The Factors Affecting the Listening Comprehension to the Academic

Performance of Grade 10 Students of Holy Cross of Agdao

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A Research Presented to the Junior High School Faculty of

Holy Cross of Agdao

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In Partial Fulfilment of the Requirements in

ENGLISH 1O

_______________________________

By:

Fernandez, Debbie Noemie

Sumalpong, Rhea Crystelle
Perez, Zuleyka Yvonne
Inocando, Knayeza
Palubon, Rhian Jay
Pontemayor, Joel
Zanoria, Daniel

January 2024

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 Table of Contents

Page

Title Page 1

Table of Contents 2

Chapter 1-The Problem and its Scope

Rationale of the Study 6

Statement of the Problem 8

Review of Related Literature 9

Theories and Concepts 17

Theoretical/Conceptual Framework 21

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 CHAPTER 1

The Problem and its Scope

The first model of listening comprehension in the adult learner was

formulated by Nagle and Sanders. They proposed that the language

comprehension process, until that time, had been assumed generally on the

basis of second language acquisition/learning. Mary Underwood (1989) states

the problems in listening comprehension are usually caused by lack of control

over the speed at which speakers speak, not being able to get things repeated,

the listener’s limited vocabulary, failure to recognize the language, problem of

interpretation, inability to concentrate, and established. This study is significant

to determine the views and opinions of the students and instructors. Listening

comprehension is crucial for the development not only of the first but also the

second language because with listening, the learner obtains information on the

phonology, lexis, syntax, semantics, and discourse structure of the target

language and establishes the foundation of speaking in a foreign language.

In other countries, specifically in Pakistan, this research revealed that

many Pakistani students struggle with listening comprehension and have

insufficient exposure to the English language Furthermore, English language is

the first language of developed countries and Pakistan includes in the developing

countries. Thus, English language is very important for the international

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relations. In this way, we should focus on English language for the betterment of

our country.

In the Philippines, particularly in Cebu City, this study aimed to assess the

listening comprehension proficiency of the public elementary and high school

teachers in Cebu, Philippines. The highest percentage of scores of teachers from

both elementary and high school belongs to the above average level of

proficiency in the listening comprehension skills.

In Davao City, particularly in the Holy Cross of Agdao, listening skills of

teachers is very significant in the classroom since the students need to be

understood and be clarified in their needs. Learning is motivated when a teacher

listens to the students and meets the necessities of the students in learning. The

purpose of the study was to determine the significance of the relationship

between listening skills. It was concluded that the higher the listening skills of

the respondents, the higher is the positive effect of the classroom environment

to their students. It can also be derived from the result that listening skills and

classroom environment are interrelated. It was recommended that teachers

should be capacitated to apply the attentive listening and interactive listening

skills to upgrade the level of achievement of the students in the classroom.

The researchers view this research study as a major problem today for

students. Last but not least, the findings of this study indicated that the listening

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comprehension of the intermediate listening-speaking students appeared to have

improved after they had experienced authentic and inauthentic audiovisual

listening materials in class. The researchers conclude that listening

comprehension encompasses the multiple processes involved in understanding

and making sense of spoken language.

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 Rationale of the Study

The Researchers are among to this study holds significance in unveiling

the perspectives of both students and instructors regarding listening

comprehension. Recognizing its pivotal role in language development, this

research aims to explore the impact of listening comprehension on the

acquisition of information related to phonology, lexis, syntax, semantics, and

discourse structure in both primary and secondary languages. The foundation it

establishes is integral for effective communication and proficiency in foreign

language speaking.

As a student of Holy Cross of Agdao, we will carefully listen to the

teachers so we can answer the question and exams. a potential goal for

addressing the factors affecting listening comprehension and academic

performance could be to actively engage in the recommended educational

programs. This may involve participating wholeheartedly in activities aimed at

improving core listening skills, responsiveness, and memory capacity. By taking

an active role in our own learning process, we can contribute to the success of

these interventions and enhance our academic performance at Holy Cross of

Agdao.

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 The goal of the study appears to understand how factors influencing listening

comprehension impact the academic performance of Grade 10 students at Holy

Cross of Agdao. The objective likely involves identifying and analyzing these

factors to provide insights for educational improvement.

