Communication Arts English

Basic Education Department

Academic Year 2019-2020

GRACE PRE-TEST AND POST TEST

OF GRADE 7 STUDENTS S/Y 2018-2019

An Action Research of English Area

BENEDIC V. BALUYOT

SHAIRMANE R. MAGISTRADO

KENNETH SAPINOSO

MALANIE M. DE NAVA

MARICON P. CORPORAL

HIZEL B. MALINAO

BIA MAE TRESREYES

March, 2020
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TABLE OF CONTENTS

Title Page ……………………………………………… i

Table of Contents ……………………………………………… ii
List of Tables ……………………………………………… iii
Chapter I – Introduction ……………………………………………… 4

Statement of the Problem ……………………………………………… 5

Chapter II - Methodology ……………………………………………… 6

Research Design ……………………………………………… 6

Respondents ……………………………………………… 6
Sources of Data ……………………………………………… 6
Research Instrument ……………………………………………… 7
Statistical Treatment ……………………………………………… 7
Chapter III – Results and Discussion ……………………………………………… 8
GRACE PRE TEST and POST –TEST ……………………………………………… 8-10
PROGRESS CHART
Suggestions and Recommendations ……………………………………………… 11 -12
Conclusions ……………………………………………… 13
Bibliography ……………………………………………… 14
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LIST OF TABLES

GRACE PRE TEST and POST –TEST ……………………………………………… 8

PROGRESS CHART
Suggestions and Recommendations ……………………………………………… 11
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CHAPTER I

INTRODUCTION

The present curriculum contains content and performance standards and competencies, in

which the lesson objectives are draw from, prepared and used in every school or institution, be it

public or private. Content Standards define what students should know and be able to do. These

are benchmarks, which identify the target or expected knowledge and skills for a content

standard of a certain grade level. Hence, Performance Standards provide a description how well

students need to achieve in order to meet the target or expected content standards.

La Consolacion College of Rinconada –Iriga Campus, as the name reaches the line of

schools in the region that provide quality education, continues to dig deeper and more on

effective instruction and assessment to meet the current and continuous demands of the globally

competitive society. With this in context, the school welcomes and embraces assessment tools

such as GRACE Pre-Test and Post – Test to help assess the school’s academic standard

practices, the administrator’s supervisory program as well as the teachers’ instructional

competencies.

The researchers, with the collaborative efforts of the Principal, English Teachers, and

Student Development Center Staff, have chosen to work on a COMPARATIVE STUDY OF

GRACE PRE-TEST AND POST TEST OF GRADE 7 STUDENTS S/Y 2018-2019 to assess the

progress attained by the students focusing on the mastery of the skills and competencies in

English, set forth by the current curriculum in the Philippines.

The researchers’ goal is to determine the effectiveness of the strategies and instructions

used by the English teachers in the different content areas and programs and evaluate the
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school’s level of attainment in English Proficiency. This is to assess particularly Grammar,

Listening Comprehension, Literature, Reading Comprehension, Viewing Comprehension,

Vocabulary Development, and Writing Composition.

STATEMENT OF THE PROBLEM

This study aims to determine the significant relationship of the GRACE PRE TEST and

POST TEST Result in English by Grade 7 students. Specifically, it aims to answer the following

questions:

1. What language and literature areas are the respondents proficient?

2. What language and literature areas are the respondents weak at?

3. What remedial interventions can be given to the respondents to achieve proficiency?

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CHAPTER II

METHODOLOGY

This chapter briefly describes the methods, procedures, sources of data, respondents of

the study, data gathering procedures and the data gathering technique used in the conduct of the

study.

Research Design

The study used the descriptive-comparative method. Sanchez ( 1980 ) defines descriptive

research as a method that describes and interprets what is. It concerns certain conditions,

practices, beliefs and that are currently developing. This particular method was used to allow

quantitative and qualitative descriptions of current statistical analysis of the result of the GRACE

PRE – TEST AND POST TEST result in English. Thus, using descriptive method, a comparative

analysis was employed to describe how GRACE Pre-test and Post-Test result differs when it

comes to curriculum standards, content and specific competencies.

