Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6921066, ISSN 2822-4353

Research Article

Difficulties of Multigrade Pupils in Learning English Language:

Basis for anEnhancement Program

Rochel Awit Rendon*, Francis Mervin L. Agdana

For affiliations and correspondence, see the last page.

Abstract
This research investigated the difficulties of multigrade pupils in learning English language. It
identified the profile of the respondents according to sex, parent’s highest educational attainment,
exposure to social media, frequency in using English language at home, frequency in reading, and
availability of resources/materials at home. Likewise, the extent of difficulties encountered,
relationship and differences between the difficulties of multigrade pupils in learning English language
in subject- verb agreement, reading comprehension and vocabulary to design an enhancement
program. There were 94 multigrade pupils answered the researcher-made questionnaire and 10-item
multiple-choice tests for each of the three variables. The statistical tools used were Frequency Count
and Percent, Mean and Standard Deviation, Point Biserial Correlation, Spearman Rank Correlation,
Pearson Product Moment Correlation, One-Way Analysis of Variance (ANOVA) for Repeated
Measures and Bonferroni Post Hoc Test. Study revealed greater male respondents than female,
majority of parents belong to elementary level and none had a college degree. Most respondents did
not own a gadget, sometimes used English language at home, and give time for reading. However,
they only have limited learning resources and materials at home. Furthermore, respondents
experienced higher difficulty in subject-verb agreement, reading comprehension and most difficulty
in vocabulary. Results showed that there is significant relationship on sex to the extent of difficulties
encountered by the pupils in reading comprehension and vocabulary. Males experienced higher
difficulties in reading comprehension and vocabulary than females and found out that multigrade
pupils experienced higher level of difficulty in vocabulary than in other two competencies. The study
concluded that difficulties in subject-verb agreement, reading comprehension and vocabulary were
evident in multigrade pupils. Thus, an enhancement program has been proposed to overcome the
difficulties encountered in learning English language.

Keywords: Difficulties, Enhancement Program, Multigrade Pupils, Learning English Language

Introduction As observed, pupils commit mistakes on S-V

In the Philippines, Department of Education (DepEd)
continues to hold multigrade classes in an effort to
ensure that children in remote areas complete their
basic education. A multigrade class consists of two or
more different grade levels, ages, and abilities in a
single grade classroom manned by one teacher for an
entire school year.
Learning a language follows a gradual or step-by-step
process and series of activities to fully acquire it. It
takes much time to learn English language because it
has different features. However, the time for
multigrade pupils is divided and not enough to
engaged in learning all aspects of English language.
Aside from that, they belong to isolated places or in
smaller community where there is limited access of
resources and materials of learning English. Thus,
there is a greater possibility that they encountered
difficulties in learning it. Specifically, in constructing
sentences following the standard rules of English
language.
agreement in sentence construction and on verb tenses.
Although, most of them can read in English, but they
failed to grasp the idea in the text. When asked about
it, a lot of them gave limited answers to the questions
belong to higher order thinking skills category and
avoid the explanation part. On the other hand, pupils
who understand it cannot express their ideas because
they are confused on how to say or write it using the
language because they only have limited vocabulary in
English. According to Valderama (2019), an article
shows Filipinos are declining in English proficiency.
The Philippines placed from 14th in 2018 to 20th in
the year 2019.
Language is the most important means of
communication particularly English because it is
considered as an international language and used
globally as link to connect and communicate widely
within or across different country whether in education
or in business purposes. However, in education it
commonly used as medium of instruction in different
subject areas in the teaching-learning process to
communicate, share and express ideas. Saavedra, &
Barredo, (2020) stated that English and Filipino are the

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were greater number of 53 male than 41 female. Based

from the month of June 2021 update of Philippine
Statistics Autority quickstat, as of 2015 there are
two official languages of the Philippines declared by greater number of male population of 51,069,962 than
its institution to be used as the medium of instruction 49,909,341 females.
starting in the elementary level. Thus, studying it is
necessary. Profile of Respondents in Terms of Highest
Educational Attainment of Parents
Thus, the present study investigates the difficulties in
learning English language of multi-grade pupils. From
Table 2 presents the profile of respondents in terms of
the result, an enhancement program was designed to
highest educational attainment of parents.
address it. The program covers different written and
reading activities to bridge the gap in learning English
Table 2. Profile of Respondents in Terms of Highest
language.
Educational Attainment of Parents