This study will be beneficial that could include educators, school

administrators, parents, and the Grade 10 students themselves. Insights into

factors affecting listening comprehension may help tailor teaching methods,

develop interventions, and support students in improving academic performance.

The delimitation of this study could involve specifying a certain timeframe

for data collection, focusing on specific factors influencing listening

comprehension, and limiting the scope to Grade 10 students at Holy Cross of

Agdao to ensure a targeted and manageable research approach. This helps in

maintaining clarity and relevance in the study's objectives, we should always

Listen to our Teacher so that we will learned.

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 Statement of the Problem

The purpose of this study was to identify the variables influencing Holy

Cross of Agdao grade 10 students’ listening comprehension skills in relation to

their academic performance.

It further seeks to answer the following questions:

1. What is the respondent’s profile in terms of?

1.1 Gender; and

1.2 Age?

2. How do the listening comprehension skills affect the students’ Academic

Performance?

3. The effects of listening comprehension in terms of:

3.1 Active Participation; and

3.2 Memory Capacity?

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 Review of Related Literature

This chapter gives information on prior research projects relevant to the issue,

avoiding duplication and highlighting findings that may support the conclusions

of the current study.

Listening Comprehension

Listening Comprehension refers to the process of converting a spoken

utterance, such as a conversational turn, into a likely sequence of linguistic forms

and, from these verbal forms, into the meaning intended by the speaker. Many

language and cognitive skills, including working memory, attention, vocabulary,

grammatical understanding, and comprehension monitoring, all have an impact

on listening comprehension. According to Kim and Pilcher (2016), they concluded

that teaching listening comprehension, which incorporates these various

language and cognitive skills, should be a crucial component that teaches

reading and writing.

Listening comprehension was disregarded in study and practice until

recently. Compared to reading comprehension, we cannot say that listening

comprehension research is more abundant in the literature. The ability to

comprehend what you hear is a really complicated process. All of the information

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and abilities required for listening comprehension must be applied at the same

time. However, our processing space is limited. The speech ends before we have

a chance to process what we have just heard.

Listeners may become distracted easily and occasionally stop listening

altogether due to this high processing load. According to Nobuko Osada (2004),

when students find the subject matter of the listening passage engaging, they

are more likely to concentrate; yet, even when they are engaged, they may think

that listening is quite challenging because it takes a great deal of work to

understand what is being said.

Responding

Responding refers to a quick or spontaneous reaction to a person or thing

that serves as a stimulus which is something spoken, written, or done in return.

ASR, or active student response, is an effective set of inexpensive tactics that

educators can apply to raise student accomplishment. There's a greater chance

the pupil is learning the more chances there are for them to reply. Teachers can

evaluate performance more quickly when there are more active replies. It helps

students to draw conclusions from their experiences, which leads to deeper

comprehension and more informed decision-making (Wiggins & McTighe, 2011).

Students develop their understanding, maturity, and intellectual strength through

this process of creating meaning.

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 Since interactive teaching is linked to better academic achievement and

higher-quality instruction, it also benefits students' response strategies. Teachers'

and students' sense of empowerment is nurtured via interactive teaching. Pupils

experience more autonomy and confidence. Selma Wassermann (2017) claims

that they opened her eyes to the possibilities of effectively analyzing questions

and responses, providing her with the initial instrument to start analyzing her

own inquiries and answers. Furthermore, according to Scott Turow (1977), we

need to learn more about what it takes for a teacher to dig deeply into students'

minds and convey more profound, perceptive wisdom and understanding.

Core listening skills

The ability to effectively hear and interpret information throughout a

communication process—such as active listening, empathic listening, and others

—is referred to as core listening abilities. It takes effort and determination to be

a good listener, which makes it challenging work. Having strong fundamental

listening skills enhances one's ability to learn and apply new skills, knowledge,

and abilities. Students gain control over the listening process and take

responsibility for their education as a result.

Research indicates that between 50 and 75 percent of a student's

classroom time is devoted to listening to their instructors, fellow learners, and

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audio resources (Bass, 2005). It makes logical sense to keep an eye on what

children are exposed to if the majority of them learn best by listening. But, it

became clear that students' listening skills were lacking when they disregarded

verbal or written directions, especially when it came to homework, cooperative

learning exercises, and scientific and life skills labs.

