APPENDICES

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

Chapter 4……………………………………………………………………………………………

A. Profile of the Participants…………………………………………………………..

B. Communicative Competence of the Participants…………………………..

C. Learning Competencies……………………………………………………………..

D. Questionnaire…………………………………………………………………………..
Statistical Treatment of Data

The researcher used the following statistical tools to analyze and give meaning

to the meaningless numbers, thereby breathing life into lifeless data.

Frequency Distribution. Frequency is the number of occurrences of a

repeating event per unit time. This distribution was used in the profile of the

participants in terms of Gender, Major, and General Weighted Average.

Percentage Distribution. Percentage is the ratio of a portion of a number

over the total items multiplied by 100. In general, it is a display of data that

indicates the percentage of observations for each data point or grouping of data

points. In this study, percentage distribution was employed to determine the profile

of the participants in terms of Gender, Major, and General Weighted Average.

Standard Deviation. A standard deviation (or σ) is a measure of how

dispersed the data is in relation to the mean. Low standard deviation means data

are clustered around the mean.

Weighted Mean. This statistical method calculates the average by

multiplying the weights with their respective mean and taking its sum. It is a type of

average in which weights assign individual values to determine the relative

importance of each observation. This was utilized in this study to measure the

Communicative Competencies and Learning Competencies of 3rd year students in

the College of Education.

Profile of the Participants

Table 1 presents the participants’ profile in terms of gender and major.

Gender. There were 100 participants of the study. Of the 100 participants,

50% were males and 50% also were females.

Major. In terms of majors, the same number 20 or 20% were taken as

participants’ majoring in English, General Science, Social Science, Mathematics and

Physical Education.

Table 1. Profile of the Participants

Profile F %

(N = 100)

Gender

Male 50 50.0

Female 50 50.0

Major

English 20 20.0

General Science 20 20.0

Social Science 20 20.0

Mathematics 20 20.0
 Physical Education 20 20.0

Communicative Competence of the Participants

Shown in Table 2 is the communicative competence of the participants in

terms of linguistics, socio-linguistics, discourse and strategic competence.

Table 2. Communicative Competence of the Participants

The table above indicates that 18.8 % have chosen Strongly Agree that they

feel confident in using the English Language, while 52.1 % answered Agree. 20.8 % of

the remaining chose Undecided and the remaining 8.3 % chose to answer Disagree.

The second section of the questionnaire sought to identify the Sociolinguistic

Competence of the third year students. The responses to the questions for the second

variable are summarized in the tables below.

4.2 B. Sociolinguistic Competence

I can only talk about certain topics.

VARIABLE PERCENTAGE

Strongly Agree 14.6 %

Agree 54.2 %

Undecided 20.8 %

Disagree 8.3 %

Strongly Disagree 2.1 %

Total: 100 %

The table shows 14.6 of the third year students chose Strongly Agree. 54.2 %

Agree that they talk only about certain topics. The 20.8 % have chosen to become

Undecided while 8.3 % Disagree. The remaining 2.1 % answered Strongly Disagree.

I can express my preference in various matters.

VARIABLE PERCENTAGE

Strongly Agree 22.9 %

Agree 58.3 %
Undecided 16.7 %

Disagree 2.1 %

Strongly Disagree 0%

Total: 100 %

This table shows that, 22. 9 % Strongly Agree that they can express

preferences in various matters. On the other hand, 58.3 % Agree, while 16.7 % chose

to answer Undecided. The remaining 2.1% have answered Disagree.

I can voice out my opinion.

VARIABLE PERCENTAGE

Strongly Agree 22.9 %

Agree 45.8 %

Undecided 20.8 %

Disagree 10.4 %

Strongly Disagree 0%

Total: 100 %
 This table shows that 22.9 % answered Strongly Agree that they can voice out

their opinion while, 45.8 % Agree. 20.8 % for the Undecided and 10.4 % chose to

Disagree.

The third section of the questionnaire sought to identify the Discourse

Competence of the third year students. The responses to the questions for the third

variable are summarized in the tables below.

4.3. Discourse Competence

I am always prepared to speak in class.

VARIABLE PERCENTAGE

Strongly Agree 14.6 %

Agree 37. 5 %

Undecided 27.1 %

Disagree 16.7 %

Strongly Disagree 4.1 %

Total: 100 %

This table shows that 14.6 % Strongly Agree that they are always prepared to

speak in class. 37.5 % answered Agree while 27.1 chose to answer Undecided. 16.7 %

Disagree and 4.1 % Disagree.

I am always confident when there is a speaking task.

VARIABLE PERCENTAGE

Strongly Agree 18.8 %

Agree 25 %

Undecided 27.1 %

Disagree 20.8 %

Strongly Disagree 8.3 %

Total: 100 %

This table shows that 18.8 % answered Strongly Agree, 25% answered agree

while 27.1% of the Students answered that they are confident in speaking tasks. 27.1

were Undecided, while 20.8% answered Disagree, and the remaining 8.3 answered

Strongly Disagree.

I prefer not to speak because I don’t have the courage.