Methodology

Descriptive method was used to identify the profile of

the resondents and the problems or difficulties of
multigrade pupils in learning English Language.
Causal-comparative quantitative method used in
finding the significant relationship among varibles.
Out of 5 multigrade schools of Rizal 2 District, there
were 94 multigrade pupils answered the researcher-
made questionnaire and 10-item multiple-choice tests
for each of the three variables. The statistical tools
used were Frequency Count and Percent, Mean and
Standard Deviation, Point Biserial Correlation,
In terms of parent’s highest educational attainment in
Spearman Rank Correlation, Pearson Product Moment
Table 2, it reveals that mother and father of the
Correlation, One-Way Analysis of Variance
respondents were commonly gained an elementary
(ANOVA) for Repeated Measures and Bonferroni Post
level with the frequency of 28 (29.8%) and 35 (37.2%)
Hoc Test.
respectively and none of them graduated in college.
This means that most of the parents of the respondents
Results and Discussion belong to elementary level which is the lowest level of
education.

Profile of Respondents in Terms of Sex Educational attainment of parents is very important to

The data in Table 1 shows the profile of the
respondents according to their sex.
Table 1. Profile of Respondents in Terms of Sex
As obtained in Table 2, the result suggests that there
children’s education and especially in learning English
language. The result and findings on the study of
Iwaniec (2018) indicate that both school location and
parents’ education affect language learning motivation.
Students from rural schools and those whose parents
have a lower level of education tended to be less
motivated than their peers from cities and those whose
parents have higher levels of education. Furthermore,
students whose parents had higher levels of education
tended to have stronger self-efficacy beliefs and the
English self-concept than their peers from less
educated families. Similarly, the study of Amin (2018)
asserts that Educational Qualification of family
members is another important aspect that affects the
English language learning of children. From the

