Final Research

Chapter 1
THE PROBLEM
Background of the Study
Language is one of the most useful tools we have as humans.
Without it we could not think thoughts expressible to others, nor
could we engage in the activities that commonly take place in the
society we build ourselves. Today, English language plays a very
important role in our life. It is the most widely used as a tool for
communication especially in interacting to other people across
countries. The English Language helps us to communicate with nearly
all the people around the world, even though the internet.
Language is very important in education. For instance, Campbell
and Qorro (2017) asserted that education is carried out largely through
the medium of language, thus, language is very significant in the
education process. Additionally, ADEA (2015) argues, “Language is not
everything in education, but without language, everything is nothing
in education” (p. 5). Language plays a crucial role in learning, and
if the learner is handicapped in the language of instruction, then
learning may not take place at all as the instructor or teacher and
the learner will not be communicating (Malekela, 2013).
The medium of instruction is the English language used by the
teacher to teach. Teaching the language, or educational content,
through the target language increases the amount of exposure the
learner gets to it, and the opportunities they have to communicate in
it, and therefore to develop their control of it.
1
The Philippines is recognized globally as one of the largest
English-speaking nations with majority of its population having at
least some degree of fluency in the language. English has always been
one of the official languages of the Philippines and is spoken by more
than 14 million Filipinos. It is the language of commerce and law, as
well as the primary medium of instruction in education.
Pupils’ performance has been an issue of great concern since the
beginning of modern education. Majority of the countries have realized
that in the heart of educational process are the pupils. Further it
has been noted that all the innovations being seen in education without
good performance are destined for failure (Glewwe2012). Globally, the
main objective of education in any democratic society is to provide
learners with quality education that enlightens them to be productive
members of the society (Kundu & Tutoo 2010). With globalization,
English has been embraced as one of the commonly used means of
communication all over the world. English is the language used in the
world of science, globalization, commerce, trade, politics, history,
education, entertainment, media and technology (Kagan, 2014).
Mosha (2014) said that, students’ performance was affected by shortage
of English teachers and absence of teaching and learning materials.
Her findings showed that, the presence of untrained, underqualified
and trained teachers who are incompetent resulted to skip teaching
some difficult topics in the syllabus and students’ infrequent use of
English language at school and home, large class size, teachers’
responsibilities, poor conducive teaching and learning environment in
the classrooms, limited home support environment and poverty are among
the factors that affecting students’ academic performance in English
Language.
2
Revolutionary Government of Zanzibar (2016) claimed that
teaching at secondary school level is affected by the low proficiency
in English, which is the language of instruction. It is explained that
the abrupt switch over to English as the medium of instruction from
our native language, which is the language of instruction at primary
school, has tended to shock the pupils thus affecting their
performance. To some extent this contributed to students’ low
performance not only in English subject but other subjects taught in
English in schools.
The question of which medium of instruction to use, and the
impact on learners and learning, is a complex one. It is useful to
consider how the language used supports the aims of the class. For
example, it may fit the aims to give all classroom instructions in
English in a low-level class, because this is useful exposure to new
language and will be learnt, but explaining the methodology behind an
activity to the same group might be done in L1.
Thus, the study seeks to find answers why students' performances
in English are being affected and what are those factors that affects
the students in learning and performing English Language. The results
of the study will be significant for students, teachers, to the school
and to the parents so that they may able to provide what's been needed
and lacking so that the students will able to perform better in English
Language.
Conceptual Framework (Narrative)
English language is a very significant tool we used for
communication and it had been known to be the medium of instruction
used worldwide. Learning English language is also being determined by
3
the language learning preferences and the factors that affects the
students in performing better in English. The conceptual framework
indicates the relationship between the dependent variable which is
the language learning preferences of senior high school and
independent variables which are the language preference of senior high
school and the factors affecting the language learning preferences of
senior high school in English which include the quality of teaching,
teaching, availability of teaching and learning materials and the
family background. Sex and age are considered to be the moderator
variable in determining the language learning preferences of senior
high school students.
Tischler, Whither and Hunter (cited in Keightley, 2011) defined
sex as socially learned patterns of behavior that reflect emotional
expression of attitudes that distinguishes males from females.
Bronfenbrenner (2015) explained that sex refers to the social
differences and relations between men and women. Furthermore,
Bronfenbrenner posited that sex differs and varies within and across
cultures overtime; results in different roles; responsibilities,
opportunities, needs and constraints for women, men, boys and girls.
The findings of sex differences in English language and overall
academic performance in the present study, also contradicts the
traditionally held belief and reports from Western countries that
females perform significantly better than males in English/language
(Marsh, Relich & Smith, 2013; Armstrong & Leo, 2012).
Another crucial factor that should not be overlooked is the
effect of age to the language learning preferences of the students.
Age is one of the most important factors in learning English language.
Learning English language will gain the perfection that began at the
4
age before puberty because at this age because the brain has higher
degree of elasticity that enables the person to learn the language
more quickly (Lenneberg in Sujana,2011). Besides, learning English
language at the younger age can be more succeeded because the students
do not feel shy or afraid to make mistakes than the adult learners.
However, some researches showed that the older learners are better in
acquiring English language. Lightbown and Spada, 2011 stated that
older students are more efficient than younger students. Older
students can use their metalinguistics knowledge, memory strategies,
and problem-solving skills, therefore they could be better in the
second language instruction. In educational strategies, learners who
begin learning a second language at primary school level do not always
achieve a greater proficiency in the long run than those who begin in
adolescence.
Figure 1
INDEPENDENT VARIABLES DEPENDENT VRAIABLE
- Language learning preference of Language learning preference of