VARIABLE PERCENTAGE
Strongly Agree 22.9 %

Agree 27.1 %

Undecided 16.7 %

Disagree 27.1 %

Strongly Disagree 6.3 %

Total: 100 %

The table above shows that both 27.1% of the students answered Agree and

Disagree. 22.9% answered Strongly Agree while 16.7% answered Undecided and the

remaining 6.3% answered Strongly Disagree as they don’t have the courage to speak.

The fourth section of the questionnaire sought to identify the Strategic

Competence of the third year students. The responses to the questions for the fourth

variable are summarized in the tables below.

4.4 Strategic Competence

I am able to observe the learning procedure in class.

 VARIABLE PERCENTAGE

Strongly Agree 31.3 %

Agree 60.4 %

Undecided 8.3%

Disagree 0 %

Strongly Disagree 0 %

Total: 100 %

This table shows that 60.4% of the students answered Agree while 31.3%

Strongly Agree and the remaining 8.3% answered Undecided as to whether the

students were able to observe the learning procedures in class.

I participate in class discussions and tasks.

VARIABLE PERCENTAGE

Strongly Agree 25 %

Agree 56.3 %

Undecided 10.4 %

Disagree 8.3 %
 Strongly Disagree 0 %

Total: 100 %

The table above shows that in participation in class discussions and tasks, 25%

chose to answer Strongly Agree, 56.3 % Agree. 10.4 % have answered Undecided and

8.3 % chose to Disagree.

I am able to connect my learning in class, in-real life situations.

VARIABLE PERCENTAGE

Strongly Agree 35.4 %

Agree 5o %

Undecided 14.6 %

Disagree 0 %

Strongly Disagree 0 %

Total: 100 %

The table shows that 50% of the students answered Agree while 35.4%

answered Strongly Agree and the remaining 14.6% answered Undecided in

connecting their learning in class in real life situations.

4.5 Learning Competencies

Observation

The fifth section of the questionnaire sought to identify the Strategic

Competence of the third year students. The responses to the questions for the fifth

variable are summarized in the tables below.

Carefully observe a situation in the classroom

VARIABLE PERCENTAGE

Novice 0 %

Advance Beginner 29.2 %

Competent Performer 35.4 %

Proficient Performer 20.8 %

Expert 10.4 %

Total: 100 %

The table above shows that in carefully observed situations in the classroom,

35.4% chose to answer Competent Performer 29.2% Advanced Beginner. While

20.8 % have answered Proficient Performer and 10 % chose to answer Expert.

Display such a situation as a rich picture

VARIABLE PERCENTAGE

Novice 8.3 %
 Advance Beginner 37.5 %

Competent Performer 41.7 %

Proficient Performer 8.3 %

Expert 0. %

Total: 100 %

The table above shows that 41.7% answered Competent Performer while

37.5% answered Advanced Beginner and both 8.3% of the students answered Novice

and Proficient Performer in displaying situations as a rich picture.

Allow for examination of the whole situations before drawing conclusion

VARIABLE PERCENTAGE

Novice 12.5 %

Advance Beginner 29.2 %

Competent Performer 41.7 %

Proficient Performer 0 %

Expert 10.4 %

Total: 100 %
 This table shows that, 41. 7 % answered Competent Performers as they allow

examinations in a whole situation before drawing conclusions. On the other hand,

29.2 % Advanced Beginner while 12.5 % chose to answer Novice The remaining

10.4% answered Expert.

Participation

Recognize values and goal conflicts of different students in the classroom

VARIABLE PERCENTAGE

Novice 0%

Advance Beginner 27.1 %

Competent Performer 41.7 %

Proficient Performer 14.6 %

Expert 12.5%

Total: 100 %

The table above indicates that 41.7 % have chosen Competent Performer as

they recognize the values and goal conflicts of different students in the classroom

while 27.1 % answered Advance Beginner. 14.6 % of the remaining chose Proficient

Performer and a remaining 12.5 % chose to answer Expert.

Participate in class activities with commitment and dedication

 VARIABLE PERCENTAGE

Novice 6.3 %

Advance Beginner 27.1 %

Competent Performer 37.5 %

Proficient Performer 14.6 %

Expert 14.6%

Total: 100 %

This table shows that 37.5 % answered Competent Performer, 27.1% answered

Advance Beginner while both 14.6% of the students answered Expert and Proficient

Performer in participating in class activities with commitment and dedication and a

remaining 6.3% answered Novice.

Empathize with the goals and feelings of your fellow students inside the

classroom

VARIABLE PERCENTAGE

Novice 0%
Advance Beginner 27.1 %

Competent Performer 33.3 %

Proficient Performer 18.8 %

Expert 16.7%

Total: 100 %

The percentage in this table shows that 33.3 % of Competent Performers that

the third year students empathize with the goals and feelings of fellow students in a

classroom 27.1 % chose to answer Advance Beginner while 18.8 % have chosen

Proficient Performer and a remaining 16.7 % answered Expert.