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finding, it is evident that children who have a good
command in English have had the basis from their
family members namely; parents, elder brothers, or
even from grandfathers. Family members ha ving high
educational qualification normally use Bangla and
English side by side in their daily life. Thus, the
children of such families get a good exposure to
English that contribute to develop their overall skill in
the language.
Profile of Respondents in Terms of Exposure to
Social Media
Table 3 presents the profile of respondents in terms of
exposure to social media.
Table 3. Profile of Respondents in Terms of Exposure
to Social Media
As shown in Table 3, 68 of them do not have gadget
like android phone or laptop and only 26 of them have.
This finding obviously implies that multigrade pupils
are less exposed to social media because most of them
do not own a gadget as supplemental resource in
learning English. Although, they answered “YES” to
item number 2 that one or two member of their family
owns an android phone or laptop, it does not mean that
they can use it anytime they need given that, they are
not the owner of the gadget. There would be issues in
terms of the time that gadget used by the owner and
borrower. Aside from that, most of them do not have
enough internet connectivity that hinder them to access
online websites for learning.
In today’s generation, it is undeniable that social
media and educational technology brings greater
impact to the society especially in different field and
area of education. As to English language learning,
social media is one of the pervassive source of
learning. Everything can be found through it in just a
click. Al-Jarrah, Talafhah, & Mansor (2019) study
revealed that social media plays an important role in
writing performance development of English learners
at school level like: it facilitate the English learners to
learn new words and vocabulary suitable for them in
the ability of English language learning, it is easy for
English learners as compare to books reading and
Rendon & Agdana
other text materials, and arouse the interest of English
learners towards the English language learning, and
the English learners may use social media tools for a
long enough period of time without any hesitation or
boredom. Learners benefited from Socila Media usage
in terms of improving their macro (ie listening,
speaking, reading and writing) and micro (ie grammar,
vocabulary, pronunciation) English language skills
(Desta et. al. 2021).
Profile of Respondents in Terms of Frequency in
Using English Language at Home
Table 4 presents the profile of respondents in termsof
frequency in using English language at home.
Table 4. Profile of Respondens in Terms of Frequency
in Using English Language at Home
Table 4 shows the responses of the respondents in
terms of frequency in using English language at home.
Item “3” has the highest mean of 2.61 with standard
deviation of 0.96, which suggests that they usually
have time to practice English but the application of
their learning in English is limited as perceived in item
no. 2 since it has the lowest mean of 1.86 and SD of
0.82. It suggests they sometimes used English when
having conversation with friends or playmates. From
the 2.13 average mean with the standard deviation of
0.59, among the five statement, most of them
responded, “sometimes”. Generally means that they
only sometimes used English language in conversation
in whether at home with their family or outside with
their peers.
Based on the results, pupils tend to use their mother
tongue in any conversation. Thus, less application of
English language was observed. Mother tongue is
indeed an important language. If one has a strong
understanding of their mother tongue, it is easier for
him or her to master a new language. When a child
reads out in their mother tongue since childhood, he or
she would have stronger literacy skills in additional
languages (Nishanthi, 2020). On the other hand, as far
as education is concerned, learning English language is
also a very important aspect because it is our access
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towards global education. There is a need for us to
constanly practice English language and use it as often
as we can in order to learn it. Rawan (2016) believes
that massive exposure to target language is required in
order to maximize the learning process for the learner.
Amin (2018) included the questionnaire survey on the
point of using frequent English words at home, 15
among the 25 respondent students learns my English
words, expressions, sentences as their elders in their
family frequently use English with Bengali. They said
that this practice helps them to pick up new words in
an easy manner. In also interviews of the students, 8
out of 12 respondents agreed that they build their basic
in English at a very early age and they were helped
either by their parents or elder brothers and sisters.
Thus, constant usage of the target languge would be of
great help to master it and minimize the encountered
difficulties in learning it.
Profile of Respondents in Terms of Frequency in
Reading
Table 5 presents the profile of respondents in terms of
frequency in reading.
Table 5. Profile of Respondents in Terms of Frequency
in Reading
It can be seen that item number 1 and 4 has the highest
mean of 2.64 and 2.63 that pupils responded “usually”.
This means that they read and give time for reading
frequently. However, majority of them responded
sometimes in items 2, 3 and 5 and obtained an average
mean 2.26 and 0.51 standard deviation, which has a
general average description of “sometimes”.
As reflected from the table, pupils tend to perceive
reading as an important element of learning a
language. Many researchers asserts the importance of
frequent reading in language development. The
findings of (Niklas, Cohrssen, & Tayler, 2016), imply
that reading books to very young children indeed
contributes meaningfully to a favorable home literacy
environment and supports children’s language
Rendon & Agdana
development. Nurjanah (2018), believed that reading
activity is considered being able to improve
vocabulary knowledge as well as listening activity
while low frequency of reading can also cause this
problem so the students do not get used to reading and
catch the meaning of sentences they read.
Profile of Respondents in Terms of Availability of
Resources at Home
Table 6 presents the profile respondents in terms of
availabity of resources at home.
Table 6. Profile of Respondents in Terms of
Availability of Resources at Home
As presented in Table 6, out of eight mentioned