When students were supposed to be listening, an analysis of likely

causes showed that they were frequently daydreaming about other subjects,

preoccupied with other tasks, impatient with the speaker, pretending to be

attentive, or narrow-minded about what they were hearing. In each of these

scenarios, the listener was rendered ineffective. According to Edgar Dale (1969),

we only remember between 25-50 percent of what we hear. It means that when

party A talks for 10 minutes, the other party only pays attention to half or even a

quarter of what party A says, And vice versa.

Being heard is a fundamental human would like. The two parties'

conversation cannot take place correctly if they are not given attention. Those

who speak can feel heard, cared for, and appreciated when they are given

attention. It implies that when we listen in communication, we are discussing the

level of awareness, memory, and attention we use when interacting with others.

Academic Performance

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 Academic performance is the quantifiable results of a student's learning

outcomes. It frequently takes into account elements like attendance, test results,

grades, and general academic achievement. The academic performance of the

students embraces their accomplishments and success in a variety of educational

undertakings. It also includes assessments of their knowledge, skills, and talents.

It is frequently evaluated using criteria like grades, test scores, and engagement

in class. Academic performance is influenced by a variety of elements, including

self-esteem, study habits, intellectual level, personality, motivation, skills, and

interest. An academic performance that falls short of expectations is considered

unsatisfactory, and it may occasionally be linked to the methods of instruction.

According to Tejedor (2004), the majority of academic performance

studies examine this component using data on school dropout rates, success or

curriculum completion rates, rates of study completion delays, and degree

change rates. However, some studies utilize additional metrics that are more

closely related to conventional measures of academic success (grades,

percentage of topics passed, exam rates, etc.).

Exams are not used to address school failure, and taking tests constantly

does not help school systems get better. We must avoid the strong negative

connotations that both failure and success carry. As Martin (2013) puts it, "What

is not easily quantifiable is invisible while what fits best in the method is

studied." Failure and success are market concepts that have never been

considered in the educational setting.

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Active Participation

Active participation is referred to as a student's engagement with the

material, which pushes them to formulate thoughts and demands that they back

up their claims. It encourages students to participate actively in their education,

going beyond passive listening. Students benefit from active participation in a

number of ways. It does this by encouraging critical thinking and deeper

involvement, which improves their comprehension of the material. Furthermore,

it cultivates a feeling of accountability and ownership for their education, which

enhances information retention.

According to a study by Liu (2005), students who actively participate tend

to perform better academically than those who do not. Oral participation can

help Students Bridge the gap between what they want to say and whether they

are able to say it. Davis (in Nagori, 2011) defines participation as a mental and

emotional state at an individual in a group setting that motivates them to

contribute and take responsibility for achieving the goal.

In addition to fostering critical thinking abilities through participation, active

participation helps students develop effective communication skills, which are

crucial for success in both academic and professional settings. All things

considered, active participation adds to a comprehensive and enriching

educational experience, molding well-rounded individuals.

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Memory Capacity

Memory Capacity refers to the quantity of information that a person can

retain and retrieve in their mind. By writing down information rather than

entering it into a computer, you can store more information in your memory and

use it later. It can be influenced by factors such as repetition, focus, and efficient

study methods.

In students, memory capacity has a major impact on listening

comprehension. For instance, a low memory capacity could hinder students'

ability to comprehend and remember what they hear in lectures or conversations

and prevent them from efficiently multitasking by taking notes while they listen.

All of the information in a learning situation, including the learning task, the

learning material, and the context elements, must be processed inside working

memory, which makes working memory and its capacity crucial. Wilson and

Swanson (2011) have shown that there is a clear correlation between inadequate

working memory capacity and poor computational arithmetic skills as well as low

scores on mathematical problem solving in the classroom.

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 According to Buck (2001), listening comprehension, for instance, is an

active process of meaning building carried out by applying knowledge to the

incoming sounds. As Lynch and Mendelsohn (2002) also noted, hearing

comprehension is comprised of multiple interrelated processes, including the

recognition of spoken words, the sensitivity to intonation cues, and the

evaluation of the information's relevance to the topic at hand.

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 Theories and Concepts

This part aims to provide relevant information that can support the main

issue of this research by presenting the theories and concepts regarding the

factors affecting the ability to listen and comprehend spoken language of

learners and how those factors affect listening comprehension to academic

performance. It is essential to offer some fundamental pragmatics concepts to

the Holy Cross of Agdao grade 10 students in order to help them with their

listening comprehension skills.

