating one (or more people) into a TOT state. In line with Schwartz and Metcalfe's (2011)

metacognitive, inferential account of the TOT phenomenon, we argue that similarly to other

situational clues such as cue familiarity and target-related information, group recall magnifies

the inference that the target word will be successfully retrieved, prompting the metacognitive
monitoring system to launch more near retrieval success "warning" (TOT) signals than in a

single-person recall situation. Understanding the social dynamics of TOTs is still in its infancy,

but it can advance our knowledge about how and why minds connect.

Similarly, a study by Amalia N. L & Ma’mun N (2020) said that speaking anxiety

existed in first-year education students. They said that improper implementation of teaching

methodologies could create a wrong impression and increase the learner's anxiety. High-anxious

students are said to have lower grades than low-anxious students. High-anxious students have

bad attitudes toward oral presentations and seem to perform poorly. Speaking anxiety is caused

by overthinking, lack of preparedness, low proficiency, low self-confidence, and fear of

mistakes and examinations.

III. Methods

Methods and Techniques of the Study

This study applied the quantitative pre-experimental one case study method research

design since the goal is to find the prevalence rate of the Tip of the Tongue occurrence.

Quantitative – experimental research design aims to help the researchers conclude between the

independent and dependent variables. According to Ary et al. (2006: 325), "Experimental

research design enables the researchers to identify the effect and changes of an experimental

treatment. "Experimental research can be conducted in a laboratory, a classroom, or a field."

This study's experimental research is done in the class, interviewing our respondents. The pre-

experimental design contains one or more experimental groups to be observed against specific

treatments. It is the most basic type of research design that follows the primary phases of

studies.

The respondent of this study is the 1st year students of Secondary Education at Bulacan

State University, Bustos Campus. The chosen respondent is already exposed to and experienced
the barrier in language production in which they should possess the language knowledge and

skills since they are in an education course. Consequently, the respondents are expected to have

a detailed response to give the study more accurate data. This study aims to have two groups:

the high-demand condition and the low-demand condition groups. In terms of the LD condition,

they have a familiar environment set up to answer our questions, while the HD condition group

is in a pressured environment to answer our questions. The researchers are the ones who will

assist them.

Population and Sample of the Study

The target respondents of this study are the 1 st year students of Secondary Education at

Bulacan State University, Bustos Campus. It is located at Poblacion, Bustos, Bulacan. The

population of this study is all 1st year Secondary Education students. The study sample comprises

100 participants from 4 sections of the 1st year Secondary Education students.

The developed informational tool was evaluated using the 'Evaluation Sheet for Printed

Resources' created by DepEd in line with the guidelines and processes for Learning Resources

Management and Development System (LRMDS) Assessment and Evaluation. The chosen

evaluators were English language teachers with at least five years of teaching experience or a

Master's degree or units. The first evaluator is a Master Teacher and a Guidance Counselor at

Mangga High School. The second evaluator is a Teacher III at Sullivan National High School

with eight years of teaching experience. The third evaluator is a Teacher II and an SHS teacher

at Alexis G. Santos National High School. He is a winning coach in the press conference and a

seventh place highest pointer school paper adviser with seven years of teaching experience. The

fourth evaluator is a Teacher I with seven years of teaching experience at San Benildo Integrated

School. He is also an awardee of Most Outstanding Teacher of 2019. The last and fifth evaluator

is also a Teacher I with seven years of teaching experience at President Diosdado Macapagal
Memorial High School and an English club adviser.

Sampling Design

The total number of populations of 1 st year Secondary Education students is 134. This

study is a simple random sampling design since the researcher used simple random sampling to

choose the sample, which means that every 1st year Secondary Education student has the

potential to be chosen as a sample, according to Cresswell (2012, p.).

Research Instrument

The researchers used 50 general knowledge questions as a research instrument to gather

data. The instrument used was the 50 general knowledge questions. Their target answers were

taken from Tauber et al. (2013) updated set of norms, which were updated from the original

Nelson and Narens (1980) norms. The 50 general knowledge questions are used to collect the

necessary data from the participants and to ensure the study's strength. The researchers adapted

this instrument in line with the needed data collection. This instrument will serve as the

researcher's guideline to know the prevalence rate of TOT of the students in answering the

general knowledge questions inside the classroom.

The researchers developed an informational tool; in that case, the researchers adopted the

standardized DepEd evaluation sheet for printed resources in evaluating the informational tool—

the evaluation sheet aligned with the guidelines and processes for LRMDS Assessment and

Evaluation.

Data Gathering Procedures

The researchers wrote a request letter to the Campus Dean of Bulacan State University,

Bustos Campus requesting permission to collect data within the 1st year of Secondary Education
students. The study's title and the researchers' intention and goal are all included in the letter.

The next day, the researchers asked the class mayors and respondents for authorization. This

study used oral questioning to gather data. The general knowledge questions comprised 50

questions.

The researchers set the environment into High Demand Conditioning and Low Demand

Conditioning. The LD environment is the group that has less pressure, while the HD

environment is the more pressured group. Time pressure and social stress, and anxiety are the

factors that the researchers manipulate, wherein in an LD group, the researcher will tell the

student that the questions are easy to answer. They will have 30 seconds to answer. While in the

HD group, they were told that the questions were tough to answer and that they only had 15

seconds to respond. Before conducting the oral questioning, the researcher states the direction

and process to the respondent. Also, a short discussion was conducted about TOT so the

respondent would be aware of these phenomena.

After that, the researchers conducted a 1x1 procedure, wherein the researcher asked one

student the 50 general knowledge questions. Every researcher will have one respondent. The

researchers read each question while the respondent answers. The researcher was responsible for

filling out the response sheet while the student listened to the question. After the researcher asks

the question, the respondent can answer. It is between three conditions; first, the student knows

the answer, and within that case, the researcher will write the answer on the response sheet;

second, the student does not know the answer, and the researcher will leave the item number

blank, or third the student knows the answer however he or she cannot remember the exact word

or simply in a TOT state. Respondents were informed that they could make an educated guess

and be vocal in answering. They were encouraged to report any target information that came to

mind while in a TOT state (first and last letter, number of syllables, related words, and sounds).