resources in which can help them in learning English
language, most of them have an average number of
four, and which has greater percent of 32.98. However,
only few belongs to greater number of resources at
home. It means that they only have limited resouces at
home for English language exposure.
In the field of learning, it is advantageous when there
are so many available resources that can be utilized by
the learners. However, limited resources will give
limited access to different knowledge. The importance
of instructional materials cannot be underestimated in
developing students‟ skills in English as a second
language. As observed by the researcher during data
collection and recording, the common materials and
resources at home of pupils are books, dictionary, TV,
cellphone and modules. The findings of (Bukoye,
2019) revealed that, textbooks, blackboards, tape
recordings and mathematics kits are the most available
instructional materials in both categories of schools;
despite that the, private owned schools made more
instructional materials available for teachers use than
the government owned schools. It was observed that
there was no resource materials used at both the
introductory and lesson development stages (Kurgatt,
& Omuna, 2016. From the findings above, it is
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unarguable that even schools have limited resources
and materials how much more at pupil’s home.
Extent of Difficulties of Multigrade Pupils in
Learning English Language
Table 7 presents the extent of difficulties of multigrade
pupils in learning English language
Table 7. Extent of Difficulties of Multigrade Pupils in
Learning English Language
Gleaned in Table 7 is the extent of difficulties of
multigrade pupils in learning English language. The
data shows that they really have difficulties in three
competencies: Subject-Verb agreement, Reading
comprehension and vocabulary. Based from the
transmuted scores of the respondents on the DepEd
grading system, all their scores does not meet the
expectations, which indicates higher difficulties.
Among the three, vocabulary has the lowest
equivalent, which is 68 in both grade 5 and 6 means
that the extent of difficulties encountered by the
multigrade pupils in this learning area is very high.
Then followed by the subject-verb agreement and
reading comprehension with transmuted scores of 72,
74 for grade 5 and 72, 73 for grade 6, respectively
which also means that they encountered higher
difficulties of it.
Everyone has different problems and difficulties in
learning. In this study, the multigrade pupils had
trouble in subject-verb agreement, reading
comprehension and most especially higher difficulties
were found in vocabulary. Similar to the study of
(Nurjanah, 2018), the most difficult session for the
students is vocabulary session, followed by using
words in context, finding main idea, completing part of
speech, and close reading. Tafida & Okunade (2021)
found subject-verb agreement problems involving
pronouns, tenses, nouns, and interviening variables.
Relationship between Profile and Extent of
Difficulties of Multigrade pupils in Learning
English Language
Table 8 shows the relationship between the profile and
the extent of difficulties of multigrade pupils in
Rendon & Agdana
learning English language.
Table 8. Relationship Between Profile and Extent of
Difficulties of Multigrade Pupils in Learning English
Language
The Table 8 shows that the extent of difficulties of
multigrade pupils in learning English language does
not significantly relate to their profile in terms of the
highest educational attainment of parents, social media
exposure, frequency of using English at home, and
frequency of reading. The same result is observed
between sex and the extent of difficulty in subject-verb
agreement. These observations are based on the
obtained p-values, which are greater than 0.05 level of
significance across the three competencies. These
values led to the nonrejection of the null hypotheses.
This indicates that their corresponding r-values are not
significantly different from zero. Hence, the
correlation is not significant.
However, an r-value of 0.33 with p=0.001 between sex
and reading comprehension and r=0.22 with p=0.03
beteween sex and vocabulary are obtained. The null
hypotheses are rejected since these p-values are less
than 0.05 level of significance. This means that the
relationship between these pair of variables ar
significant. The positive r-values indicate that
respondents with sex coded as “1” has lower score
indicating high level of difficulty and those with sex
coded as “2” has high score indicating low level of
difficulty. Since male is coded 1 and female is coded,
males tend to have higher level of difficulty in terms of
reading comprehension and vocabulary while females
tend to have lower level of difficulty in learning
English language along these competencies.
Female and male portrayed different strengths and
weaknesses in any fields. In learning English language
as well. Maharani (2020) stated that the difference in
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students' performance between females and males is
caused by the students' learning style, interest, and
attitude besides that caused by the influence of the
school environmental factors and facility factors. It
was supported by the study of Wei (2016), the
differences in the adoption of language strategies
between male and female students exist mainly
because of their different cognitive style (attitude),
motivation and personality. He added that, girls are
more careful and attentive in language classes. They
may spend more time in making plans and have
patience in words repetition but boys rarely do plan
making and reviewing, hence female students are
likely to employ meta-cognitive strategies more in
vocabulary study than male students. Female students
also turn to use more cognitive strategies to understand
and produce the language such as repetition, note-
taking and translation. Take dictionary for example.
Maharani (2020), male and female students in the
vo cab ulary mastery of eig hth -gr ade MTS
Muhammadiyah 3 Masaran students have different
abilities. In the research results, female students are
superior to male students in vocabulary mastery.
Female students have more interest and enthusiasm in
following the process of learning English in class.
Whereas, male students are lazier and lack of interest
in learning English. Male students tend to be
indifferent to the tasks given than female students.
The comparisons of the extents of difficulties of
multigrade pupils in learning English language as to
