RELATED FACTORS AND GRAMMATICAL COMPETENCE OF ENGLISH

MAJORS IN LAGUNA STATE POLYTECHNIC UNIVERSITY–

SAN PABLO CITY CAMPUS
A.Y. 2013-2014

An Undergraduate Thesis
Presented to the Faculty of College of Teacher Education
Laguna State Polytechnic University
San Pablo City Campus

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Secondary Education
Major in English

JHERWIN P. CABRERA
November 2014
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Republic of the Philippines

Laguna State Polytechnic University
San Pablo City Campus
COLLEGE OF TEACHER EDUCATION

APPROVAL SHEET

This research titled, “RELATED FACTORS AND GRAMMATICAL

COMPETENCE OF ENGLISH MAJORS IN LAGUNA STATE POLYTECHNIC
UNIVERSITY–SAN PABLO CITY CAMPUS A.Y. 2013–2014” prepared and
submitted by Jherwin P. Cabrera as partial fulfillment of the requirements for the
degree of Bachelor of Secondary Education Major in English is hereby recommended for
approval and acceptance.

CECILIA B. DIVA, M.A.

Adviser
Approved and Accepted by the Committee on Oral Examination with a grade of ______.

VLADIMIR P. REYES NERISSA Y. BILO, M.A.T.

Statistician Technical Editor

MAURO D. LUCIDO JR., M.A. ALEXANDER P. DELA VEGA

Subject Specialist English Critic

CECILIA B. DIVA, M.A.

Chairman
Accepted in Partial Fulfillment of the Requirements for the degree of Bachelor of
Secondary Education, major in English.

________________ EDEN C. CALLO, Ed.D.

Date Dean, College of Teacher Education

ELISA N. CHUA, Ph. D.

Chairperson, Research & Development Contribution No. _________
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ACKNOWLEDGMENT

This work would not be feasible without the guidance and help of several

individuals who manifested their valuable assistance in the preparation and completion of

this study. The researcher would like to extend his heartfelt and sincere thanks to these

amiable persons:

Dr. Eden C. Callo, for her support and acceptance to this research study.

Prof. Cecilia Diva, his adviser and language research professor, for always

encouraging us to finish this study and for patiently checking and accepting this

manuscript.

A/Prof. Mauro D. Lucido Jr., his subject specialist as well as Research

Professor, for giving a nice advice and untiring support for the success of this study.

Ms. Nerissa Y. Bilo, his technical editor, for keeping herself helpful whenever

the researcher was inquisitive.

Mr. Alexander Dela Vega, his English critic, for checking the grammar and

other concern of this work.

Vladimir Reyes, his statistician, for giving an accurate data and information

about the statistical tools used in this study.

To his Family and Friends, for motivating him and giving moral support in

order to maintain the researcher’s enthusiasm in accomplishing this work.

Above all, to our Loving and Almighty God, for turning the researcher a zealous

person and guiding him for all the time.

J.P.C.
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DEDICATION

This piece of work made from patience and effort is wholeheartedly dedicated TO

THE READER. The one who reads this can utter a praise of excellence or a word of

fairness or even criticize and say that an error does exist but this will be irrevocable and

still can give lots of information and more knowledge to the reader.

J.P.C.
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ABSTRACT

The purpose of this study is to find out the relationship of the Related Factors and

Grammatical Competence of English Majors in Laguna State Polytechnic University–San

Pablo City Campus A.Y. 2013–2014. This research was conducted at Laguna State

Polytechnic University – San Pablo City Campus. The respondents of this study are 30

BSED English majors of the same school.

This research sought answers to the following questions:

What is the profile of the respondents in terms of age and gender? What is the

level of the respondents in answering the English grammar test? How do the respondents

perceive the following related factors that could affect the grammatical competence of the

respondents as to: attitude towards English as a subject; school; teacher; and home? Is

there a significant relationship between the level of the respondents in the English

Grammar Test and the related factors?

Simple descriptive statistics like percentage was used to show respondents’

profile in terms of age and gender. Weighted mean was used to analyze the perception of

respondents about the related factors and Pearson Product Moment Correlation

Coefficient (r) was used to determine the relationship on the related factors and

grammatical competence of the English majors in LSPU-SPCC A.Y. 2013–2014.