At the session's conclusion, the researcher asked one question about their perception/experience

before, during, and after answering the questions. If they mostly know the answer and can
produce it, most do not know the answer and cannot produce it, and mainly in a 'tip-of-the-

tongue' state; that is, they are unable to think of the answer now but be confident that they are

aware of it and that it is on its way back to them and will reveal the correct answers. After

completing all 50 questions, the researcher made sure to give the correct answers to the

respondents. Also, the researcher told the respondents that all the questions were relatively easy

to answer and that they were part of an experiment. The researchers made a point of thanking

the entire school, the administration, and the students who participated in the study.

After all the data were gathered, the researchers completed the response sheet, which

included checking the demand characteristics (first letter, last letter, number of syllables, related

and unrelated words, and sounds like words). Also, the researchers identified whether the

answers in the TOT state belong to positive or negative TOT. Then after completing the

response sheet, the researchers started to compute the data with appropriate statistical treatment

followed by interpretation.

Ethical Consideration

Before the data-gathering procedure, permission was officially sought from the Campus

Dean of the university. The professor of each section is also considered in conducting this study.

Each class mayor also informed and asked for assistance with their schedule for the session of

this data-gathering procedure. Each agreement form will distribute to each student for their

permission to be our respondent for this study. The general knowledge questions are

administered to each student.

To ensure the privacy of each respondent, each of them will be anonymous, and the data

that the researchers acquired from them will be secure for their safety and security.

Data Analysis

The researchers used frequency and percentage to interpret the respondents' population

and their perceptions in answering the survey question. According to Gravetter FJ, Wallnau LB.
5th ed. Belmont: Wadsworth – Thomson Learning; 2000, one of the standard methods for

organizing data is to construct a frequency distribution. It allows the researcher to have a glance

at the entire data conveniently.

Integrating information from independent studies is an important topic. In many research

areas, a meta-analysis is now a handy tool (Hedges & Olkin, 1985). One commonly used

approach is the z-test (some authors call it the Normal test) proposed by Stouffer et al. (Stouffer

et al., 1949). Under the null hypothesis, the P-value is uniformly distributed between 0 and 1,

and z has a standard normal distribution. The sum of the z-values is also generally distributed as

N(0,k).

Therefore, the overall null will be rejected if it is less than the lower α percentile of the standard

normal distribution.

Additionally, a z-test is used in hypothesis testing to determine the statistical significance

of a finding. In this research, the researchers applied two independent samples in testing a z-test.

In statistics, a two-sample z-test for means determines if the two populations' means are the

same.

In connection with the z-test, the researchers also used Cohen's d statistical treatment to

know the exact size of the disparity between the two groups. Cohen's d is an example of an effect

size statistic. An effect size is a specific nonzero numerical value representing the degree to

which a null hypothesis is false. When comparing means in a scientific study, reporting an effect

size such as Cohen's d is complementary to reporting results from a statistical significance test.

Many relevant examples in the educational research literature employ variations on Cohen's d to

report effect sizes. For example, Abraham et al. (2012) used Cohen's d to show how an

instructional treatment affected students' post-scores on a test of the acceptance of the

evolutionary theory. Similarly, Matthews et al. (2010) used Cohen's d to show the magnitude of

change in students' beliefs about the role of mathematics in biology due to changes in course

materials, delivery, and assessment between different years of the same course. Gottesman and
 Hoskins (2013) applied Cohen's d to compare pre/post means of data collected using an

instrument measuring students' critical thinking, experimental design ability, attitudes, and

beliefs.

IV. Results and Discussion

The primary goal of this study is to determine the population of the students and their

perception of the questions.

Table 1.1

Frequency and Percentage Distribution of the population of the students

Respondents Frequency Percentage Science 28 28 % Mathematics 16 16 %

English 34 34 % Social Studies 22 22 % Total 100 100 %

As shown in Table 1, 34% of the population consists of English majors, followed by

science majors, who are 28%. Social Studies, with 22%, and a minor population from the Math

primary students, comprised 16% of the respondents.

The second objective of this research study is to determine the respondent's

perception of the questions they answered.

Table 1.2

Frequency and Percentage Distribution of the 100 respondents towards their perception of the

questionnaires.

Survey Question

What is your (A) (B) (C)

perception/experienc e you are sure you know the you are sure you do not You are in a 'tip-of the-

before, during, and answer and know the answer tongue' state; that

after answering the questions? can produce it, and cannot produce it, is, you are unable to think of the
answer now, but be sure that you are aware of it and that it is on its way back to you

30 26 44

(30%) (26%) (44%)

Table 1.2 indicates our survey respondents' perception of answering the questionnaires. In

response to the question, 44% of the respondents said that they experienced a TOT state wherein

they cannot think of the exact answer, but it is on the verge of returning. However, 26% of the

population said they do not know the answer and are sure they cannot produce it.

The third objective of this study is to determine the frequency of the TOT state of the

respondents.

Table 2.1 Correct Recall

Frequency of TOT reports Incorrect Recall

Reported TOT
1202 24.04 % 1480 29.6 % 2682 53.64 % 26.82 items

793 15.86 % 660 13.2 % 1453 29.06 % 14.53 items

HD Percentage LD Percentage Total Percentag e
Mean 505 10.1 % 360 7.2 % 865 17.3 % 8.65 items

The result of the interest is presented in Table 2.1. The analysis was based on 5000 trials

(100 respondents multiplied by 50 questions), in which participants answered 2682 stimuli

correctly (56.64 %) or 27 questions answered correctly over 50 items, and 1453 stimuli

incorrectly (29.06 %) or in 50 items test, 15 items were answered incorrectly. The remaining

responses consisted of 865 TOTs, of which there are 505 reported TOT items in the high-
conditioning environment, compared to 360 reported TOT items in the low-conditioning

environment. In other words, for the 50-item questions, there are nine items reported TOT states.

In conclusion, more TOTs were reported by respondents in the high-demand condition group

than by subjects in the low-demand condition group.