Respondents

This study employed 84 Grade 7 students as the chosen respondents who took a Pre-Test

last July 23, 2018 and a Post –Test last February 26, 2019 respectively. The area considered

Grade 7 students due to the fact of diverse learners coming from other schools.

Sources of Data

The main source of data were taken from the result of the Global Resources for

Assessment Curriculum and Evaluation ( GRACE ) . This is a subscription from Phoenix

Publishing House which informs the test takers themselves, their parents, the teachers and the
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school of their academic performance. The data gathered are the pre-test results compared to its

post- test in English.

Research Instrument

A test questionnaire coming from GRACE was used intentionally to gather information

in comparing the results from pre-test and post-test. The said test is administered twice a year to

compare the performance level of the respondents in Grammar, Listening Comprehension,

Literature, Reading Comprehension, Viewing Comprehension, Vocabulary Development, and

Writing Composition.

Statistical Treatment

To analyze and interpret the data gathered, the following formulae were used.

Percentage Weighted Mean

% = f/N x 100

where, where, x – weighted mean

f – frequency Σ x – summation of the number of respondents

N – Total no. of respondents n – total number of respondents

Standard Deviation
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Chapter III

RESULTS AND DISCUSSION

` This chapter presents the presentation, analysis and discussion of results gathered through

the standardized test of the Global Resources for Assessment Curriculum and Evaluation

( GRACE ).

Table 1

Grade 7 English Pre Test and Post Test Comparative Table

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The graph shows the performance progress of the respondents during the Pre-Test and

Post - Test administration. From the graph, the result indicates a developing performance in

grammar with 38% performance percentile. For listening comprehension, a significant difference

was also diagnosed. From the Pre -Test, the respondents performed a 20 % performance

percentile compared to the Post – test result, difference of 41% or 0.05 differential mean thus

classifying them under Proficient level. This means, the teacher made a remarkable intervention

in listening skills through SRA Reading Skill Builder session on a weekly basis. Under literature,

a differential percentile of 9% or 0.05 was also determined. This means the respondents still need

reinforcement lessons in literature to be proficient. As for Reading Comprehension, a differential

percentile of 13% or 0.05 differential mean is established from the Post - Test. This finding is the

result of the weekly SRA Reading Skill Builder sessions and other reading comprehension

activities integrated in each lessons. Vocabulary Development likewise has a differential

percentile of 17 % or 0.05 differential mean. Significantly, the respondents improved their

vocabularies due to the weekly spelling bee sessions and vocabulary builder activities integrated

in SRA Reading Skill Builder and literature lessons. In writing composition, a differential

percentile of 14 % or 0.05 differential mean is indicated. The result calls for more writing lessons

on the part of the teacher to achieve proficiency level. Generally, the respondents have a

significant performance improvement of 14 % or 0.05 differential mean. The findings implicate

that the respondents really have weaknesses in English Grammar. This is due to the lack of

reinforcement lessons in usage while the respondents were in their grade school years. Also,

there is a probability that the respondents were not provided with adequate materials and

resources like textbooks, workbooks, kits and the like. There is also a chance that the students

were not exposed in different language media like based films conversations and other oral
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communications situations. Also, the school from which the respondents came from might not

have reinforced the use of English as a medium of communications. These reasons should be

taken into consideration for the respondents have different social and ethnic backgrounds.

Tan ( 2008 ) in her study entitled “ Grammar Competence of Senior Students of Ateneo

de Naga University showed similar findings. Her studies postulate that the grammar competence

of the respondents was found to be very low. The common errors were verbs, particularly from

the formation of tenses, use of tenses, use of passive voice to verb moods. The students were also

weak in subject verb agreement and pronoun reference.

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CHAPTER IV

RECOMMENDATIONS

This chapter presents the significant recommendation of the data gathered through the

GRACE Performance Progress chart and interviews from parents, teachers and administrators.