The salient findings of this study are as follows:

Out of 30 respondents, majority were 18 years old and have the frequency of 11

or (36.66%); 9 or (30%) are 19 years old; 5 or (16.67%) are 17 years old; and 5 or

(16.67%) are 20 years old and above. This implies that most of the respondents are
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composed of ages 17 and above, and they were divided into two genders. 10 or (33.33%)

are males and 20 or (66.67%) are females. In the indicators of each related factor, the

learners perceived a total mean(M) of 3.0 and coefficient of variation(COV=22.90) in the

factor – Attitude towards English as a Subject with the Verbal Interpretation(VI) of

OFTEN ; School Factor M=2.14 and COV=38.75 with the VI of SOMETIMES ; Teacher

Factor M=3.05 and COV=24.38 with the VI of OFTEN ; and Home Factor M=1.87 and

COV=42.30 with the VI of SOMETIMES. In the English grammar test score, the highest

frequency of 14 or (47%) falls under the range of 95.81–100.00 which is termed for

AVERAGE; 12 or (40%) ranges from 90.61–95.80 for ABOVE AVERAGE; 3 or (10%)

ranges from 80.21–85.40 for BELOW AVERAGE; and 1 or (3%) falls under the range

from 75.00–80.20 for POOR. None among the respondents reached the grade ranges

from 95.81-100.00 which is termed for EXCELLENT. While in terms of the correlations

used in this study, the related factors as to: Attitude towards English with (r-value of

0.163 and p-value of 0.389), Teacher Factor with (r-value of 0.116 and p-value of 0.541),

School Factor with (r-value of -0.027 and p-0.888), and Home Factor with (r-value of

0.067 and p-value of 0.727) had marked as NOT SIGNIFICANT. Therefore, there is no

significant relationship between the level of the respondents in the English grammar test

and the related factors.

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TABLE OF CONTENTS

Page:
TITLE PAGE ………………………………………………….. i
APPROVAL SHEET ………………………………………………….. ii
ACKNOWLEDGMENT ………………………………………………….. iii
DEDICATION ………………………………………………….. iv
ABSTRACT ………………………………………………….. v
TABLE OF CONTENTS ………………………………………………….. vii
LIST OF FIGURE ………………………………………………….. x
LIST OF TABLE ………………………………………………….. x
REFERENCES ………………………………………………….. xii
APPENDICES ………………………………………………….. xviii
A. Letter to the Research Professor……………………………………. xix
B. Survey Questionnaire …….…………………………………...……. xx

CURRICULUM VITAE .…………………………………………………. xxvi

CHAPTER:

I. THE PROBLEM AND ITS BACKGROUND

Introduction ………………………………………………….. 1

Background of the Study……………………………………………...... 2

Theoretical Framework…………………………………………………. 3

Conceptual Framework…………………………………………………. 5

Research Paradigm …………………………………………………… 5

Statement of the Problem……………………………………………...... 6

Research Hypothesis .………………………………………………....... 6

Significance of the Study……………………………………………….. 7

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Scope and Limitations of the Study…………………………………...... 7

Definitions of Terms ………………………………………………….. 7

II. REVIEW OF RELATED LITERATURE AND STUDIES

Age …………………………………………………. 9

Gender …………………………………………………. 9

Attitude towards English as a Subject…………………………………... 12

School Factor …………………………………………………. 16

Teacher Factor …………………………………………………. 20

Home Factor …………………………………………………. 30

Grammatical Competence ……………………………………………… 33

Subject-verb Agreement ……………………………………………….. 34

III. RESEARCH MYTHODOLOGY

Research Design …………………………………………………. 36

Respondents of the Study …………………………………………………36

Research Instrument …………………………………………………. 36

Data Gathering Procedure…………………………………………………. 37

Statistical Treatment of Data…………………………………………….. 37

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Age …………………………………………………. 38

Gender …………………………………………………. 38

Attitude towards English as a Subject…………………………………… 39

School Factor …………………………………………………. 40

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Teacher Factor …………………………………………………. 41

Home Factor …………………………………………………. 42

English Grammar Test Score ……………………………………………. 43

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary …………………………………………………. 45

Conclusion …………………………………………………. 46

Recommendations …………………………………………………. 47
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List of Figure

1. Research Paradigm……………………………………………….. 5

2. Respondents’ English Grammar Test Score……………………… 43

List of Table

1. Distribution of the Respondents as to Age…………………….. 38

2. Distribution of the Respondents as to Gender…………………. 38

3. Mean Perception of Respondents on the

Attitude towards English as a Subject………………….. 39

4. Mean Perception of Respondents on School Factor…………..... 40

5. Mean Perception of Respondents on Teacher Factor………….. 41

6. Mean Perception of Respondents on Home Factor…………..... 42

7. Verbal Interpretations on the

English Grammar Related Factors……………………… 44