the senior high school students. the senior high school students in
- Factors affecting the language Kalinga National High School
learning preferences of the senior
Moderator Variables
- Sex
- Age
5
Objectives of the Study
This study was guided by the following objectives:
A. To determine the language learning preferences of senior high school
in Kalinga National High School.
A. 1.To find if there are significant differences in the language
learning preference of senior high school students in Kalinga National
High School along the moderator variables.
A.2. There are no significant differences in the language learning
preference of senior high as to moderator variable of sex and age.
B. To determine the factors affecting the language learning
preferences of senior high school in English of Kalinga National High
School.
B.1 To find if there are significant differences in the factors
affecting the language learning preferences of senior high school in
English of Kalinga National High School according to moderator
variables
B. 2 There are no significant differences in the factors affecting
the language learning preferences of senior high school in English of
Kalinga National High School according to moderator variables.
Review of Related Literature
Quality of teaching
Previous studies have established that education quality is
depended upon the capability, effort and the commitment of the
teachers. The failures of the teacher in keeping themselves in pace
with the brisk scientific and educational advancements leads to
6
inefficient and ineffective way of teaching. Moon, Mayes and
Hutchinson (2014)) sought to explain that Teachers’ professional
distinctiveness, skillfulness in teaching and the atmosphere they
build to teach has significant influence on learners’ performance.
Evidently, studies have not been conclusive on how teacher training
impacts on the academic performance. Various findings have been put
across that contradict each other necessitating the need for further
studies in the area. The over-arching finding from value-added studies
is that effective teachers are indeed, essential for student success.
Wright et al. 2017) found there is evidence that lower-achieving
students are more likely to be placed with less effective teachers.
Thus, the neediest students are being instructed by the least capable
teachers. They claimed that “the immediate and clear implication of
this finding is that seemingly more can be done to improve education
by improving the effectiveness of teachers than by any other single
factor” (Wright et al. 2017, p. 63). According the Sanders & Rivers
(2016), “research tells us the influence of teachers is the single
most important factor in determining student achievement.” (p. 45).
The one factor that can make the most difference in improving a
student's achievement is a “knowledgeable, skillful teacher" in front
of the classroom, says a report by the National Commission on Teaching
& America's Future (2014). Goe (2012), qualification of the teacher
is vital as it is used as an indicator in the assessing the quality
of teachers. Furthermore, Aaronson & Barrow (2013) asserts that there
are two key teacher academic qualification variables which produce
positive results in the teaching of English language. Learning of
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English in Secondary school level appears that those teachers having
stronger English knowledge produce better student achievement as
compared to those teachers with less knowledge.
Wenglinksky, (2013) identifies that the subject matter knowledge
is vital in production of better results in English language.
Therefore, teachers need to continuously be updated on current trends
in English language to remain competent in teaching. The assertion on
the association of the specific teachers’ qualification in relation
to the performance of the students in English varies in the grade
level. The completion of a teacher training at undergraduate level
with the performance of the students is associated with high academic
performance in English language (Aaronson & Barrow, 2013). In another
study, Goe (2012)) ascertains that the recruitment of teachers based
on merit has a positive marginal relationship in the performance of
English in secondary schools. Consequently, recruitment of highly
qualified teachers may have a big impact towards improving the
performance of students.
In addition, if the English teacher has a strong command of the
language, it is automatic that the student would deliver well in class.
This gives the teacher confidence in the mastery of English language
leading to improved grades of the learners. Poor command of English
as the language of instruction places the teacher at a very weird
situation considering the nature of the dynamic classroom. Thus, in
communicative language teaching, it is very important to understand
that the knowledge of the target language should be taken more
cautiously.
8
Teaching and Learning Materials to students’ performance in English
Instructional materials and supervision have been known to
contribute significantly to students' achievement in English Language.
It means their absence or inadequacy in schools might hamper effective
learning which eventually results into poor achievement. The
availability and adequacy could enhance effective learning aid better
performance in English by the students, teaching and learning
materials are regarded as very important in enhancing learning in
schools. According to Kapoli (2011) authentic resources assist the
learners in exploring the verbal communication in everyday life that
is customized to meet their needs and interests. UNESCO (2010) noted
that availing the teaching and learning resources particularly books
is a valuable way of improving results.
Nevertheless, according to the World Education Report (2017) in
many countries, difficult conditions exist in relation to the
substantial states of schools as well as to the accessibility of
training materials, class sizes, or the dynamic distinctiveness of
the learners’ population. This lack of sufficient resources could
result in poor performance in English and to a large extent, the
overall academic performance. The presence and utilization of training
materials influence the efficacy of a teacher’s lesson. In the EFL
context of China, textbooks represent the syllabus and dictate what
should be taught in the classrooms. Teachers teach according to
textbooks, students acquire language input mainly from textbooks, and
achievement tests are designed based on the content of textbooks.
Therefore, the indispensable role of textbooks cannot be
9
underestimated. Just as Richards (2015) claimed, in many schools and
language programs the textbooks used in classrooms are the curriculum"
(P- 125). He further elaborated, “If one wants to determine the
objectives of a language program, the kind of syllabus being used,
the skills being taught, the content the students will study, and the
assumptions about teaching and learning that the course embodies, it
is often necessary to look no further than the textbooks used in the
program itself. (p. 125)
As far as teachers are concerned, the benefits of using textbooks are
as follows: time advantage (Hutchinson & Torres, 2014), access to more
choices of professionally produced resources (Richards, 2018),
relieving them from the pressure of searching for original materials
(Harmer, 2019), and providing a guide to teach more effectively
(Hutchinson & Torres, 2014). Hutchinson and Torres (2014) reported
teachers’ views from a survey about the facilitating role of the
textbook, stating, “it [textbook] ‘saves time, gives direction to
lessons, guides discussion, facilitates giving of homework,’ making
teaching ‘easier, better organized, more convenient." and learning
‘easier, faster, better.’ Most of all the textbook provides confidence
and security” (p.318). Especially for inexperienced teachers,
textbooks and teachers’ guides can function as teaching training
manuals.
In ESL courses, these textbooks provide detailed advice on
approaches to grammar teaching in a communicative class, strategies
for error correction, the philosophy of process writing and how to
implement it—useful information that goes well beyond the context of
a text (Richards,2018). With respect to students, textbooks provide
an orientation to their learning program, helping them understand what
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they will be studying, in what sequence, and how much material needs
to be covered during their learning (Hutchinson & Torres. 2014). Yeya
(2012) concurred with the above studies that schools with adequate
facilities perform better in National examination especially in core
subjects such as mathematics and English.Bitamazire (2015) notes that
apart from provision of teaching - learning materials, they should be
coordinated and used properly for effective teaching /learning to take
place. These materials include audio - visual materials (diagrams,
flipcharts, computer monitors, transparencies projected through
overhead projectors, slides, pictures etc. and printed materials
(handouts, textbooks, study guides etc.). He also reported that
availability of textbooks and other instructional materials have a
positive correlation on student’s performance because they facilitate
understanding of abstract concepts & directing attention, guide
thinking, provide feedback and help in class control.
Family Background to Students Performances in English Language
Family is defined as the persons living with the student in the
home that are related to the student by blood or common law. Family
structure is measured by the marital status of the parent, and the
number of the siblings. The home background is measured through the
presence of available parental/economic resources for example
educational materials in the home such as textbooks and reference
materials such as dictionaries or set rules for studying/homework.
The family serves as the primary agent of socialization, encouraging
academic achievement through student/family interaction. Previous
research has pointed a direct between academic achievement and the
structure of the family about the parent’s educational level and
marital status.
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Extensive research, beginning with the Coleman Report (Coleman
et al. 2016) and continuing through the years (Hanushek 2017), has
demonstrated that differences in families are very important for
student achievement. In 2016, the Coleman report concluded that social
and family background conditions, not the quality of school inputs,
largely determined a student's academic success. Coleman and his group
of researchers collected nationwide data for the US on school inputs,
socioeconomic background of pupils and test scores. School inputs had
very little measurable impact on pupil achievement and school
differences in pupil performance only accounted for 10-15 percent of
the total variance. Family background and pupil composition had
dominating effects. The main lesson from this study was that ‘It’s
all in the family'.
Downey (2015) after lengthy research concluded that most
differences in performance in English stem from the parents’
background characteristics. These parental resources included talking
about school with children, attending school functions, and knowing
some of the children’s friends. Brown (2014) found out that adolescents
living in families other than married two -parent biological
situations were less engaged in school, though the differences between
married and cohabiting biological parents was not significant. Family
size also appears to affect achievement. A smaller family generally
indicates that there are more resources, both personal and economic,
available to each member. Therefore, it is possible for parents to
spend more time with their child about school, as well as have money
to spend on educational materials, better schools, and the like. Downey
(2015) as w ell.' found that family size affects educational
achievement. This research found that most of measured parental
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resources available to any one child are related to family size. The
more children, the more thinly spread the interpersonal(time) and
economic(money) resources were. Downey (2015) measured the presence
of a physical environment conducive to studying, and other educational
materials in the home to assess achievement in households. As an
element of parental economic resources, the presence of these items
of affected academic achievement in a positive manner. Orr (2012)
found that the presence of educational resources (i.e., books) in the
home is positively correlated with academic achievement.
results support the notion that the educational environment in
the home supports positive academic achievement. A study conducted by
Mugisha (2011) on causes of students' poor performance in English
revealed that attitudes of children and their home background
positively or negatively influence their performance in schools. He
further pointed out that the home and the school should be accepted
as partners to improve students' performance. Kundu and Tutoo (2020)
too believed that home background is the most significant primary
factor which influences and shapes children’s attitudes, personality
and behavior patterns that lead to good performance at schools. They
observe that students' success at schools is closely related to some
aspects of their home backgrounds. These include; level of education
of parents, family income, parents’ marital status, and attitudes of
parents towards education of their children and the children’s
attitudes and the quality of learners admitted in school.
In another study, Ezewu (2018), posits that the higher the status of
a family, the more likely it motivates its children to learn and
perform better. He looked at this status in three ways: Level of
education of parents and level of family income and parents’ marital
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status. He defined education as acquisition of knowledge, skills and
attitudes from parents to children. Heyman (2018)) emphasized the
importance of family income, that children born and reared from
wealthier families do better in all aspects of life and have high
moral reasoning and good performance.
Definition of Terms
Education: Education is the process of facilitating learning, or the
acquisition of knowledge, skills, values, morals, beliefs, habits,
and personal development.
https://en.m.wikipedia.org/wiki/Education
English Language: English is widely considered to be the lingua franca
of the world and is the standard language in a wide variety of fields,
including computer coding, international business, and higher
education.
https://www.britannica.com/topic/English-language
Family Background: refers to the kind of family the students came from
and the kind of education the parents achieved.
Instructional materials: It refers to any item or element which a
tutor or educator uses to deliver the best teaching experience
Language: This refers to the tool that people used for communication.
Resources: in this study were the physical facilities and materials,
which aid in teaching and learning of English
Students’ performances: It refers to the measurement of student
achievement across various academic subjects.
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Students: It refers to the Senior High School of Kalinga National High
School.
Teachers: It refers to the one who educate and help the students to
acquire knowledge of Senior High School in Kalinga National High
School.
Quality of Teaching: This refers to how the teachers apply their
knowledge, skills and abilities to develop the students.
Importance of the Study
The results of this study will be beneficial to the following:
School: The result of this study is beneficial for the school in order
to determine the things that are needed to be provided to create a
conducive learning environment. Also, the result serves as an eye
opener in secondary schools’ management on the practices that would
help the school improve the English performance of students.
Teachers: The result of the study is beneficial for teachers to
understand the language learning preferences of the students and the
factors that affects the student’s performance in English Language.
Also, it brings out important strategies that they may apply in order
to improve the students’ performance in English Language in their
school.
Students: The result of this study is beneficial for students for them
to appreciate the importance of English Language as a medium of
instruction.
Researchers: This study is beneficial to the researchers in order for
them to gain more knowledge regarding English Language as a medium of
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instruction and to provide a significant solution to the factors
affecting the student’s language learning preferences in English.
Future Researchers: The result of the study is beneficial for the
future researchers as a basis in further investigating the language
learning preferences of the students and the factors that affects the
student’s language learning preferences in English Language and to
give additional information that would answer the reason why student’s
experiences difficulties in English Language.
Parents: The result of this study gives significant information to
the parents in order to address the things that are lacking in order
for them to help their children to learn better.
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Chapter 2
RESEARCH METHODOLOGY
This chapter focused on the methodology that was used in the
study. It deals with research design, locale and Population of the
study, data gathering tool, validity and reliability of the instrument,
data collection procedure, treatment of data and statistical tools.
Research Design
This study employed a quantitative research design specifically
on the d descriptive research design survey that determine the language
learning preferences of senior high school students in English.
According to Calderon (2018), descriptive research design is also
known as statistical research. It describes data and characteristics
about the population or phenomenon being studied and descriptive
research is all about describing people who take part in this study.
Locale and Population of the study
The study was conducted at Kalinga National High School, Bulanao
Tabuk City, Kalinga. A total of fifty (50) students was randomly
selected as the participants of the study.
Table 1: Moderator variable as to Sex