Conversational Implicature Theory

One of the most important concepts in pragmatics is the conversational

Implicature Theory, which was formally proposed by Herbert Paul Grice in 1967.

Grice created the technical terms implicate and implicature to describe the

situation where the speaker's words differ from what they therefore meant or

inferred. One of the branches of the theory, the Cooperative Principle, supports

this by stating that for an exchange to be meaningful, parties must cooperate

with one another. He defined the major points, which are that, if they want the

conversation to be successful, both parties must cooperate and speak in a

sincere, sufficient, relevant, and clear manner. This attribution of meaning is a

sort of predictive behavior in which listeners engage to be able to understand all

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possible meanings. Therefore, the grade 10 students of Holy Cross of Agdao can

and should master the theory of Grice’s Conversational Implicature. By

understanding how to infer implicature, they will be able to direct their learning

and lead in the development of such theories in listening comprehension.

This theory is relevant to our topic since many students struggle with

listening comprehension. While they may be able to understand the meaning of

the sentences being spoken, they often struggle to choose the right responses to

the questions. The grade 10 students of Holy Cross of Agdao may benefit from

this idea in terms of their ability to describe how native speakers infer meaning

from spoken language.

Vygotsky’s concept of “Scaffolding”

Scaffolding instruction, as defined by Lev Vygotsky, is "the role of

teachers and others in supporting the learner's development and providing

support structures to get to that next stage or level." This theory aids in the

learners' information processing and has improved speaking, writing, and reading

comprehension—the three language skills. Students can build on their prior

knowledge and acquire new content with the aid of the scaffolds. One important

aspect of scaffolding teaching is the temporary nature of the scaffolds. As the

learner's skills advance, the more experienced individual progressively removes

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the scaffolding. It is a helpful tool that supports educators in recognizing,

facilitating, and identifying the individual learning experiences of every student

while fostering critical thinking and problem-solving skills. Thus, through peer

and teacher scaffolding, this could enhance many students' listening

comprehension.

This theory can improve the knowledge and abilities of grade 10 students

of Holy Cross of Agdao by giving them a way to comprehend academic subject

by working with a teacher or someone else that is more knowledgeable about it.

It can highlight and enhance the idea of progressively stepping back as students

gain competence and are able to complete the assignment on their own.

Additionally, it enables the pupils to develop their competence and confidence in

a positive way.

Schema Theory

Schema theory developed by Fredric Barlett in 1932 states that it can be

utilized to help in guiding students. It is impossible to overlook the contributions

that schema theory makes to comprehension. There are several definitions for

schema theory. Three basic concepts—linguistic, formal, and content schemata—

can be used to analyze it. These ideas have a strong connection to students'

listening comprehension when learning a second language. It used to be thought

of as a passive, one-way, comprehensive process. But as language instruction

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has advanced, it has become clear that listening comprehension is a two-way

participatory process in which the listener's prior knowledge is crucial. This

explanation is theoretically supported by schema theory. This serves as the

foundation for the creation of a Schema Theory-based Teaching Mode of English

Listening, a framework consisting of pre-, during-, and post-listening activities for

teaching listening in the classroom.

This theory can benefit and improve the Grade 10 students of Holy Cross

of Agdao by comprehending and influencing new information that might

contribute to developing better listening programs and help the students acquire

better listening comprehension abilities. It can help students create and modify

schemas and motivate them to actively engage with the topic. Additionally, it

can help teachers create a more encouraging learning environment that

promotes deeper comprehension and better prepares students to apply their

information in a variety of circumstances.

It can also help students become more aware of their learning processes and

make necessary adjustments to them.

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 Conceptual Framework

INDEPENDENT
VARIABLE:

LISTENING COMPREHENSION DEPENDENT

 Responding VARIABLE:
 Core listening skills
ACADEMIC PERFORMANCE

 Active participation
 Memory capacity
RESPONDENTS

Grade 10 students of
Holy Cross of Agdao

Figure 1: The conceptual framework of the Study

Figure 1. The Conceptual Framework is showing the variables of the

study. The Dependent variable is the Academic Performance. The Independent

variable is the Listening Comprehension and the respondents of the study are

the Grade 10 students of Holy Cross of Agdao.

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CHAPTER II LITERATURE REVIEW Nature of Participation

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