Table 2.2

Frequency and percentage of the positive recalled first letter, last letter, number of syllables,

related words, and sound like during tip-of-the-tongue states (TOTs).

First Letter Last Letter No. of syllables Related words Sounds like HD 59 (1.18%) 27 (0.54%)

49 (5.9%) 297 (5.94%) 25 (0.5%) LD 55(1.02%) 27 (3.7%) 56 (1.12%) 185 (3.7%) 12

(0.24%) The analysis was based on 2500 trials (50 respondents multiplied by 50 questions).

Table 2.2 indicates the frequency and percentage of the positive recalled first letter, last

letter, number of syllables, related words, and sound-like during tip-of-the-tongue states (TOTs).

A TOT was considered "positive" if the target word was recognized using the demand

characteristics, even if it was not the exact word. Based on the findings in the HD group, 0.1.18%

of responses are recalled through a first letter, 0.54% of responses are recalled through the last

letter, 0.98% of responses are recalled through a number of syllables, 5.94% of responses are

recalled through related words and 0.5% responses are recalled through sound like. Within this

finding, the related words are dominant in recalling during the positive TOTs. While in LD, 1.1%

of responses are recalled through the first letter, 0.54% of responses are recalled through the last

letter, 1.12% of responses are recalled through a number of syllables, 3.7% of responses are

recalled through related words, and 0.54% responses are recalled through sound like. Within this

finding, the related words are dominant in recalling during the positive TOTs.

Table 2.3

Frequency and percentage of the negative recalled first letter, last letter, number of syllables,

unrelated words, and sounded like during tip-of-the-tongue states (TOTs).

 First Letter Last Letter No. of syllables Unrelated words Sounds like HD 3 (0.60%) 2 (0.40%)

1 (0.20%) 37 (7.34%) 4 (0.79%) LD 9 (2.51%) 2 (0.56%) 3 (0.84%) 1 (0.28%) 8 (2.24%) The

analysis was based on 2500 trials (50 respondents multiplied by 50 questions).

Table 2.3 indicates the frequency and percentage of the negative recalled first letter, last

letter, number of syllables, unrelated words, and sound-like during tip-of-the-tongue states

(TOTs). A TOT was considered "negative" if the target word was not recognized even with the

help of the demand characteristics. Based on the findings in the HD, 0.06% of responses are

recalled through a first letter, 0.04% of responses are recalled through the last letter, 0.02 % of

responses are recalled through the number of syllables, 0.74% of responses are recalled through

related words and 0.08% responses are recalled through sound like. Within this finding, the

unrelated words are the factors of having negative TOTs. While in LD, 0.18% of responses are

recalled through the first letter, 0.04 % of responses are recalled through the last letter, 0.06% of

responses are recalled through a number of syllables, 0.02% of responses are recalled through

related words, and 0.16% responses are recalled through sound like. Within this finding,

unrelated words can cause negative TOT or wrong retrieving of words.

Table 3.1

Z-Test and Cohen’s d of the TOT occurrence of the HD and LD group.

HD LD

Mean 10.1 7.2

Population Standard Deviation 5.87 4.76

Size 50 50

Significance Level 0.05

Type: Two-tailed

Critical Value 1.96

Z value 2.71
 P value 0.0067

Cohen’s d 0.54

Table 3 shows the mean, population standard deviation, and size of the HD and LD

group to get the data in Z-Test and Cohen's d value. Testing needs to be done on the

following null and alternate hypotheses. In Z-Test: H0:μ1=μ2, Ha:μ1≠μ2; this equates to a z-

test for two means and a two-tailed test, respectively, with general population standard

deviations will be used. Based on the information, the significance level is α=0.05, and for

two-tailed tailed, the critical value is zc=1.96. This two-tailed test's rejection region is

R={z:∣z∣>1.96}.

Table 3.2

Two Sample Z-Test of TOT Occurrence in HD and LD group

HD LD

Mean 10.1 7.2

Population Standard Deviation 5.87 4.76

Size 50 50

Significance Level 0.05

Type: Two-tailed

Critical Value 1.96

Z value 2.71

P value 0.0067

Cohen’s d 0.54
 Table 3.2 shows the results of the Z-Test. It is observed that∣z∣=2.713 > zc=1.96, and the

null hypothesis is found to be rejected. In using the P-value approach, the p-value is p=0.0067,

and since p=0.0067 < 0.05, it is concluded that the null hypothesis is also rejected. The null

hypothesis Ho concluded is rejected. In conclusion, social stress and time pressure have a

significant effect, and it triggers the TOT occurrence of the respondents. As a result, there is

sufficient evidence to state TOT occurrence more frequent in the HD group than in the LD group

at the α=0.05 significance level.

Table 3.3

Cohen's d of TOT occurrence of HD and LD group.

HD LD

Mean 10.1 7.2

Population Standard Deviation 5.87 4.76

Size 50 50

Significance Level 0.05

Type: Two-tailed

Critical Value 1.96

Z value 2.71

P value 0.0067

Cohen’s d 0.54

The effect size for this analysis (d = 0.54) was found to surpass Cohen's (1988) show for

a medium impact (d =0.5). In conclusion, there is a medium effect of social anxiety and stress,

together with time pressure, on the occurrence of TOT in 1st year Secondary Education students.

The suggested effect size levels, small/medium/large, are based on arbitrary standard
tables, "recommended for use only when no better basis for estimating the index is available"

(Cohen, 1988, pp. 44-45).

V. Conclusions

The following conclusions were formed according to the results of the study:

1. According to the survey questions, almost half of the 1st year Secondary education

students (44%) have experienced the TOT state in answering general information

questions.

2. Comparing the results of the TOT state in high-demand and low-demand conditions

revealed that time pressure and social stress can affect and trigger the TOT state inside

the classroom.

3. Demand characteristics such as first letter, last letter, number of syllables, related words,

and sound likes can help retrieve words. These word characteristics are the things that

come first on the mind of the students whenever they are in a TOT state.

4. Related words are dominant in recalling the target words. It shows in the study results that

most of the time, if a student is in a TOT state, the related words or synonyms words are

the first things they think of, and it can help retrieve the target word.