Sex Frequency Percentage Rank
Male 13 26% 2
Female 37 74% 1
TOTAL 50 100
17
Table 2: Moderator variable as to age
Age Frequency Percentage Rank

Ages 15-16 16 32% 2
Ages 17-18 26 52% 1
Ages 19 and above 8 16% 3
TOTAL 50 100
Data Gathering tool
The study employed the use of a questionnaire in the collection
of data. According to Kothari (2014) a research questionnaire
constitutes a number of questions that are in an explicit order on a
form or set of forms. The questionnaire contains two sets of questions;
the language learning preferences and the factors affecting the
language learning preferences of the students. The questionnaire was
constructed to contain close ended statements that elicited responses
relative to the study variables. The researcher considered using a
questionnaire because it is free from bias and respondents would have
adequate time to read and understand the statements before responding
to them.
Validity and reliability of instrument
There were two parts of survey questionnaires that was used in
this study. The first set was to determine the language learning
preferences of the students in learning English language. The Second
set was to determine the factors affecting the language learning
preferences of the students which includes the quality of teaching,
availability of teaching and learning materials and the family
background. The questionnaires were extracted from a successful
research paper of John Njuguna from the University of Nairobi in Bomet
18
District, Kenya year 2012 who also studied the “Factors Influencing
performance in English Language in public secondary school of Kenya”.
Therefore, the instrument is considered to be valid and reliable.
Data collection procedure
The researcher asked for research permit from the office of
authorities. Prior to the commencement of data collection, the
researcher sent a request letter to the identified respondents and
requested them to participate in the study. Afterwards, questionnaires
were administered to the respondents through a face-to-face survey.
Treatment of data
A three-point Likert scale was used to quantify the relationship
of the responses along the variables. The Likert scale was used as
follows:
With regards to determining the language learning preference of
the students in Kalinga National High School.
Arbitrary value Limits Equivalent description Symbol
3 2.34-3.0 Much Agree MA
2 1.67-2.33 Moderately Agree MoA
1 1.0-1.66 Less Agree LA
With regards to determining the factors affecting the language
learning preferences of the students of Kalinga National High School
Arbitrary Limits Equivalent Symbol

value description
3 2.34-3.0 Much Agree MA
2 1.67-2.33 Moderately Agree MoA
1 1.0-1.66 Less Agree LA
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Statistical Tool
To have an exact interpretation of the data gathered, the following
statistical tools was used in the study:
Frequency - the number of respondents falling into a single class in
a statistical survey of the variation of specified characteristics.
Percentage - this was used to quantify the number of respondents. The
formula is:
P= X x 100
Where:
P = percentage
X = frequency
N = total number of classes
Weighted mean- this tool was used to quantify the responses of the
respondents by using the formula:
ΣXW = WiFi
Fi
Where:
XW= weighted mean
Wifi = sum of frequency
Fi = number of the respondents
One-way analysis of Variance (ANOVA)- was used to determine whether
there are any statistically significant differences in language
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learning preferences and the factors that affects students’ language
learning preferences in English Language as to their sex and age.
Hence, the null hypothesis is accepted if the F-ratio is lower than
the F- tabular value at .05 level of significance. On the other hand,
the null hypothesis is rejected if the F-ratio is higher than the F-
tabular value.
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CHAPTER III
PRESENTATION AND INTERPRETATION OF FINDINGS
This chapter presents the discussions of the results of the
study. It shows the interpretation of the findings on the language
learning preferences of senior high school in English in Kalinga
National High School, Bulanao Tabuk City Kalinga.
Table 3 presents the language learning preferences of the senior high
school in Kalinga National High School, Bulanao Tabuk City Kalinga.
(N=50)
Table 3: The Language Learning Preferences of the senior high school

Statement MA MoA LA WM
(3) (2) (1)

1. I am satisfied with my achievement in 20 (3) 29 (2) 1 (1) 2.38
English Language.
60 58 1
2. In class I like learning individually. 9 (3) 15(2) 26 (1) 1.46
27 30 26
3. In class I prefer learning with pairs 26 (3) 17 (2) 7 (1) 2.38

or within groups.
78 34 7
4. I like to spend my time preparing 27 (3) 22 (2) 1 (1) 2.52
for the next class.
81 44 1
5. I like to spend my time, reviewing the 31(3) 14 (2) 5 (1) 2.52
day’s work.
93 28 5
6. I prefer to spend my learning in the 24 (3) 22 (2) 4 (1) 2.4
classroom and sometime practicing my
English with people outside. 72 44 4
7. I like learning by listening. 40 (3) 7 (2) 3 (1) 2.74
120 14 3
8. I like learning by reading. 32 (3) 15 (2) 3 (1) 2.58
96 30 3
22
9. I like learning while copying from 24 (3) 22 (2) 4 (1) 2.4
the board.
72 44 4
10. I like learning by listening while 28 (3) 19 (2) 3 (1) 2.5
taking notes.
84 38 3
11. I like learning by reading while 22 (3) 23 (2) 5 (1) 2.34
making notes.
66 46 5
12. I like learning by repeating what I 16 (3) 29 (2) 5 (1) 2.22

hear.
48 58 5
13. I like learning by making summaries. 21 (3) 27 (2) 2 (1) 2.38
63 54 2
14. When learning new vocabulary, I do 18 (3) 26 (2) 6 (1) 2.24

like learning by using new words in a
sentence. 54 52 6

like learning by thinking of
relationships between known and new. 51 44 11
like learning by saying or writing words
several times. 48 58 5

like learning by avoiding verbatim
translation. 39 66 4
18. When I speak, I want to be 28 (3) 17 (2) 5 (1) 2.46

corrected immediately in front of
everyone. 84 34 5
20. When I speak, I want to be corrected 21 (3) 22 (2) 7 (1) 2.28
later in private.
63 44 7
21. I mind if other students sometimes 19 (3) 28 (2) 3 (1) 2.32

correct my written work.
57 56 3
22. I mind if the teacher sometimes asks 25 (3) 20 (2) 5 (1) 2.4
me to correct my own work.
75 40 5
23. I like learning from 10 (3) 14 (2) 24(1) 1.64