Visioning

Envision situation that do not yet exist

VARIABLE PERCENTAGE

Novice 10.4 %

Advance Beginner 29.2 %

Competent Performer 33.3 %

Proficient Performer 16.7 %

Expert 10.4%
 Total: 100 %

This table shows that 33.3 % answered Competent Performers as they can

envision situations that do not yet exist while 29.2% Advanced Beginners. 16.7 % for

the Proficient Performer while both 10.4% of the students answered Expert and

Novice.

Articulate innovative ways of approaching challenges

VARIABLE PERCENTAGE

Novice 0%

Advance Beginner 31.3 %

Competent Performer 45.8 %

Proficient Performer 10.4 %

Expert 8.3%

Total: 100 %

The table above shows that in articulating innovative ways of approaching

challenges, 45.8% chose to answer Competent Performer, 31.3 % Advanced Beginner.

10.4 % have answered Proficient Performer and 8.3 % chose Expert.

Reflection

Knowledge about English Language

 VARIABLE PERCENTAGE

Novice 6.3 %

Advance Beginner 27.1%

Competent Performer 45.8 %

Proficient Performer 16.7 %

Expert 0%

Total: 100 %

This table shows that 45.8 % Competent Performers have knowledge about

English Language 27.1 % answered Advance Beginner while 16.7% chose to answer

Proficient Performer and a remaining 6.3% answered Novice.

Connect experiences to own personal development

VARIABLE PERCENTAGE

Novice 0%

Advance Beginner 22.9%

Competent Performer 35.4 %

Proficient Performer 31.3 %

Expert 6.3%

Total: 100 %
 The table shows that 35.4 % of the students answered Agree, 31.3% answered

Proficient Performer while 22.9% answered Advance Beginner and the remaining

6.3% answered Expert in connecting experiences to own personal development.

Self-guided learning

VARIABLE PERCENTAGE

Novice 6.3 %

Advance Beginner 22.9%

Competent Performer 33.3 %

Proficient Performer 29.2 %

Expert 8.3%

Total: 100 %

The percentage in this table shows 33.3 % Competent Performers. 29.2 %

chose to answer Proficient Performer while 22.9 % chose Advance Beginner, 8.3%

answered Expert and a remaining 6.3% Novice in self guided learning.

Awareness of the role of reflection in personal learning and development

VARIABLE PERCENTAGE

Novice 0%

Advance Beginner 20.8%

Competent Performer 41.7 %

Proficient Performer 27.1 %

Expert 6.3%

Total: 100 %

The table above indicates that 41.7 % have chosen Competent Performer as

students are aware of the reflection in personal learning and development while 27.1

% answered Advance Beginner. 20.8% of the remaining chose Proficient Performer

and a remaining 6.3 % chose to answer Expert.

Dialogue

Understand and respect others people’s view

VARIABLE PERCENTAGE

Novice 0%

Advance Beginner 14.6%

Competent Performer 27.1 %

Proficient Performer 25 %

Expert 29.2%

Total: 100 %

This table shows that 29.2% of the students answered Expert while 27.1 %

Competent Performer and 25% in Proficient Performer the remaining 14.6%

answered Advance Beginner to understand and respect other people’s view.

Set formal roles and competencies aside when needed in a conversation

VARIABLE PERCENTAGE

Novice 0%

Advance Beginner 22.9%

Competent Performer 43.8 %

Proficient Performer 18.8 %

Expert 12.5%

Total: 100 %

The percentage in this table shows 43.8 % Competent Performers that third

year students set formal roles and competencies aside when needed in a

conversation. 22.9% chose to answer Advanced Beginner while 18. 8 % have chosen

Proficient Performer and a remaining 12.5 % answered Expert.

Research Instrument

The two survey-questionnaires were used to gather the data for this

research. The researchers disseminated the survey-questionnaire by the use of

google form to easily access and to make it convenient for the respondents as well.

The questionnaires were made using a scaling wherein the respondents chose one

of the choices given as their response to a specific questionnaire. Our

questionnaire has two surveys, which consists of communicative competencies

and learning competencies. The first indicates the personal profile of our

respondents which includes their name, section and course. The second part takes

a specific factor on finding out their communicative competencies and the third

part takes a specific factor on finding out their learning competencies. The

respondents answered the questionnaire by the use of scaling. In this type of

questionnaire, respondents were given choices as their answer. The statistics that

we will use to determine the results of our study are the standard deviation,

frequency distribution, percentage distribution, and weighted mean. For the

validity and reliability, we validated first our survey-questionnaires to one of the

professional and expert when it comes to grammar and test validation, as for our

statistics we also seek a validation to one of the expert statistician in order for us

to get the numerical results of our study.

The scoring and interpretation of our survey-questionnaire, we put 5 points

for very competent in communicative competencies and expert in learning

competencies, 4 points for competent in communicative competencies and

proficient performer in learning competencies, 3 points for moderately competent

in communicative competencies and competent performer in learning

competencies, 2 points for fairly competent in communicative competencies and

advanced beginner in learning competencies, and the last is 1 point for poorly

competent in communicative competencies and novice in learning competencies.