5. Unrelated words can cause negative TOT or wrong retrieving of words.

6. The data results of the research revealed that when a student was experiencing TOT, he or

she could not retrieve the exact word, or there was an invisible gap blocking his or her

thoughts. The data also showed that hints or clues, such as word characteristics, can help

students retrieve words, terms, and ideas related to the target word. With that being said,

these conclusions and results of the research have all been applied to the developed

informational material, which focuses on the background and process of Tip-of-the-

Tongue occurrence. Based also on the results, social stress and anxiety trigger TOT state

in the respondents, which is a critical point in creating the material.

VI. Recommendations

Our pre-experimental testing shows a high rate of TOT at 44%, the known answers at

30%, and the lowest unknown answers at 26%. Our study is set to become a basis for teachers to

combat the prevalent occurrence of the TOT state. According to Skinner and Belmont, 1993,

teacher involvement was central to children's engagement in classroom activities and subsequent

positive effects on their learning. Darling-Hammond, 2016 said that teachers' instruction

expertise relates to their understanding of practical approaches and practices that exhibit core

mastery of the program and how to apply/show learners how to acquire and put learning into

action.

1. With this said, the change should start with the teacher's strategies to combat the

occurrence of the TOT and stabilize clear spoken language. As shown in the results of

our testing, the word-related factors helped the participants get the correct answer. Some

of the answers have inaccurate spellings but are correlated to phonological aspects such

as first letter, last letter, number of syllables, related words, and similarity of sounds.

2. A recommended instruction, in this case, would be remediation through phonemic

awareness, which gives a proper understanding of phonemes, the smallest unit of vocal

sound. When small units of sounds are practiced and targeted, the more chances of

preventing the TOT occurrence. Combined with the well-beaten path approach, which

states that repetition increases language fluency, this would be very beneficial in

preventing the occurrence of the TOT.

3. The richness approach is another excellent approach to use because this approach aims to

make many connections and associations with a known word. The prior knowledge is

used while incorporating the new context and building vocabulary. When the known

words are used in various contexts, the learner extends their knowledge regarding the

word's form, meaning, and use as they establish connections. The learner becomes
 familiar with the phonological aspects of the known word, such as the first letter, last

letter, number of syllables, related words, and words with a similar sound. When

vocabulary has a strong foundation, the easier the retrieval process will become.

4. Utilize a range of resources purposefully, such as rhymes, riddles, songs, poems, and read

aloud books that manipulate sounds to draw young learners' attention to the sounds of

spoken language. The wider a person's vocabulary, the more words he knows and the less

chance he will experience Tip of the tongue.

5. The developed material entitled "Thoughts on TOTs" will be a great tool to provide

information about the Tip of the Tongue phenomena for students, teachers, and future

educators. The material will serve as an awareness of the background of the Tip-of-the

Tongue phenomenon and how this occurs from a student's perspective. Also, teachers can

use the information to improve their teaching strategies to combat the phenomena, with

proper approaches and teaching methods shown in the developed material.

6. Additionally, since the researchers used pre-experimental research, there is no pre-test or

control group. Without these restraints, this research design cannot establish internal or

external validity. We recommend that future researchers apply true experimental research

to know the difference in TOT occurrence between experimental and controlled groups.

Evaluation Results and Discussion for Output of the Research

Title: "Thoughts on TOTs": An informational tool about Tip-of-the-the-Tongue state

Author(s): Bernalis, Recheall Magpantay, Johnric Roberto, Rex Andrei Salceda, Ana

Pauline Copyright Year: 2023

Subject: English

Intended for: Teachers and Future teachers

No. of pages: 6 pages

 Standard/s for evaluators: English language teacher, with at least ten years of experience in

teaching, preferably with a master's degree or units.

Table 1: VALIDATION OF DEVELOPED MATERIAL

FACTORS AVERAGE REMARKS 1. Content 94% PASSED

2. Format 94% PASSED 3. Presentation and Organization 96% PASSED

4. Accuracy and Up-to-dateness of Information 97% PASSED 95.25% PASSED

Other Comments:

a. The printer/Paper factor, the graphs, and their corresponding captions lack clarity when

printed.

b. For references, use the proper format, APA or MLA (depending on your instructor's

instruction).

c. I appreciate how succinct and straightforward the information is presented. It is easy to

follow and comprehend.

d. The informational tool about tip-of-the-tongue is informative, indeed. Also, the graphics

used are attractive. The only thing to improve is the stat section. The font size is too tiny,

readable, but relatively small.

e. Put the date/year when the data survey was done to ensure the data presented are relevant.

f. Ensure that details can be seen so they can be read and understood.

g. Overall, the presentation of the brochure is good. Keep it up!

Interpretation:

Table 1 shows the results of the validation of the developed material. There was a total of
five English teachers that served as evaluators for the developed material. The researchers used

the evaluation sheet for printed resources per the guidelines and processes for LRMDS

Assessment and Evaluation. The target score for each component and factor should be at least

75% for it to pass. It was revealed in the evaluation results that all factors and components got

above the 75% passing score. For the content factor, the average score was 94%, the same as the

format factor, which includes prints, illustrations, design and layout, paper and binding, and size

and weight of resources. For the presentation and organization of the material, the average score

was an

outstanding 96%, and for the accuracy and up-to-dateness of the information, it was also a 97%

rating. In conclusion, the developed material achieved the passing score for all the factors and

components needed based on the LRMDS Assessment and Evaluation guidelines. The

interpretation of the results of the material validation was shown using the average score.

Materials will be considered anything used to help language learning (Tomlinson, 1998).

The process of evaluating learning materials to determine their value is referred to as materials

evaluation. (Tomlinson, 2003). In the early 1980s, materials evaluation began to receive a greater

amount of attention as a result of the widespread use of commercially produced textbooks as

essential teaching resources. In the beginning, the role of textbooks in English language

instruction was investigated (for instance, in 1981 by Allwright; and in 1982 by O'Neill). During

this time, it became clear that any set of commercially produced teaching materials would need

to be assessed in a more methodical manner. (McGrath, 2002; McDonough & Shaw, 2003).