television/video/films.
30 28 24
24. I like learning from radio? 15 (3) 17 (2) 18(1) 2.22
45 34 18
23
25. I like learning from written 22 (3) 24 (2) 4 (1) 2.36
materials.
66 48 4
26. I like learning from the blackboard. 24 (3) 20 (2) 6 (1) 2.52
72 40 6
27. I like learning from 16 (3) 24 (2) 10 (1) 2.12
pictures/posters.
48 48 10
28. I like learning through role play. 15 (3) 23 (2) 12 (1) 2.06
45 46 12
29. I like learning through language 40 (3) 7(2) 3(1) 2.74
games.
120 14 3
30. I like learning through songs. 21 (3) 20 (2) 9 (1) 2.24
63 40 9
31. I like learning by talking with and 21 (3) 20 (2) 9 (1) 2.24
listening to other students.
63 40 9
32. I like learning through memorizing 23 (3) 19 (2) 8 (1) 2.3
conversations/dialogue.
69 38 8
33. I like finding out how much my English 32 (3) 15 (2) 3 (1) 2.58
is improving by written tasks set by the
teacher. 96 30 3
34. I like finding out how much my English 17 (3) 31 (2) 2 (1) 2.3
is improving by seeing if I can use the
language, I have learned in real-life 51 62 2
situation.
35. I get a sense of satisfaction from 20 (3) 28 (2) 2 (1) 2.36
having my work graded.
60 56 2
36. I get a sense of satisfaction by 18 (3) 30 (2) 2 (1) 2.32
being told that I have made progress.
54 60 2
37. I get a sense of satisfaction by 22 (3) 25 (2) 3 (1) 2.38
feeling more confident in situations that
66 50 3
I found difficult before.
WEIGHTED AVERAGE MEAN 2.32
24
The table shows the computed total average weighted mean of 2.32
that identifies the language learning preferences of senior high
school students of Kalinga National High School and described as
moderately agree. This means that the respondents prefer some of the
presented preferences in learning English as a language. This implies
that the respondents may not pay attention or they are not motivated
to learn English because they do not prefer some of the suggested
language learning preferences. According to Bada (2012), effective
language teaching and learning can only be achieved when teachers are
aware of their learner’s need, capabilities, potentials and
preferences in meeting their students’ needs.
As shown in the table above, the indicator “I like learning
through language games”, “I like learning by reading” and “I mind if
the teacher sometimes asks me to correct my own work” obtained the
highest computed means value of 2.74, 2.58 and 2.40 interpreted as
“much agree”. This means that the students prefer learning when
language games are integrated in the instructional materials of the
teachers every time, they deliver their lessons. It implies that
learning English is more interesting and effective to learn different
things and they are motivated when the students are engaged in games
activities. According to research conducted by Simpson (2011), well-
chosen games are invaluable as they give students a break and at the
same time allow students to practice language skills. Games are highly
motivating since they are amusing and at the same time challenging.
Furthermore, they employ meaningful and useful language in real
contexts. They can be used to give practice in all language skills
and be used to practice many types of communication.
25
Also, the indicator “I like learning by reading” obtained a mean
of 2.58 described as much agree. This means that the respondents are
much agree that they like learning English when they are reading and
it is an effective tool to develop their performance in English. This
implies that students have higher performance in English since when
the students read, they learn new words every day that enhances their
vocabularies, expose the students to different sentence structures
that develop their grammars and it can sharpen their writing skills.
According to Rintaningrum (2019), reading is a fundamental for
education. Reading is one of the most effective methods in learning
English. Through reading, the repertoire of knowledge is increased
and the thinking skills is trained. Because of these reasons, reading
is an effective way to advance the proficiency in English.
“I mind if the teacher sometimes asks me to correct my own work”
also obtained a mean of 2.40 described as much agree. This means that
the students want the teacher to correct their works sometimes. This
is good for both students because when students are corrected, they
know what they will improve and teacher would determine the progress
of the students. Similarly, Simpson (2017) states that Students will
be able to feel that they're making progress. Students will know that
when they aren't being corrected, they're getting everything right. A
huge confidence boosts. Giving delayed feedback makes it more
difficult for students to connect with what you're telling them
Indicators “When I speak, I want to be corrected later in
private” and “I like learning from radio” obtained a mean of 2.28 and
2.22 both interpreted as moderately agree. This means that some of
the students would like to be corrected in private and some wanted to
be corrected right away. This is because students might be shy to be
26
corrected. Similarly, Terado (2020), states that Instead of calling
students out publicly, teachers should approach them privately and
encourage them to reflect on their wrongdoings. I like learning from
radio is also interpreted as moderately agree. This means that there
are students who can learn by just listening from the radio and some
doesn’t want it. This is corroborated by Tithan (2012) which he states
that Students may become uninterested and non-attentive after
listening continuously to the broadcasting. It reduces the task of
teaching and learning as a one-way communication. Therefore, students
have very little opportunity to participate in the instructional
activity which occurs in a passive way.
On the other hand, the indicator “I like learning from
televisions/films” and “In class, I like learning individually”
obtained the lowest mean with a computed mean value of 1.64 and 1.46
interpreted as less agree. This means that students do not prefer to
learn through watching televisions or films. This implies that
televisions steals time for activities that actually develop the
students like interacting with other people. Tumbokon (2019), claimed
that TV viewing takes away time from reading and improving skills. He
suggested that excessive television watching among students are
associated with lower language, mathematics and composite scores. Teen
scores appears to be worse than those of younger children because teen
replace studying, sleeping, exercising and other positive activities
with TV watching. Additionally, the students nowadays prefer to use
mobile phones because they can use it anytime and anywhere. Crowder,
Esther (2012) states that teens were born with smartphones on their
hands. They can find answers to any question or solution to any problem
using the internet and quickly googling what they are interested in.
27
Teenagers would prefer the internet because they can choose a larger
content than televisions offers and the content of TV provides them
is uninteresting.
On the other hand, “I like learning individually” also described
as less agree means that the respondents do not prefer to learn in
individual activities. This implies that the respondents do not
actively participate in class activities and loose interest to work
when they are working individually and they will not develop their
communication skills to other students. This is supported by Crandall
1999 as cited by Jennifer Shimizu (2020), which states that working
independently could result into less communication, less teamwork and
more stressful. Therefore, working in a group is much better to boost
engagement, productivity and satisfaction.
Table 4 presents Extent of Language learning preferences of
Senior High school in Kalinga National High School along the moderator
variables.
Table 4. Extent of Language learning preferences of Senior High

school in Kalinga National High School according to sex
Sex Average Description Rank

mean
Male 2.37 MoA 1st
Female 2.23 MoA 2nd

Total weighted 2.30
mean
The computed total weighted average mean is 2.3 described as
moderately agree. This means that males and females have different
learning perspectives. This implies every child has different learning
preferences. Some prefer to learn by seeing or hearing, others by doing,
28
some by reading, and others by asking questions. Similarly, Dornyei,
(2005); Oxford, (2001) cited by Awla (2015), said that learning
preferences is defined as complex manner in which, and conditions under
which, learners mostly effectively perceive and learning styles are
divided into three sub-types: visual, tactile/kinesthetic and
auditory. Dunn (2018) states that learning style is about how students
learn rather than what they learn. The learning process is different
for each individual; even in the same educational environment, learning
does not occur in all students at the same level and quality.
Male respondents obtained the highest mean of 2.37 described as
much agree while the female respondents obtained a mean of 2.23
described as moderately agree. This means that the male respondents
much prefer the suggested language learning preferences than female.
Thus, it implies that female students tend to seek more interesting
learning strategies in order to learn effectively than men. This was
supported by Stanford (2011), where he found out that females show more
greater demands and strategy use in language learning than males.
However, both men and women have their own learning preferences.
Similarly, Teele and Zacharis (2011), states that students learning in
the way they prefer is debatable. The people learn differ in how they
see, interpret, understand, and conceptualize information.
Table 5 presents the summary of ANNOVA on the extent of language
learning preferences of senior high school according to sex.
29
Table 5. Summary of ANOVA as to moderator variable of sex.
Source of SS Df MS F P-value decision

variation
Between 0.344 1 0.344 5.055 0.028

groups Rejected
Within 4.770 70 0.068
groups
Total 5.115 71
Decision: Reject Ho/Significant
As shown in the table, the sum of squares between groups is 0.344
with a degree of freedom of 1 and a mean square of 0.344 while the
sum of squares within group is 4.770 with a degree of freedom of 70
and a mean square of 0.068 with a total of sum squares of 5.115 and a
total degree of freedom of 71.
The table also shows the computed F-value which is 5.055 with a
probability value (P-Value) of 0. 028.Since the F-tabular value is
greater than P-value of 0.028 at 0.05 level of significance, hence,
the null hypothesis is rejected. Thus, there is significant difference
on the extent of Language learning preference of the senior high school
students in English language when they are grouped according to sex.
In conclusion, their biological sexes of male or female determine
the extent of language learning preferences in English of the senior
Table 6 presents the extent of language learning preferences of senior
high school as to age.
30
Table 6. Extent of language learning preferences of senior high school
as to age.
Groups Average mean Description Rank
15-16 2.35 MA 2nd
17-18 2.38 MA 1st

19 and above 2.34 MA 3rd
Total 2.36
weighted
mean
The computed total average weighted mean of 2.36 was described
as much agree with the suggested language learning preferences when
they are grouped according to age. This means that when the respondents
are grouped according to age, they all prefer the suggested language
learning preferences. This implies that the students have an active
participation and motivated in learning English because the strategies
used by the teachers are engaging and effective. Erickson (1978) cited
by Gozala (2014), "Effective learning in the classroom depends on the
teacher's ability to maintain the interest that brought students to
the course in the first place.
As shown on the table, the respondents with ages 17-18 obtained
the highest mean of 2.38, followed by those with ages 15-16 with an
average mean of 2.35, and similarly, those with ages 19 and above with
an average mean of 2.34. Thus, regardless of age and means were
described as much agree. This means that both younger and older
students have agreed that they like the suggested Language learning
preferences. This implies that regardless of age, the language
learning preferences are effective and applicable to them. Similarly,
Karavasili (2014) stated that age is an important but not overriding
factor. All people, regardless of age, perceive a language learning
process differently and individually.

31
Table 7 presents the summary of ANOVA as to moderator variable of age.
Table 7. Summary of ANOVA as to moderator variable of age.
Source of SS Df MS F Pvalue Decision

variance
Between 0.746667 2 0.373333 5.256976 0.0066 Rejected
groups
Within 7.456758 105 0.071017
groups
Total 8.203425 107
Decision: Significant/ Ho rejected
As shown in the table, the sum of squares between groups is
0.74667 with a degree of freedom of 2 and a mean square of 0.3733
while the sum of squares within group is 7.4568 with a degree of
freedom of 105 and a mean square of 0.07102 with a total of sum squares
of 8.2034 and a total degree of freedom of 107
greater than P-value of 0.0066 at 0.05 level of significance, hence,
the null hypothesis is rejected.
In conclusion, there is significant difference on the extent of
Language learning preference of the senior high school students in
English language when they are grouped according to age. This indicates
that differences of age determine the extent of language learning
preferences in English of the senior high school students.
Table 8 presents the Extent by which factors affecting the language
learning preferences of senior high school students in Kalinga
National High School.
32
Table 8. Extent of factors affecting the language learning preferences
of senior high school in Kalinga National High School.
A. QUALITY OF TEACHING/ TEACHING STYLE MA MoA LA TOTAL
(3) (2) (1) MEAN