Table 2

Recommendations for Improvement

Item Weighted Mean Qualitative Description

1. Use of Language Intervention 4.25 Strongly Agree

Module at the start of the school

year

2. Use of Interactive Language 4.15 Strongly Agree

applications using tablets or

cellphones

3. Reinforcement of the use of 4 Strongly Agree

English as the primary medium

of communication in the school

Table 2 shows suggestions/recommendations for Improvement. Item no. is on the

facilitation of Language Intervention Module by the English teachers at the start of the school

year. It has a weighted mean of 4.25 and a qualitative description of SA ( Strongly Agree ). Item

no. 2 is on the use of Interactive Language applications using tablets or cellphones. It has a

weighted mean of 4.15 and a qualitative description of SA ( Strongly Agree ). Item no. 3 is on
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the reinforcement of the use of English as the primary medium of communication in the school.

It has a weighted mean of 4 and a qualitative description of SA ( Strongly Agree ). This findings

is due to the enthusiasm of the respondents to improve their language skills. The respondents

being one of the pillars of progress must really strive to be competent in all aspects especially in

communication. There is also a probability that the students are just waiting for chances in order

for them to voice out their needs and try to overcome their weaknesses in language usage. The

students might really want to supplement the input their teachers give them. Maybe they want to

try innovative and interactive approaches, methods and techniques in learning grammar. Due to

the changes in resources, the respondents want to taste the innovations technology offers.

Datar ( 1999 ) in the recommendation of her study states that errors committed by the

students must not be seen as signs of failures bust as a revelation of the learner’s transitional

competence. Also her study suggested that every teachers must see to it that only comprehensible

input and materials that can stir the interest of the students must be used.

Tan ( 2008 ) recommended that teachers should give more essays to provide

opportunities to apply grammar rules; give focus on the teaching of verbs, encourage students to

write diaries and journals, write their own textbook addressing students need and strictly

implement English rule. The respondents also need to develop positive attitude to learn the

subject; constantly practice the use of the English language in and out of the English classes; and

expose themselves to a variety of standards in English media.

As an immediate action to the findings of this study, the English teachers will be writing

a Language Intervention Module to be used at the start of the school year to properly address the

needs of the respondents.

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Conclusion

English is truly an interesting language to learn and to use. It has many features that only

human can comprehend and manipulate. The researcher finds the result of the study as a priority

of the administration particularly those who a deigned to enhance the delivery of instruction.

Language and Literature Proficiency should be attained by a student so that he or she can express

his or her thoughts well. Language is a living subject. As years pass by, there would always be

changes and innovations. Such should be well taken in mind with regards to language learning

and usage. Hence, there is a need for constant review and assessment of student learning and

language instruction.
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BIBLIOGRAPHY

Books

Aquino, Fe O. ( 2002 ) Communicative English Plus.

Quezon City:Katha Publishing Co., Inc.

Calderon, Jose F. and Expectacion C. Gonzales. ( 1993 ) Methods of Research and Thesis
Writing. Mandaluyong City: National Bookstore Inc.

Ellis G. ( 1996 ) Testing Communicative Competence.

New York: McMillan Publishing Company, 1996.

Kishore, B.R. ( 19? ) 3000 Common Errors in English.

Goodwill Publishing.

Sanchez, Custodiosa A. ( 1980 ) Methods and Techniques of Research.

Manila: Rex Bookstore, Inc.

Villamin, Aracelli M. et al. ( 1994 ) Innovative Startegies in Communication Arts.

Quezon City: Phoenix Oublishing House, Inc.

Theses

Datar, Hotencia V. ( 1999 ) Common Errors in the Aptitude Test in English: Basis for English
Plus Instructional Materials. MA Thesis: University of Saint Anthony.
Tan, Janet V. ( 2008 ) Grammar Competence of Senior Students of Ateneo de Naga University.
Unpublished Masteral Thesis, Ateneo de Naga University.