References

Brown & McNeill (1966). The "tip of the tongue" phenomenon. Journal of Verbal Learning and

Verbal Behavior, pp. 5, 325–337. DOI: 10.1016/S0022-5371(66)80040–3.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2016). Effective Teacher Professional

Development (p. 76)

Gravetter FJ, Wallnau LB. 5th ed. Belmont: Wadsworth – Thomson Learning; 2000. Statistics for
 the behavioral sciences.

Hedges LV, Olkin I, 1985, Statistical Methods for Meta-Analysis, Academic Press Inc, Orlando,

FL, USA.

Huda, N. L. A., & Ma’mun, N., (2020). The Anxiety of EFL Students in Presentation, ELITE

Journal, 2 (1), 65-84.

James, L. E., Schmank, C. J., Castro, N., and Buchanan, T. W. (2018). Tip of the tongue states

increase under evaluative observation. J. Psycholinguist. Res. 47, 169–178. Doi

10.1007/s10936-017-9524-9.

Jersakova, Radka, Celine Souchay, and Richard Allen. 2015. "Negative effect Does Not Impact

Semantic Retrieval Failure Monitoring." Canadian Journal of Experimental Psychology

69 (4): 314.

Matsuda, Shigeki, Kosho Kasuga, Tadayuki Hanai, Tomohiro Demura, Keisuke Komura, Shigeki

Matsuda, Kosho Kasuga, Tadayuki Hanai, Tomohiro Demura, and Keisuke Komura. 2016. "The

Effect of the Kindergarten Barefoot Policy on Preschool Children Toes." Journal of

Physiological Anthropology 36 (January): n/a.

McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh:

Edinburgh University Press.

Metcalfe, J., & Schwartz, B. L. (2015). The ghost in the machine: Self-reflective consciousness

and the neuroscience and metacognition, Oxford Handbook of Metamemory (pp. 407-

424.) Oxford University Press.

Metcalfe, J., Schwartz, B. L., & Bloom, P. A. (2017). The tip-of-the-tongue state and curiosity.

Cogn. Res. Principl. Implicat. 2:31, DOI: 10.1186/s41235-017-0065-4.

Rousseau L and Kashur N (2021). Socially Shared Feelings of Imminent Recall: More Tip-of-the

Tongue States Are Experienced in Small Groups Front, Psychol. 12:704433 DOI: 10.
 3389/fpsyg.2021.704433.

Schwartz, B. L. (2002). Tip-of-the-Tongue States: Phenomenology, Mechanism, and Lexical

Retrieval, Mahwah, NJ: Erlbaum. DOI: 10.4324/971410604019.

Schwartz, B. (Sep 1999)."Sparkling at the end of the tongue: the etiology of tip-of-the tongue

phenomenology" (PDF). Psychonomic Bulletin & Review. 6 (3): 379-93.

doi:10.3758/bf032108273. PMID 12198776.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of

teacher behavior and student engagement across the school year. Journal of Educational

Psychology, 85(4), 571–581.

Stouffer, S.A., Suchman, E.A., DeVinney, L.C., Star, S. & Williams, R.M. Jr. (1949). The

American Soldier, Vol. 1: Adjustment During Army Life, Princeton University Press,

Princeton.

Swales, J. (1980). ESP: the textbook problem. ESP Journal, 1/1,11–23.

Tauber SK, Dunlosky J, Rawson KA, Rhodes MG, & Sitzman DM (2013). General knowledge

norms: Updated and expanded from Nelson and Narens (1980) norms, Behavior

Research, 45, 1115-1143.

Thomas, L. (2022, December 05). Simple Random Sampling | Definition, Steps & Examples.

Scribbr. Retrieved March 12, 2023, from https://www.scribb.com/methodology/simple

random-sampling/.

Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge

University Press.

Tomlinson, B. (2003). Developing Materials for Language Teaching. London: Continuum.

WIDNER, R. L., SMITH, S. M., &GRAZIANO, W. G. (in press). The effects of demand
 characteristics on the reporting of tip-of-the-tongue states and feeling-of-knowing states.

American Journal of Psychology.

Appendices

Appendix I: Research Instrument

These are 50 general knowledge questions adopted from Tauber et al. (2013) updated set of

norms, which were updated from the original Nelson and Narens (1980) norms.

1. What is the name of the comic strip character who eats spinach to increase his strength?

2. What is the name of the horse-like animal with black and white stripes? 3. What is the

name of the long sleep some animals go through during the entire winter? 4. What was the

name of Tarzan’s girlfriend?

5. What is the capital of France?

6. What is the name of the molten rock that runs down the side of the volcano during an

eruption?

7. Which sport uses the terms “Gutter” and “Alley”?

8. What is the name of the dried grape?

9. Which sport is associated with Wimbledon?

10. What is the crime in which a building or property is purposely set on

fire? 11. Which precious gem is red?

12. What is the name of an airplane without an engine?

13. What is the name of the remains of plants and animals found in stone? 14.

What is the name of the rubber object that hockey players hit back and forth?

15. What is the name of a medical doctor specializing in cutting the body? 16.

What is the name of the inability to sleep?

17. What is the name of the fairy in “Peter Pan”?

18. What is the last name of the man who showed lightning is electricity?
19. What is the name of the spear-like object thrown during a track meet? 20. What is the
term for hitting a volleyball hard on the opponent's court? 21. What is the name of the severe

headache that returns periodically and is often accompanied by nausea?

22. What is the name of a medical doctor specializing in skin diseases? 23. What is the

singer's last name who recorded "Love Story" and "You Belong with Me"? 24. What kind

of metal is associated with a 50th wedding anniversary?

25. What is the last name of author who wrote "Romeo and Juliet"?

26. What is the last name of the boxer known as “Pambansang Kamao”? 27.

Who was the Egyptian queen who joined forces with Mark Antony of Rome?

28. What is the process by which plants make their food?

29. What is the name of the bird that cannot fly and is the giant bird on

Earth? 30. In what park is the monument of Rizal located?