Teachers let us write compositions using 23 (3) 25 (2) 2 (1) 2.42
English Language.
69 50 2
Teachers let us read English set books. 24 (3) 25 (2) 1 (1) 2.46
72 50 1
Teachers let us speak in English inside the 21 (3) 28 (2) 1 (1) 2.4
classroom.
63 56 1
Teachers uses language that is easily to 39(3) 11(2) 10 (1) 2.98

understand.
117 22 10
Teachers let us do group discussion 25 (3) 25 (2) 0 2.5
75 50
Teachers provide assignments 26 (3) 14 (2) 10 2.20
10
78 28
Teachers supervise students in speaking 24 (3) 26 (2) 0 2.48
English 72 52
Teachers are fluent in speaking English 25 (3) 23 (2) 2 (1) 2.46

75 46 2
Teachers haven been highly committed to 20(3) 28 (2) 7 (1) 2.26
improve school performance in English
60 46 7
B. AVAILABILITY OF TEACHING AND LEARNING MATERIALS
Class textbooks are adequate for English. 15 (3) 35 (2) 0 2.3
45 70
Teachers let us use variety of materials that 19 (3) 31 (2) 0 2.38
stimulates students’ involvement in the learning
process
57 62
33
Teachers uses visual materials in teaching 27(3) 23(2) 0(1) 2.54
81 46
Sufficient learning materials improves teaching and 35 (3) 14 (2) 1(1) 2.68
learning.
105 28 1
The school got sufficient English teaching and 26 (3) 18 (2) 2 (1) 2.32
learning materials
78 36 2
Availability of teaching and learning materials 29 (3) 19 (2) 4 (1) 2.54
improves the effectiveness of teaching.
87 38 4
Small class sizes enable individual student attention 25 (3) 23 (2) 1 (1) 2.46
in the teaching of English
45 46 1
Sufficient time is allocated for learning of English 20 (3) 29 (2) 1 (1) 2.38
thus facilitating its improvement.
60 58 1
Presence of learning materials has built students 30 (3) 16 (2) 4 (1) 2.52
interest in learning of English.
4
90 32
Availability of enough teachers of English has 22(3) 28(2) 0 (1) 2.44

improved students achievement in English
66 56 0
C. FAMILY BACKGROUND MA MoA LA WM
My parents/guardian talks to me about the importance 19 (3) 27 (2) 8 (1) 2.38

of English. 54 8
57
My parents/guardian attends school meetings 24 (3) 23 (2) 3(1) 2.42
regularly 46 3
72
34
We speak in English when having conversation. 5 (3) 20(2) 25(1) 1.6
15 40 25
My parents/ guardian provides books to enhance 7 (3) 29 (2) 14 (1) 1.86

58 14
English learning
21
My parents/guardian is involved in my academic life 18 (3) 28 (2) 4 (1) 2.28
54 56 4
We have reference books like dictionaries 21 (3) 26 (2) 3 (1) 2.36

63 52 3
AVERAGE MEAN 2.16
TOTAL WEIGHTED AVERAGE MEAN (TAWN) 2.44
The table shows a computed total average mean of 2.44 described
as “much agree” that factors such as quality of teaching, availability
of teaching and learning materials and family background affects the
language learning preferences of senior high school in English in
Kalinga National High School. Similarly, Saadhem (2012) found out on
his studies that teacher’s quality of teaching, and teaching and
learning materials have significant influence on the student’s
performance of English. Consequently, providing sufficient learning
materials to the student is of paramount importance in as far as
Performance of English is concerned. Meanwhile, Ryan (2013) shows that
there is a significant effect of family background variables, and
parent support on a student’s educational attainment. Hargreaves
(2012), reported that in Germany students with parents who are involved
in their school tend to have fewer problems, and better academic
performance and are more likely to complete high school than students
who are not involved in their school.
Quality of Teaching factor. As presented on the table, the sub
mean of the factor quality of teaching is 2.77 described as “much

35
agree”. This means that the students’ language learning preferences
are affected with the quality of teaching of the teachers. This implies
that the quality of teaching has a huge impact to the language learning
preferences of the students. Additionally, when the students are being
affected with the way of teaching, their performance will also be
affected in a way that they will not perform well in activities, they
do not pay attention to class discussions and the lessons will not
retain when they do not pay attention in class discussions. Mendro
(2018), states that there is a powerful residual effect on the student
learning based on the quality of teaching. Lower-achieving students
are more likely to be placed with less effective teachers.
The table of factor quality of teaching also shows that the
indicator “teachers use language that is easily to understand”
obtained the highest mean of 2.98 described as much agree. This means
that the teachers communicate to the students using language that is
easily for them to understand. This implies that the students have an
easier understanding on the lessons and it is not complicated for them
to grasp the knowledge and information during lectures. Similarly,
Saavedra (2021) states that students who are taught in the language
they understand well, they learn better and faster.
On the other hand, the indicator “teachers provide assignments”
obtained the lowest mean of 2.20 described as “moderately agree”. This
means that the teachers only give assignments to students sometimes
or twice a week. This implies that providing assignments is not an
effective way to enhance the learning of English language.
Additionally, giving assignments everyday will only let the students
feel stressed and anxiety which affect their focus on studying.
Similarly, Yusif (2022) states that providing homework regularly can
36
create stress and anxiety in students for a variety of reasons. For
some, homework can be a daunting task that requires hours of
uninterrupted concentration. For others, it may be a source of
frustration due to the lack of consistency in its delivery or because
it conflicts with other duties outside of school. Regardless of the
reason, homework can often lead to feelings of stress and frustration.
This is particularly true for students who are struggling academically
or who have other responsibilities at home. Consequently, homework
can be a major contributor to stress and anxiety in student.
Availability of teaching and learning materials. As the table
presents, the factor availability of teaching and learning materials
obtained a sub-mean of 2.45 described as “much agree”. This means that
the students much agree that availability of teaching and learning
materials has a huge effect on their learning preferences in English.
Thus, the students do not develop and enhance English proficiency.
Learning materials are very significant factor to consider when
learning English. Inadequate learning materials such as books,
libraries, technologies and etc. will let the students struggle in
learning. This is supported by the statement of Thompson (2013) that
the teaching and learning of English skills largely depends on the
availability of visual materials inside a classroom. Additionally,
Hereward (2019) states that lack of resource materials like charts,
poster, whiteboard, blocks, cards, chalks and etc. play a significant
role in the learning process of students. If resource materials are
used wisely, they mark remarkable enhancement of lesson impact.
Availability of a wide variety of instructional resources can
stimulate the interest and actively engaged learners in the learning
process.
37
The table also presents that the indicator “sufficient learning
materials improves teaching and learning” and “Teachers use visual
materials” obtained the highest means of 2.68 and 2.54 both described
as “much agree”. This means that the presence of adequate learning
materials and visual aids helps in the enhancement and improvement of
the learning the English language. This implies that students are
mostly visual learners and the adequacy of learning materials develop
interaction among students and provide interesting learning. Research
of Agwu and Ogachi (2013) showed that students taught with visual aids
performed better than those are not taught using visual materials.
Mun and (2016), cited by Mwila (2022) states that visual aids used in
classrooms to encourage students learning process and make it easier
and interesting; they are sensory objects or images such as videos,
pictures, maps, charts and etc. which initiate or stimulate and support
learning. They are serving as motivation tools that increases
interests on reading literary text, which in turn smoothens the
learning to students. Agwu and Ogachi (2019) further added that
teaching English language became more attractive and understandable
to students when visuals aids were used in teaching and learning
process.
On the other hand, the indicator, “class textbooks are adequate
for English” obtained the lowest mean of 2.30 described as moderately
agree. This means that the respondents moderately agree that there
are adequate textbooks for English. This Implies that the students
have a limited experience with books and this affect the learning of
English of students because of inadequacy of books to enhance learning.
The students will not able to explore different stories on books that
let them engage themselves and it helps reading comprehension and
38
vocabulary development. This finding is supported with the research
of Kotut (2012) wherein in his findings, only 11.2% agreed that there
are adequate literature books for teaching and learning English.
Therefore, it resulted in inadequacy of learning books for English.
Lewis (2018) states that lack of textbooks may impact learning. It
could result in poor language skills and lack of right knowledge of
other languages.
Family Background. In the table shown above, the factor family
background obtained a mean of 2.16 described as “moderately agree”.
This means that the respondents moderately agree that the family
background has an effect on language learning preferences.
The table also presents that the indicator “my parents/guardian
attends school meetings regularly” obtained the highest mean of 2.42
described as “much agree”. This means that the parents or guardians
of the respondents attend meetings regularly at school. This implies
that when parents attend PTA meetings regularly, the students feel
important and worthy of their parent’s time. In turn, the students
may reciprocate by working hard as to impress their parents. These
findings contradict the findings of Njuguna (2012) because his
findings found out that the students 57.8% strongly disagreed that
their parents did not bother much with PTA meetings or plain lack of
concern. Thus, it does not augur well for the performance of English.
However, Sheldon (2010) said that when parents collaborate with the
school, students have the best outcomes. Students exhibit more
positive attitudes and behavior and improve students’ achievement.
The indicator “we speak English when conversing at home” obtained
the lowest mean of 1.68 described as “moderately agree”. This means
that the students do not frequently use English Language when they
39
are conversing at home. This implies that they only use English
sometimes but they prefer more their native language than the English.
Besides, speaking at your own native tongue will let you express
yourself better. However, not speaking English at home won’t practice
their speaking skills and it won’t develop their self-esteem in
conversation. According to Hammer and Lawrence (2011), those who do
not use English at home exhibited lower English receptive vocabularies
than those who were spoken in English
Table 9 presents the extent by which factor quality of teaching
affecting the language learning preferences of the students as to
moderator variable of sex.
Table 9. Extent by which Factor quality of teaching affecting the