subject-verb agreement, reading comprehension, and
vocabulary are presented in the next Table.
Differences among the Extents of Difficulties of
Multigrade Pupils in Learning English Language
Table 9 presents the differences among the extents of
difficulties of multigrade pupils in learning English
language.
Table 9. Differences among the Extents of Difficulties
of Multigrade Puils in Learning English Language
When the scores of the respondents in three
competencies were compared, the resulting F-value is
14.90 with a corresponding p-value of 3.2E-06 or
0.0000032 in Grade 5 and F=20.01 with p=4.5E-08 or
Rendon & Agdana
0.000000045 in Grade 6. The null hypotheses for their
differences are rejected since the p-values are less than
0.05 level of significance. These results suggest that
there is a significant difference on the scores of the
respondents among the three competencies both in
Grade 5 and in Grade 6. The pairwise comparisons of
the competencies are shown in the next Table.
Different level of pupils have also different level of
difficulties in learning. "As it is known from their
birth, each child has a different predisposition that
makes him/her different from each other, where each
one has different predispositions of their different level
of skills and knowledge (Gaxhiqi, 2018).
Post Hoc Test on Differences among the Extents of
Difficulties of Multigrade Pupils in Learning
English Language
Table 10 presents Post Hoc Test on differences among
the extents of difficulties of multigrade pupils in
learning English Language.
Table 10. Post Hoc Test on Differences among the
Extents of Difficulties of Multigrade Pupils in
Learning English Language
Table 10 shows that the scores in Subject-Verb
Agreement and Reading Comprehension are not
significantly different based on p=0.49 in Grade 5 and
p=1.00 in Grade 6. However, the score in Vocabulary
is significantly different from the score in Subject-
Verb Agreement based on p=1.1E-03 or 0.0011 in
Grade 5 and p=6.2E05 or 0.000062 in Grade 6.
Likewise, the score in Vocabulary is significantly
different from the score in Reading Comprehension
based on p=2.4E-06 or 0.0000024 in Grade 5 and
p=2.3E-09 or 0.0000000023 in Grade 6. Since these p-
values are less than 0.05 level of significance, the null
hypotheses are rejected. By checking the mean
differences (M-N) of Columns M and N, the means of
Subject-Verb Agreement and Reading Comprehension
are greater than that of Vocabulary as the mean
differences are positive. These imply that the pupils
have lower scores in Vocabulary than in the other two
competencies. Since lower score indicates higher level
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of difficulty, the respondents are experiencing more
difficulties in terms of Vocabulary than in Subject-
Verb Agreement and Reading Comprehension.
As to the result above, it implies that they are lack of
vocabulary that hinder them to learn English language
specifically in organizing sentences properly like
subject-verb agreement rules. Likewise, lack of
vocabulary of pupils will also one reason why pupils
cannot comprehend well. According to Afzal (2019),
proficiency in English language depends on the
knowledge of its vocabulary possessed by the second
and foreign language learners and even the native
speakers. He added that, students with a low
vocabulary knowledge show weak academic
performance in different courses related to the
language skills, linguistics, literature, and translation at
the university level of education. Rohmatillah (2017)
asserts that without learning the vocabulary
communication in the second language becomes
harder. Further, vocabulary knowledge is an integral
part of the language; it is central to communicative
competence. Low vocabulary knowledge poses severe
problems to its learners, which consequently impedes
the learning of English language (Alqahtani, 2015).
Conclusion
Based on the findings, this study concluded that: (1)
Difficulties in subject-verb agreement, reading
comprehension, and vocabulary were very evident in
multigrade pupils because their parents do not have
enough academic competence to assess their child in
learning English language specifically in using English
in daily conversation. They also have limited resources
such as modernized technology and supplemental
materials for learning the target language and for
reading as well which hinder them to explore more and
learn about it. (2) The extent of difficulties of pupils in
three competencies was high because English language
is not their first language, they are not familiar with it
and they are not used to speaking in English. (3) Sex
significantly affects to the difficulties of multigrade
pupils in reading comprehension and vocabulary. Male
multigrade pupils had higher difficulties in vocabulary
than females because girls are more interested in
Language learning than boys are. (4) Multigrade
pupils have different level of difficulties in the
learning process of language development because
they have different needs, abilities, and interests.
However, they similarly find vocabulary as the most
difficult because having limited knowledge about it, it
is hard to communicate well and understand. (5) There
is a need to have an enhancement program or
Rendon & Agdana
intervention to minimize the difficulties of multigrade
pupils.
Based on the findings and conclusions, the following
have been recommended: Administrators. They are
encouraged to employ more teachers and make
additional program for multigrade schools, teachers
and pupils given that they belong to a class, which is
not an ideal environment for learning for them to
compete with monograde class. Teachers. They are
e n c o u r a g e d to s e e k n ew and e f f e c t i v e
strategies/activities to the multigrade pupils that suited
best their level. Focus on vocabulary mastery, reading
comprehension, and subject-verb agreement. Teachers
should initiate effort to meet them and employ limited
number of face-to-face classes following the safety
protocols implemented by the government
officials. Parents. They are encouraged to follow-up,
support and encourage their children in using English
language at home or communicate with them by using
it, so that learners will be used to speak in
English. Pupils. They are encouraged to be curious and
determined to learn English language in any means
and try to use English more often to master it. Future
researchers. To explore more on finding new trends,
effective strategies, and intervention activities that will
be used to develop multigrade pupils in learning
English language.
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