31. What was the name of the supposedly unsinkable ship that sunk on its maiden voyage in

1912?

32. What is the name for a cyclone that occurs over land?

33. What is the only liquid metal at room temperature?

34. What is the name of the giant hairy spider that lives near bananas?

35. For which country is the Yen the monetary unit?

36. What is the name of the largest desert on Earth?

37. What is the name of the poker hand in which all of the cards are of the same suit? 38.

What is the name of the navigation instrument used at sea to plot position relative to the

magnetic North Pole?

39. What is the capital of Russia?

40. What is the name of the city in Italy known for its canals?

41. What is the name of the desert people who wander instead of living in one

place? 42. What is the name of a young sheep?

43. What is the last name of the actress who got a female lead role in “Diary ng
 Panget”? 44. What is the word that means a nautical mile per hour?

45. What is the name of the Island-city believed since antiquity to have sunk into the ocean?

46. What is the last name of the man who proposed the theory of relativity? 47. In which

game are men crowned?

48. What is the last name of the villainous caption in the story “Peter Pan”? 49. What

is the term in golf referring to a score of one under par on a particular hole? 50.

What is the name of the liquid portion of whole blood?

Appendix II: Response Sheet

This response sheet is from Robert L. Widner, Jr., Seven M. Smith, and William G. Graziano,

"The Effect of Demand Characteristics on the Reporting of Tip-of-the-Tongue and Feeling-of-

Knowing States."

Item number Response First letter No. of Related words words +/-
Condition Correct answer Last letter syllables Unrelated Sounds like

1 Popeye 2 Zebra 3 Hibernation 4

Jane 5 Paris 6 Lava 7 Bowling 8
Prunes 9 Tennis 10 Arson 11 Ruby
12 Gliders 13 Fossils 14 Hockey 15
Surgeon 16 Insomnia 17 Tinkerbell
18 Franklin 19 Javelin 20 Spiking 21
Migraine 22 Dermatologist 23 Swift
24 Gold 25 Shakespeare
26 Pacquiao 27 Cleopatra 28
Photosynthesis 29 Ostrich 30
Luneta 31 Titanic 32 Hurricane
33 Mercury 34 Tarantula 35
Japan 36 Sahara 37 Flush 38
Compass 39 Moscow 40
Venice 41 Nomad 42 Lamb 43
Lustre 44 Knot 45 Atlantis 46
 Einstein 47 Chess 48 Hook 49
Birdie 50 Blood
Appendix III: Developed Informational Tool

“Thoughts on TOT’s”
An informational tool about Tip-of-the-Tongue
Appendix IV: Evaluation of Developed Material
Evaluation Results and Discussion for Output of the research

Title: “Thoughts on TOT’s” : An informational tool about Tip-of-the-the-Tongue state

Author(s): Bernalis, Recheall Magpantay, Johnric Roberto, Rex Andrei Salceda, Ana

Pauline Copyright Year: 2023

Subject: English

Intended for: Teachers and Future teachers

No. of pages: 6 pages

Standard/s for evaluators: English language teacher, at least 10 years of experience in teaching,

prefereably with masters degree or units.

Instruction for scoring: Check the appropriate number [with 4 being Very Satisfactory (VS); 3 -

Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory]. For a rating below 4, write your

comments/justifications on each evaluation criterion. If an evaluation criterion is Not Applicable (NA),

the material is rated 3 on that criteria. (Not Applicable means that the criteria is not relevant to the

resource being evaluated. It is given the score of 3 so that the evaluation score for each factor reflects only

the performance against criteria that are relevant to the nature of the resource being evaluated).

Factor 1: CONTENT
Criteria E1 E2 E3 E4 E5 Mean
 1. Content is suitable to the teacher’s level 4 4 4 3 4 3.8

of development.

2. Material contributes to the achievement of 4 4 4 3 4 3.8

specific objectives of the subject area and level for

which it is intended.

3. Material provides for the development of 4 3 3 3 3 3.2

higher cognitive skills such as critical thinking,

creativity, learning by doing, inquiry, problem

solving, etc.

4. Material is free of ideological, cultural, 4 4 4 4 4 4

religious, racial, and gender biases and

prejudices.

5. Material has the potential to arouse interest of 4 4 4 4 4 4

target reader

Total Points 20 19 19 17 19 18.8

Note: Resource must score at least 15 points out of a ✔️ PASSED

maximum 20 points to pass this criterion. Please put

a check mark ( √ ) on the

FAILED

appropriate box

Interpretation:
The first factor to consider is the content of the material. Based on the scores of the chosen evaluators, the

content is suitable to the teacher’s level of development with an average score of 3.8 same with the

materials used in achieving the objects of the subject area and for the level for which the material is

intended. The informational tool is also free of biases and prejudices and it has a potential to arouse the

interest of the target reader with a perfect score of 4. Overall, the average rating for the content factor was

18.8, above the passing score of 15.

Factor 2: FORMAT
Criteria E1 E2 E3 E4 E5 Mean

1. Prints

1.1 Size of letters is appropriate to the intended user. 3 4 3 4 3 3.4

1.2 Spaces between letters and words facilitate reading. 4 4 4 4 4 4

1.3 Font is easy to read 3 4 4 4 4 3.8

1.4 Printing is of good quality (i.e., no broken letters, 4 3 3 4 3 3.4

even density, correct alignment, properly placed

screen registration).

2. Illustrations

2.1 Simple and easily recognizable. 4 4 4 4 4 4

2.2 Clarify and supplement the text. 4 4 4 4 4 4

2.3 Properly labeled or captioned (if applicable) 4 4 4 4 4 4

2.4 Realistic / appropriate colors. 4 4 4 4 4 4

2.5 Attractive and appealing. 4 3 4 4 4 3.8

2.6 Culturally relevant. 4 3 4 3 4 3.6

3. Design and Layout

3.1 Attractive and pleasing to look at. 4 4 4 4 4 4

3.2 Simple (i.e., does not distract the attention of 4 4 4 4 4 4

the reader).