language learning preferences of the students as to moderator variable
of sex.
Groups Average Description Rank
Male 2.33 MoA 2
female 2.45 MA 1
TAWN 2.39
A Total weighted average mean of 2.39 is described as “much
agree”. This shows the respondents much agree that the factor quality
of teaching affects their language learning preferences when grouped
according to sex. This implies that the teachers need further
trainings, attend seminars and meetings and conferences because this
will help them to understand their roles as teachers. With this, they
will able to teach effectively to their students. Similarly, Felipe
(2012) states that teachers attending to these seminars will help
create an effective learning environment, improve teaching-learning
40
situations, keep updated on modern instructional devices and inspire
them to become better teachers in the modern world. Also, Sanders and
Rivers (2016) stated that the influence of teachers is the single most
important factor in determining achievement of students.
As shown on the table, the female respondents obtained the
highest mean of 2.45 described as “much agree”. On the other hand,
male respondents obtained a mean of 2.33 described also as “much agree”
that the quality of teaching affect their Learning preferences in
English. The results shows that both males and females are affected
with the quality of teaching. These results are due to the ways of
teachers teach English or the teaching strategies and methods that
was applied on the teaching and learning process. Thus, it affect the
attentiveness of the students and will no longer pay attention.
According to Erickson (1978) cited by Gozalo (2014), “effective
learning in the classroom depends on the teacher’s ability to maintain
interest that brought students to the course in the first place”. Phil
Schlecty (1994) cited by Gozalo (2014) further added that students
who understand the lesson tend to be more engaged and show different
characteristics such as they are attracted to work, persist in the
work despite challenges and obstacles, and take visible delight in
accomplishing their work. In developing students understanding to
learn important concepts, teacher may use variety of teaching
strategies that would work best for the students.
Table 10 presents the summary of ANOVA of quality of teaching as to
moderator variable of sex.
Table 10. Summary of ANNOVA of quality of teaching as to sex

Variation
41
Groups
Within 0.868 18 0.048
Groups
Total 1.000575 19
Decision: Significant/Rejected
The table presents the summary of ANOVA of factor quality of
teaching when they are grouped according to sex.
greater than probability value of 0.114 at 0.05 level of significance,
hence, the null hypothesis is rejected.
This indicates that there is a significant difference on the
extent of which the quality of teaching affects the language learning
preferences of senior high school students in English when they are
grouped according to sex.
In conclusion, their biological sexes of male or female determine
the extent of which the quality of teaching affect the language
learning preferences of senior high school students in English.
Table 11 presents the extent by which factor quality of teaching
affecting the language learning preferences of the students as to
moderator variable of age.
Table 11. Extent by which Factor quality of teaching affecting the

language learning preferences of the students as to age.

Ages 15-16 2.53 MA 2
Ages 17-18 2.55 MA 1
Ages 19 and 2.24 MoA 3
above
TAWN 2.44
42
The total weighted average mean of 2.44 signifies that the
respondents “much agree” that the quality of teaching affects their
language learning preferences when they are grouped according to sex.
This implies that teachers have low quality of teaching which allows
the students to have poor performance in English. If teaching quality
is low, students’ achievements are also low. Similarly, James Wyckoff
(2012) found that low-quality of teaching by teachers as measured by
experience, degree level, certification, and college attendance are
more likely result into low performing students.
Respondents ages 17-18 obtained the highest mean of 2.55.
followed by the respondents ages 15-16 which obtained a computed mean
of 2.53. Both groups and mean were described as much agree. This means
that students ages 15-16 and students ages 17-18 much agreed that they
are being affected with the quality of teaching in learning English
language. On the other hand, students aged 19 and above obtained a
mean of 2.24 described as “moderately agree”. This implies that younger
students are likely more affected than the older students which means
that older students are more matured to think of alternative strategies
in learning when they are not satisfied with the way the teachers
deliver their lessons. Which is why the older students tend to perform
better in English than the younger students. However, regardless of
their age, they are still affected with the quality of teaching of
their teachers. Herwiana (2017) found out that the older is better in
learning the language. However, he further added that it does not
matter whether students learn in younger age or in older age. As long
as they have motivation to learn, they will be successful in acquiring
the language. Therefore, English teachers have to create an effective
43
and innovative in teaching and learning process in order to enhance
the learner’s motivation.
Table 12 presents the summary of ANOVA of factor quality of teaching
as to moderator variable of age.
Table 12. Summary of ANNOVA with the factor of quality of teaching as

to age
Source of SS Df MS F Pvalue decision

Variation
Between 0.614 2 0.301 5.317 0.0113 rejected
Groups
Within
Groups 1.560 27 0.057785
Total 2.17468 29
The table shows the summary of ANOVA of the factor quality of
teaching when they are group according to age.
The table also shows that the computed F-value is 5.317 with a
greater than probability value of 0.0113 at 0.05 level of significance,
hence, the null hypothesis is rejected. Therefore, there is a
significant difference on the extent of which the quality of teaching
affects the communication skills of senior high school students in
English when they are grouped according to age
This indicates that their ages determine the extent of which the
quality of teaching affect the language learning preferences of senior
high school students in English.
44
Table 13 presents the extent by which Factor availability of teaching
and learning materials affecting the language learning preferences of
the students as to moderator variable of sex.
Table 13. Extent by which Factor of availability of teaching and

learning materials affecting the language learning preferences of the
students as to moderator variable of sex.
female 2.39 MA 2
Male 2.41 MA 1
TAWN 2.4
The computed total weighted average mean of 2.4 described as
much affected. This means that the school doesn’t have enough learning
materials which includes books, libraries, technologies, and other
learning materials which affects both teachers and students in
teaching and learning. This implies that the teachers and students as
well as the school are affected. Having lack of materials in teaching
allow students to not perform better and lose interest in learning
English. If the performance of students is low, the school performance
is also low. According to Lyons (2012) learning is a complex activity
that involves interplay of students’ motivation, physical facilities,
teaching resources, and skills of teaching and curriculum demands.
Availability of TLR therefore enhances the effectiveness of schools
as they are the basic resources that bring about good academic
performance in the students. The necessary resources that should be
available for teaching and learning include material resources, human
resource such as teachers and support staff and, physical facilities
such as laboratories, libraries and classrooms help improve access
and educational outcomes since students are less likely to be absent
from schools that provide interesting, meaningful and relevant
45
experiences to them. These resources should be provided in quality
and quantity in schools for effective teaching learning process.
The female respondents obtained a mean of 2.41 while male
respondents obtained a mean of 2.39 both described as much agree means
that there are no enough learning materials at school that helps to
enhance the English proficiency of the students this is why they are
being affected with the inadequacy of learning materials when they
are grouped as to sex. This implies that the male and female students
have a poor language skill and they have hard time in learning correct
usage of language because of the inadequacy of materials. This is
supported by Karemara (2013), she stated instructional materials and
supervisions have been known to contribute significant to students’
achievement in English Language. Their absence or inadequacy in
schools might hamper effective learning with eventually results into
poor achievement.
Table 14 presents the summary of ANOVA of factor availability of
teaching and learning materials as to sex.
Table 14. Summary of ANNOVA of factor availability of teaching and

learning materials as to sex
Source of SS Df MS F P-value F crit

Variation
Between 0.00098 2 0.00049 0.009 0.991273 Accepted
Groups
Within
Groups 0.94982 17 0.055872
Total 0.9508 19
Decision: Not Significant/Accepted
The table presents the ANNOVA on the extent of factor
availability of teaching and learning materials when they are grouped
according to sex.
46
As shown on the table, the F-computed value of 0.009 is less
than the P-value of 0.991 at 0.05 level of significance, hence, the
null hypothesis is accepted.
This indicates that there is no significant difference in the
perceptions of the students in the extent of which the factor
availability of teaching and learning materials affects the
communication skills of the students when grouped according to sex.
Thus, the moderator sex has no influence on the factor which is
availability of teaching and learning material to the Language
learning preferences of the senior high school in Kalinga National
High School.
Table 15 presents the extent by which factor availability of teaching
and learning materials affecting the language learning preferences of
the students as to moderator variable of age.
Table 15. Extent by which Factor availability of teaching and learning

materials affecting the language learning preferences of the students
as to moderator variable of age.

Ages 15-16 2.43 MA 2
Ages 17-18 2.42 MA 3
Ages 19 and 2.57 MA 1
above
TAWN 2.47
The table shows a total average weighted mean of 2.47 described
as much agree that the students are affected with the availability of
teaching and learning materials when grouped as to age. This implies
that learning resources are very significant in the acquisition of
English language to the students ages 15-19 and above and the students
need enough resources in order to learn English easy and effectively.