3.3 Adequate illustration in relation to text. 4 3 4 4 4 3.8

3.4 Harmonious blending of elements (e.g., 3 4 4 4 4 3.8

illustrations and text)

4. Paper and Binding

4.1 Paper used contributes to easy reading. 4 4 4 4 4 4

4.2 Durable binding to withstand frequent use 4 4 4 4 4 4

5. Size and Weight of Resource

5.1 Easy to handle. 4 4 4 4 4 4

 5.2 Relatively light. 4 4 4 4 4 4

Total Points 69 67 70 71 70 69.4

Note: Resource must score at least 54 points out of ✔️ PASSED

a maximum 72 points to pass this criterion. Please

put a check mark on the appropriate box

FAILED

Interpretation:

The second factor to consider is the overall format of the material. For this component, it has 5 subfields.

For the printing component the average score is 3.65, for the illustrations the average score is 3.9, for the

design and layout it is 3.9, for the paper and binding it is a perfect 4, same with the size and weight of the

resource. Overall the Average score was 69.4 and it is above the passing score which is 54 points.

Factor 3: PRESENTATION AND ORGANIZATION

Criteria E1 E2 E3 E4 E5 Mean

1. Presentation is engaging, interesting, 4 4 4 3 4 3.8

and understandable.

2. There is a logical and smooth flow of ideas.. 4 4 4 4 4 4

3. Vocabulary level is adapted to target reader's 4 4 4 4 4 4

likely experience and level of understanding..

4. Length of sentences is suited to the 4 3 4 4 3 3.6

comprehension level of the target reader.

 5. Sentences and paragraph structures are varied 4 3 4 4 4 3.8

and interesting to the target reader.

Total Points 20 18 20 19 19 19.2

Note: Resource must score at least 15 points out of a ✔️ PASSED

maximum 20 points to pass this criterion. Please put

a check mark ( √ ) on the appropriate box

FAILED

Interpretation:

The third factor is the presentation and organization of the material. The passing score for this component

is 15 points and the average score of the material was 19.2 points. It shows that the developed material is

engaging, interesting and understandable for the target readers. Also the flow of ideas and the structure of

the sentences was appropriate and suited to the comprehension of the reader.

Factor 4: ACCURACY AND UP-TO-DATEDNESS OF INFORMATION

Criteria E1 E2 E3 E4 E5 Mean

Note down observations about the information

contained in the material, citing specific pages

where the following errors are found

1. Conceptual errors. 4 4 4 3 4 3.8

2. Factual errors 4 4 4 4 4 4
 3. Grammatical errors. 4 4 4 3 4 3.8

4. Computational errors. 4 4 4 4 4 4

5. Obsolete information. 4 4 4 3 4 3.8

6. Typographical and other minor errors (e.g., 4 4 4 3 4 3.8

inappropriate or unclear illustrations, missing

labels, wrong captions, etc.).

Total Points 24 24 24 20 24 23.2

Note: Resource must score 24 out of a maximum ✔️ PASSED

points to pass this criterion. Please put a check mark

on the appropriate box.

FAILED

Interpretation:

For the last component, it is the accuracy and up-to-dateness of information. It talks about the conceptual,

factual, grammatical, computational, obsolete, typographical and any other minor errors. For this

component, the average score was 23.2, which achieved the passing score of 19.

Overall, the factors and components for this evaluation sheet were achieved by then developed materials

aside only for factor 4 which is the accuracy and up-to-dateness of information. It shows that the

developed material is appropriate for the target readers. Materials will be considered anything which is

used to help language learning (Tomlinson, 1998). Materials evaluation will be considered a procedure

that involves examining learning materials to establish their value (Tomlinson, 2003). With the
widespread adoption of commercially produced textbooks as core teaching materials, a greater focus

began to be placed on materials evaluation in the early 1980s. Initially, the role of textbooks within

English language teaching was explored (e.g. in Swales, 1980; Allwright, 1981; and O’Neill, 1982). The

need for a more systematic approach to materials evaluation emerged during this time as it became

apparent that any set of commercially produced teaching materials would be unlikely to be completely

suitable for a particular group of learners (McGrath, 2002; McDonough & Shaw, 2003).

Other Comments:

a. Printer/Paper factor, the graphs and their corresponding captions appear to be lacking in clarity

when printed.

b. For references, use proper format APA or MLA (depending on your instructor’s instruction). c. I

appreciate how succinct and straightforward the information is presented. It’s easy to follow and

comprehend.

d. The informational tool about tip-of-the-tongue is informative, indeed. Also, the graphics used are

interesting. The only thing to improve is the stat section. The font size is too small, readable but

relatively small.

e. Put the date/year when the survey of the data was done to ensure that data presented are not

obsolete.

f. Make sure that details can be clearly seen so it could be clearly read and understood.

g. Overall, the presentation of the brochure is good. Keep it up!

Evaluators:

Evaluator #1:

Joyce Erica Nicole S. Villanueva

Mangga High School

Master Teacher I

Evaluator #2:

Arlene R. Adriano
Sulivan National High School

Teacher 3

Evaluator #3:

Cheen Laurenze M. De Jesus

Alexis Gonzales National High

School Teacher II

Evaluator #4:

Randy Lazado

San Benildo Integrated High

School Teacher I

Evaluator #5:

Lyzelle Sumaway

President Diosdado P. Macapagal

High School Teacher I

Descriptors for Factors 1 to 4 of the Evaluation Rating Sheet PRINT Resources

Important: These descriptors will guide you in giving an objective rating for each criterion

item in the rating sheet. For ratings of 3 and below, your written comments in

the rating sheet should indicate specific pages and brief descriptions of

inadequacies in the material.

Factor 1: Content

1. Content is suitable to the student's level of development.

Descriptor:

The scope, range and depth of content and topics are appropriate to the target audience learning
 needs

The level of difficulty is appropriate for the intended target audience age and stage of learning

The level of detail is appropriate for the achievement of the specified learning outcomesfor the

intended target audience

2. Material contributes to the achievement of specific objectives of the subject area and grade /

year level for which it is intended.