47
Bitamire (2015), states that availability of textbooks and other
learning materials have a positive correlation on student’s
performance because they facilitate understanding of abstract concepts
& directing attention, guide thinking, provide Feedback and help in
class control.
As shown in the table, students ages 19 and above obtained the
highest mean of 2.57, followed by students ages from 15-16 with a mean
of 2.43 and students ages 17-18 having a mean of 2.42. However, all
the three groups are described as “much agree” that their language
learning preferences are being affected with the availability of
teaching and learning materials. This implies that the Inadequacy of
the instructional materials cause the students hardships in learning
the language that could lead into poor performance in English.
Similarly, Zekhel (2015) stated that its unavailability causes a huge
distress to students since they are unable to learn to their fullest
potential because they are not being given the proper resources. Keisha
(2014) states that the presence of these materials either visual or
audio, is a significant tool in enhancing learning. Their availability
and Adequacy enhance effective learning and better performance in
English by the students, teaching and learning materials are regarded
as very important in enhancing learning in schools.
Thus, regardless of age, the students are affected with
availability of teaching and learning materials in developing their
English proficiency. This finding is supported with the findings of
Naisianoi (2020) wherein the result of her papers showed that teaching
and learning materials availability has a positive and statistically
significant influence on the development of high school students in
Karunga Zone Gilgil Sub Country.
48
Table 16 presents Summary of ANNOVA of factor availability of teaching
and learning materials as to moderator variable of age.
Table 16. Summary of ANNOVA of factor availability of teaching and

learning materials as to age.
Source of SS Df MS F Pvalue F crit

Variation
Groups
Within
Groups 1.079636 30
0.035988
Total 1.239855 32
The table shows the summary of ANNOVA of the factor availability
of teaching and learning materials to the senior high school when
grouped according to age.
As shown in the table, the F-tabular value of 2.226 is higher
than the P-value of 0.125 at 0.05 level of significance. Hence, the
null hypothesis is rejected.
This indicates that there is significant difference in the
perceptions of the respondents on the extent of factor availability
of teaching and learning materials on the Language learning
preferences of senior high school students when grouped as to age.
Thus, that the moderator age has no influence on the factor which
is availability of teaching and learning material to the Language
learning preferences of the senior high school in Kalinga National
High School.
49
Table 17 presents the extent by which the factor family background
affecting the language learning preferences of students as to sex.
Table 17. Extent by which factor family background affects the language
learning preferences of students as to moderator variable of sex.

male 1.95 MoA 2
Female 2.28 MoA 1
TAWN 2.12
as “moderately agree” that the student’s family backgrounds affect
their language learning preferences in English. This implies that some
of the students are not affected with their family background because
they have a strong relationship with their parents. Their
parents/guardians are involved in their academic life which influences
the students in learning. Similarly, Kundu (2010) believed that home
background is the most significant primary factor which influences
and shapes children’s attitudes, personality and behavior patterns
that lead to good performance at schools. They observe that students'
success at schools is closely related to some aspects of their home
backgrounds. Ezewu (2010) posits that the more the parents motivate
their children, the more the children will perform better.
The female respondents obtained a mean of 2.28 while male
respondents have a mean of 1.95 both described as moderately agree.
However, female respondents are more affected with their family
background which implies that women are more strongly influenced by
their family background since their behaviors and decisions are
generally more closely monitored and supervised by their parents. In
other words, they are dependent on their parents. According to Mithcell
(2014) cited by Mulder (2010), women tend to have closer relationship

50
with their parents than men. so, when women are more dependent on
their parents, they will be more affected when parents lack support
to their children on their academic life.
Table 18 presents the summary of ANOVA of factor family background as
to moderator variable of sex.
Table 18. Summary of ANNOVA of factor family background as to sex

Variation
Groups
Within
Groups 0.620767 10 0.062077
Total 0.947467 11
The table presents the ANNOVA on the extent of factor family
background effects on the Language learning preferences of the
students when they are grouped according to sex.
As shown on the table, the F-computed value of 5.263 is higher
null hypothesis is rejected.
Thus, there is significant difference in the perceptions of the
students in the extent of which the factor family background affects
the Language learning preferences of the students when grouped
according to sex. The moderator sex has influence on the factor which
is family background to the Language learning preferences of the senior
high school in Kalinga National High School.
Table 19 presents the extent by which factor family background affects
the language learning preferences of students as to age.
51
Table 19. Extent by which factor family background affects the language
learning preferences of the students as to moderator variable of age
Groups Mean Description Rank

Ages 1516 2.17 MoA 1
Ages 1718 2.12 MoA 2
Ages 19 2.05 MoA 3

and above
TAWN 2.11
as “moderately agree” that the students’ family background affects
the language learning preferences of the students when grouped as to
age. This implies that other students have enough materials at home
but others don’t have which they can use in learning English.
Similarly, Downey (2015) measured the presence of a physical
environment conducive to studying, and other educational materials in
the home to assess achievement in households. As an element of parental
economic resources, the presence of these items of affected academic
achievement in a positive manner. Orr (2013) found that the presence
of educational resources (i.e., books) in the home is positively
correlated with academic achievement. These results support the notion
that the educational environment in the home supports positive
academic achievement.
As shown in the table, students ages 15-16 obtained the highest
mean of 2.17, followed by students ages from 17-18 with a mean of 2.12
and students ages 17-18 having a mean of 2.05. However, all the three
groups regardless of the rank and age are described as “moderately
agree”. This implies that some of the students lack motivations and
support of their parents and their parents are not involved on their
52
academic life. With this, the students are affected with their learning
habits and make them loose interest in learning. Zhonglu and Zeqi
(2018) stated that parents must be involved with the academic life of
their children because parenting behavior and educational support for
their children could cultivate children’s learning habits and affect
academic performance.
Table 20 presents the summary of ANOVA of factor family background as
to moderator variable of age.
Table 20. Summary of ANNOVA of factor family background as to age
Source of SS Df MS F Pvalue F crit

Variation
Between 0.045633 2 0.022817 0.300 0.745 Accepted
Groups
Within
Groups 1.141367 15 0.076091
Total 1.187 17
Decision: Not Significant/Accepted
The table shows the summary of ANNOVA of the factor family
background to the senior high school when grouped according to age.
As shown in the table, the F-tabular value of 0.300 is lower
null hypothesis is accepted.
Thus, there are no significant difference in the perceptions of
the respondents on the extent of factor family background on the
Language learning preferences of senior high school students when
grouped as to age.
the moderator age has influence on the factor which is family
background to the Language learning preferences of the senior high
school in Kalinga National High School.
53
Chapter IV
This chapter presents the summary of findings, conclusions and the
recommendations.
Summary of findings
This section summarizes the findings of the study based on the research
objectives of the study.
Language learning preferences of senior high school students of
Kalinga National High School, Bulanao Tabuk City, Kalinga.
1. The students moderately agree with the suggested language
learning preferences.
2. The students much agree that they prefer learning through
language games and learning through reading.
3. The respondents much agree that they mind if the teacher
sometimes asks them to correct their own work.
4. The respondents moderately agree that when they speak, they want
to be corrected later in private.
5. The students less agree with learning from television/film and
learning individually.
6. It was noted that there is a significant difference on the
language learning preferences as to moderator variable of sex
and age.
Along the factors affecting the Language learning preferences of
senior high school students the findings are the following:
54
a. On the factor quality of teaching, the students are much agree
that teachers use language that is easily to understand.
b. The students moderately agree that teachers provide
assignments.
c. There are significant difference that were noted on the
moderator variable as to sex and age.
d. On the factor availability of teaching and learning materials,
the respondents much agree that sufficient learning materials
improves teaching and learning and teachers use visual
materials.
e. The students moderately agree that class textbooks are
adequate for English.
f. There are significant difference noted on the moderator
variable as to age while there is no significant difference
on the moderator variable of sex.
g. Factor family background, the respondents much agree that
parents/guardian attends school meetings regularly.
h. The students moderately agree that they speak English when
conversing at home.
i. A significant difference was noted on the moderator variable
as to sex while there is no significant difference on the
moderator variable as to age.
55
CONCLUSIONS
The following conclusions were drawn basing from the results of the
study:
1. The students prefer some of the suggested language learning
preferences since the students have different perceptions of
learning English language.
2. The students are motivated to learn English when language games
are integrated in teaching. Also, they can learn easily from
reading books.
3. The respondents want the teacher to let the students correct and
reflect on their own works.
4. Some of the respondents wanted to be corrected in private and
some wanted to be corrected right away.
5. The respondents don’t want to learn by watching
televisions/films and they prefer group works rather than
working tasks individually.
6. The students learn better and understand well the lessons when
simple words are used.
7. Providing assignments doesn’t help the students to learn the

English language.
8. Visual aids and other learning materials helps in the development
and improvement of the English language.
9. There are no enough textbooks which they can use in learning
English.
10. The parents/guardians are concerned with the academic life
of their children and they support their children at school which
influences and motivates the students to learn English.
56
11. The respondents usually use their native language in
conversing at home.
RECOMMENDATIONS
It is therefore recommended that:
1. The teacher should consider that students have different
language learning preferences and see to it that their teaching
styles and preferences accommodate the needs and preferences of
the students.
2. The teacher should continue integrating language games in
teaching since it increases participation and interaction among
the students.
3. The teacher should provide more reading materials to the students
which help them to explore more things that helps in learning
English.
4. The teacher should give opportunity to students to correct their
own works.
5. The teacher should consider the differences among the students.
Before correcting one’s mistake, the teacher should see to it
that no one is offended.
6. The researcher recommends that teachers need to train the
students to work independently through giving some individual
reading materials or making reflection papers from the reading
material.
7. The teacher should continue using words that are easily to
understand by the students to avoid misunderstanding or
misinformation.
57
8. The teacher should refrain from giving assignments so that
students will have time to rest and relax at home.
9. The researcher recommends that teachers should continue using
visual materials because most of the students are visual
learners.
10. The school should provide enough books and other learning
materials for the students and teachers so that everyone can
have an access of the books and it helps in enhancing English
language and so that teachers can teach effectively.
11. Parents also must be aware and involve on the academic life
of their children such as by providing them books, dictionaries
and other learning materials so that the students will be
motivated to learn and in order for the parents to track the
development of their children.
12. Parents and children must practice at conversing in English
at home in order for the students to develop their speaking
skills.
58
REFERENCES
Agnihotri, P. K., & Khanna, A. L. (1994) Second language acquisition:
Social-cultural and linguistic aspects of English in India. New Delhi:
Sage
https://www.teachingenglish.org.uk/article/mother-tongue-other-
tongue
Cabigon,M.(2015) State of English in the Philippines.British Council
https://www.britishcouncil.ph/teach/state-english-philippines-
should-we-be-concerned-2
Ali1, S. Haider, Z., Munir1, F. Khan, H. & Ahmed, A. (2013). Factors
Contributing to the Students’ Academic Performance. A case study of
Islamia University, Sub-Campus. Science and Education Journal, Vol. 1
issue8 pp1-10.
https://www.researchgate.net/publication/309875452_Factors_Affecting
_Students'_Achievement_in_English_Language_Learning
Willow Pangket,(2019)Oral English Proficiency: Factors Affecting the
Learners' Development
Https://www.researchgate.net/publication/335631773_oral_English_Prof
iciency.
Brown, H. D. (2000) Principles of language learning and teaching. New
Jersey, NJ: Prentice Hall.
https://www.iiste.org/Journals/index.php/JEP/article/viewFile/17455/
17714
59
Musa J.K (2012) Gender differences in Achievement Goals. Department
of Maiduguri, University of Maiduguri, P. M. B. 1069, Maiduguri, Borno
State, Nigeria
https://files.eric.ed.gov/fulltext/EJ1115862.pdf
Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, J., Mood,
A.M., Weinfeld, F.D., &
York. R.L. (1966). Equality o f educational opportunity. Washington,
DC:U.S.Government Printing Office.
https://www.dictionary.com/browse/education
https://g.co/kgs/bYQtYs
https://www.teachmint.com/glossary/i/instructional-materials/
https://ballotpedia.org/Academic_performance
60
Research Questionnaires
Part 1 : Student Profile
Name (optional):________________________ Grade

level:______
Sex: [ ] Male. [ ] Female
Age: [ ] 15-16 [ ] 17-18
[ ] 18-19 [ ]20 and above
LEGENDS: MA- Much Agree MoA- Moderately Agree LA-less Agree
Part II: Language Learning Preferences
Statement MA MoA LA
1. I am satisfied with my achievement in English

Language.
2. In class I like learning individually.
3. In class I prefer learning with pairs or within
groups.
4. I like to spend my time preparing for the next
class.
5. I like to spend my time, reviewing the day’s work.
6. I prefer to spend my learning in the classroom and

sometime practicing my English with people outside.
7. I like learning by listening.
8. I like learning by reading.
9. I like learning while copying from the board.
10. I like learning by listening while taking notes.
11. I like learning by reading while making notes.
12. I like learning by repeating what I hear.
13. I like learning by making summaries.

14. When learning new vocabulary, I do like learning
by using new words in a sentence.

by thinking of relationships between known and new.

by saying or writing words several times.
61
by avoiding verbatim translation.
18. When I speak, I want to be corrected immediately
in front of everyone.
20. When I speak, I want to be corrected later in
private.
21. I mind if other students sometimes correct my
written work.
22. I mind if the teacher sometimes asks me to correct
my own work.
23. I like learning from television/video/films.
24. I like learning from radio?
25. I like learning from written materials.
26. I like learning from the blackboard.

27. I like learning from pictures/posters.
28. I like learning through role play.
29. I like learning through language games.
30. I like learning through songs.
31. I like learning by talking with and listening to

other students.
32. I like learning through memorizing
conversations/dialogue.
33. I like finding out how much my English is
improving by written tasks set by the teacher.
34. I like finding out how much my English is
improving by seeing if I can use the language, I have
learned in real-life situation.
35. I get a sense of satisfaction from having my work

graded.
36. I get a sense of satisfaction by being told that
I have made progress.
37. I get a sense of satisfaction by feeling more
confident in situations that
I found difficult before.
62
Part III: Factors Affecting the communication skills of the students
Quality of Teaching MA MoA LA
Teachers let us write compositions using English Language.
Teachers let us read English set books.
Teachers let us speak in English inside the classroom.

Teachers uses language that is easily to understand.
Teachers let us do group discussion
Teachers provide assignments
Teachers supervise students in speaking English

Teachers give compliments to students
Teachers are fluent in speaking English
Teachers have been highly commitment to improve school
performance in English
Availability of teaching and learning materials MA MoA LA
Class textbooks are adequate for English.

Teachers let us use variety of materials that stimulates
students’ involvement in the learning process
Teachers uses visual materials in teaching
Sufficient learning materials improves teaching and

learning.
The school got sufficient English teaching and learning
materials
Availability of teaching and learning materials improves
the effectiveness of teaching.
The class sizes of the school are small hence enhancing
teacher student interaction in teaching
Small class sizes enable individual student attention in
the teaching of English
Sufficient time is allocated for learning of English thus

facilitating its improvement.
63
Presence of learning materials has built students
interest in learning of English.
Availability of enough teachers of English has improved
students’ achievement in English
C. Family Background
At home; MA MoA LA
My parents/guardian talks to me about the importance of

English.
My parents/guardian attends school meetings regularly
We speak in English when having conversation.
My parents/ guardian provides books to enhance English

learning
My parents/guardian is involved in my academic life
We have reference books like dictionaries
64
65

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Chapter 1

Background of the Study

Language is one of the most useful tools we have as humans.

Without it we could not think thoughts expressible to others, nor

could we engage in the activities that commonly take place in the

society we build ourselves. Today, English language plays a very

communication especially in interacting to other people across

countries. The English Language helps us to communicate with nearly

Language is very important in education. For instance, Campbell

the medium of language, thus, language is very significant in the

education process. Additionally, ADEA (2015) argues, “Language is not

everything in education, but without language, everything is nothing

in education” (p. 5). Language plays a crucial role in learning, and

if the learner is handicapped in the language of instruction, then

the learner will not be communicating (Malekela, 2013).

The medium of instruction is the English language used by the

teacher to teach. Teaching the language, or educational content,

through the target language increases the amount of exposure the

learner gets to it, and the opportunities they have to communicate in

it, and therefore to develop their control of it.

English-speaking nations with majority of its population having at

one of the official languages of the Philippines and is spoken by more

than 14 million Filipinos. It is the language of commerce and law, as

well as the primary medium of instruction in education.

Pupils’ performance has been an issue of great concern since the

beginning of modern education. Majority of the countries have realized

that in the heart of educational process are the pupils. Further it

good performance are destined for failure (Glewwe2012). Globally, the

main objective of education in any democratic society is to provide

learners with quality education that enlightens them to be productive

members of the society (Kundu & Tutoo 2010). With globalization,

English has been embraced as one of the commonly used means of

world of science, globalization, commerce, trade, politics, history,

education, entertainment, media and technology (Kagan, 2014).

Mosha (2014) said that, students’ performance was affected by shortage

of English teachers and absence of teaching and learning materials.

Her findings showed that, the presence of untrained, underqualified

and trained teachers who are incompetent resulted to skip teaching

some difficult topics in the syllabus and students’ infrequent use of

English language at school and home, large class size, teachers’

responsibilities, poor conducive teaching and learning environment in

the factors that affecting students’ academic performance in English

teaching at secondary school level is affected by the low proficiency

in English, which is the language of instruction. It is explained that

the abrupt switch over to English as the medium of instruction from

our native language, which is the language of instruction at primary

school, has tended to shock the pupils thus affecting their

performance. To some extent this contributed to students’ low

performance not only in English subject but other subjects taught in

The question of which medium of instruction to use, and the

impact on learners and learning, is a complex one. It is useful to

example, it may fit the aims to give all classroom instructions in

English in a low-level class, because this is useful exposure to new

language and will be learnt, but explaining the methodology behind an

activity to the same group might be done in L1.

Thus, the study seeks to find answers why students' performances

the students in learning and performing English Language. The results

of the study will be significant for students, teachers, to the school

Conceptual Framework (Narrative)

English language is a very significant tool we used for

communication and it had been known to be the medium of instruction

used worldwide. Learning English language is also being determined by

students in performing better in English. The conceptual framework

indicates the relationship between the dependent variable which is