Descriptor:

Material promotes achievement of objectives of the intended subject area(s) and grade / year

level(s).

Material supports the achievement of learning objectives and outcomes of the intended subject

area(s) and grade / year level(s)

Material reinforces, enriches, and or leads to mastery of certain learning competencies

1. Material provides for the development of higher cognitive skills such as critical thinking,

creativity, learning by doing, inquiry, problem solving, etc.

Descriptor:

The learning activities require cognitive effort not just chance selection of responses The

learning activitiesinclude one or more of the 6 facets of learning.(Explain, interpret, apply, have

perspective, empathize, have self-knowledge)

User is required to assume an increased responsibility for their learning. Material

promotes development of higher order thinking skills.

2. Material is free of ideological, cultural, religious, racial, and gender biases and prejudices.

Descriptor:

Refer to the Social Content Guidelines Section 6.8.

There are no ideological, cultural, religious, racial, and gender biases and prejudices found in the

material.
Presentation of social content including values and perspectives is fairly represented. All

social content isfairly presented and does not violate the Social Content Guidelines 3.

Material enhances the development of desirable values and traits.

Descriptor:

Inclusion of identified desirable value(s) / trait(s) is/are evident and/or properly discussed in the

material.

Material reinforces, enriches, and or leads to mastery of certain learning competencies

1. Material provides for the development of higher cognitive skills such as critical thinking,

creativity, learning by doing, inquiry, problem solving, etc.

Descriptor:

The learning activities require cognitive effort not just chance selection of responses The

learning activitiesinclude one or more of the 6 facets of learning.(Explain, interpret, apply, have

perspective, empathize, have self-knowledge)

User is required to assume an increased responsibility for their learning. Material

promotes development of higher order thinking skills.

2. Material is free of ideological, cultural, religious, racial, and gender biases and prejudices.

Descriptor:

Refer to the Social Content Guidelines Section 6.8.

There are no ideological, cultural, religious, racial, and gender biases and prejudices found in the

material.

Presentation of social content including values and perspectives is fairly represented. All

social content isfairly presented and does not violate the Social Content Guidelines 3.

Material enhances the development of desirable values and traits.

Descriptor:

Inclusion of identified desirable value(s) / trait(s) is/are evident and/or properly discussed in the
material.

1. Illustrations

1.1 Simple and easily recognizable

1.2 Clarify and supplement the text

1.3 Properly labelled or captioned (if applicable)

1.4 Realistic / appropriate colors

1.5 Attractive and appealing

1.6 Culturally relevant

2. Design and Layout

2.1 Attractive and pleasing to look at

2.2 Simple (i.e., does not distract the attention of the reader)

2.3 Adequate illustration in relation to text

2.4 Harmonious blending of elements (e.g., illustrations and text)

3. Paper and Binding

3.1 Paper used contributes to easy reading.

3.2 Durable binding to withstand frequent use.

Descriptor:

Consider quality of paper, packaging and binding is appropriate for the intended use and

expected life of the resource.

5. Size and Weight of SM

5.1 Easy to handle

5.2 Relatively
light
Descriptor:

Components are packaged for easy handling.

 Factor 3: Presentation and Organization

1. Presentation is engaging, interesting, and understandable

Descriptor:

Presentation promotes engagement and supports understanding by the target user Presentation

stimulates active rather than passive learning.

2. There is logical and smooth flow of ideas.

Descriptor:

The logic of presentation of ideas is clear and evident to the target user. Material is

presented in well organized, consistent and predictable fashion. Structure is

apparent.

3. Vocabulary level is appropriate to target reader's experience and understanding.

Descriptor:

Vocabulary used is suitable / appropriate to the target reader age and level. New or complex

words and terms are clearly and consistently explained or defined. Consider the amount of

technical vocabulary used and the devices used to interpret, explain and define technical terms.

Consider the general level of difficulty of non-technical words used in terms of familiarity and

abstractness.

4. Length of sentences is suited to the comprehension level of the target reader.

Descriptor:

Length of sentences is suitable to the target reader.

Consider the complexity of sentence patterns typically used. (Simple, compound, complex) Be

aware of attempts to simplify by omitting needed connections between ideas which may reduce

the user’s ability to make meaning.

2. Sentences and paragraph structures are varied and interesting to the target reader.

Descriptor:
Sentences and / or paragraph structures are varied and interesting to the target reader. Language

structures enhance meaning making.

Note the effective use and placement of topic sentences in paragraphs; this is usually easier at the

beginning or end.

Factor 4: Accuracy and Up-to-Datedness of Information

1. Conceptual errors

Descriptor:

No conceptual error found

Presentation of content will not lead to the development of misconceptions or misunderstanding.

2. Factual errors

Descriptor:

No factual error found

Presentation of factual content is accurate and up-to-date.

No outdated information, improper use of statistics; inaccurate graphs; over simplified

models, examples or simulations.

1. Grammatical errors

Descriptor:

No grammatical error found

No spelling errors.

2. Computational errors

Descriptor:

No computational error found

3. Obsolete information

Descriptor:
 No obsolete information found

4. Other errors such as errors in illustrations, diagrams, pictures, maps, graphs, and tables

Descriptor:

No error found

No outdated information- maps; inaccurate graphs, diagrams or pictures. No

over simplified models, examples or simulations.

Appendix V: Letters for Research Ethics

Communication Letter for Data Gathering

Acceptance Letter for Paper Adviser

Endorsement Letter for Final Oral Defense

Letter for data gathering for the respondents
Appendix VI: Report for Grammar and Content
-
AUTHORS:

Rex Andrei S. Roberto

Marungko, Angat, Bulacan
0955-865-0586
rexandreir89@gmail.com
 Recheall M. Bernalis
Mangga, Candaba, Pampanga
0975-586-2083
recheallbernalis715@gmail.com

Johnric Y. Magpantay
Maguinao, San Rafael Bulacan
09214095556
johnric.magpantay.y@bulsu.edu.ph

Ana Pauline B. Salceda

Sulivan, Baliuag, Bulacan
0906-743-4420
anapaulines1213@gmail.com