i

Republic of the Philippines

Tarlac State University
COLLEGE OF TEACHER EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 982-6062; fax No. 9045) 982-0110
Re-Accredited Level IV by the Accrediting Agency of Chartered Colleges and
Universities of the Philippines

APPROVAL SHEET

This thesis of KRISSHA NICOLE E. ABREJAL, JOVILYN HANNAH L.

AGUILAR, MARIA SHERWIN S. ARANO, PINK SHERMAINE C. BARRIBAL,
GILMAR M. BAUN, ANGELINE F. BAUTISTA, LERY JOY F. BONDOC and
JUSTINE ANGELO G. SANTOS entitled “ACADEMIC LISTENING SKILLS,
CONCENTRATION AND MEMORY IN RELATION TO ACADEMIC
PERFORMANCE IN ENGLISH”, which is prepared and submitted in partial
fulfillment of the subject EL 120: Language Education Research, is hereby accepted.

MA’AM FRINCESS T. FLORES

Adviser

THESIS COMMITTEE

PROF. NELVIN R. NOOL

Chairman

MARIA AGNES P. LADIA, Ed. D. MA’AM FRINCESS T. FLORES

Member Member

Accepted and approved in partial fulfillment of the requirements for the subject
EL 120: Language Education Research.

DR. JASPER JAY N. MENDOZA, Ph. D.

Dean, College of Teacher Education
Date: June 2022
Academic Listening Skills, Concentration and Memory
 ii

in Relation to Academic Performance in English

______________________________

A Thesis Presented to the

Center of Development in College of Teacher Education
Tarlac State University
Lucinda Campus, Tarlac City

______________________________

In Partial Fulfillment
of the Requirements
for the Language Education Research (EL 120)

By:
BSED ENGLISH 3-2
RESEARCH TEAM 1

ABREJAL, Krissha Nicole E.

AGUILAR, Jovilyn Hannah L.
ARAÑO, Maria Sherwin S.
BARRIBAL, Pink Shermaine C.
BAUN, Gilmar M.
BAUTISTA, Angeline F.
BONDOC, Lery Joy F.
SANTOS, Justine Angelo G.

May 2022
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DEDICATION

This humble work is dedicated to the Almighty God

who bestowed knowledge and strength to the researchers. To their supportive parents

who supported them throughout working on it. Finally, to the researchers themselves

who

exerted their best and effort.

ACKNOWLEDGMENT
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The researchers would like to express their deep and sincere gratitude to

those who extended their invaluable guidance, efforts, time, and support to

complete this research paper. They are gratefully acknowledged and appreciated

for making this study a success.

To Dr. Jasper Jay N. Mendoza, dean of the College

of Teacher Education, for showing his support by allowing us to conduct the

research study;

To Dr. Maria Agnes P. Ladia, the researchers’ language research

professor, for giving her full knowledge to guide us and for giving us motivations

and encouragements to finish our study and to strive harder to finish this course.

The researchers are beyond grateful;

To Ma’am Frincess T. Flores, the researchers’ adviser, for imparting her

assistance, knowledge, time, effort, guidance, encouragement, and deep concern.

The researchers are very grateful and are very thankful for having her as their

thesis adviser;

To Mrs. Juanita A. Soriano, for sharing her knowledge and her valuable

time with the researchers. The researchers are very grateful for her being their

statistician. Her support is very much appreciated;

To the expert validators, Mr. Benjamin S. Gaspar, Mrs. Rainniel E.

Marcos, and Dr. Eric T. Isla, for patiently reviewing, evaluating, and validating

the research instrument, as well as in assisting the researchers by making

suggestions and comments on how to improve the research instruments;

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To the research committee, for their essential insights and

recommendations that genuinely contributed to this study's betterment and added

knowledge to the researchers.

To Ma’am Frincess T. Flores, Prof. Nelvin R. Nool, and Dr. Maria

Agnes P. Ladia, our panelists, for giving ideas for the improvement of the study;

and for their, valuable suggestions, comments, undivided patience, understanding

and encouragement;

To the second year BSED English Major students, thank you for your

cooperation and for sharing your valuable time;

To the researcher’s parents for the understanding and unconditional love.

Thank you for the utmost support that comes in all forms. The researchers are

very grateful for having you as part of the success of this study;

Above all, to the Almighty God, for the strength, wisdom, guidance,

patience, understanding, and love that contributed to the researcher’s will and

enthusiasm to pursue and finish this study, all the glory and success are Yours.
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TABLE OF CONTENTS
Approval Sheet ………………………………………………………………………….. i
Title Page ……………………………………………………………………………...…ii
Dedication …………………………………………………………………….……….... iii
Acknowledgment ………………………………………………………………………...iv
Table of Contents ………………………………………………………………………. vi
List of Tables.………………………………………………………………...............…..ix
List of Figures ….………………………………………………………………….……..x
Abstract ……….………………………………………………………………………… xi

Chapter

1 THE PROBLEM AND LITERATURE REVIEW ………………………….... 1

Background of the Study ……………………………………………….... 1
Literature Review …….…………………………………………………...3
Conceptual Framework ………………………………………………….13
Research Problems …………………………….…...……………………14
Hypothesis ………….. …………………………………………………. 15
Scope and Delimitations ………………………………………………. 15
Definitions of Terms …………………………………………………….15

2 METHODS ….………………….……………………………………………… 17
Research Design ………….……………………………………………. 17
Research Locale ……………………………………………………...... 18
Sampling and Participants …………………………………………...… 18
Research Instrument……………………………………………………. 19
Data Gathering Procedure ……………………………………………... 21
Data Analysis ……………………………………………………........... 23
Ethical Considerations ……….………………………………………… 25
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3 RESULTS AND DISCUSSION ……………………………….……………... 26

Level of Academic Listening Skills ….………………………………… 26
Level of Concentration and Memory ….……...... ……………………... 29
Academic Performance in English ... ….……...... ……………………... 31
Academic Listening Skills and Academic Performance in English …... 33
Concentration and Memory and Academic Performance in English ….. 34

4 SUMMARY, CONCLUSION, AND RECOMMENDATIONS ……………. 37

Summary of the Study ……………………………………………….… 37
Summary of Findings ……………………………………………….…. 38
Limitations ………………………………………………….…...……... 39
Conclusions …………………………………………………...….......... 40
Recommendations …….………………………………………………. 41

REFERENCES ……………………….….………...…………………………………. 43

APPENDICES ………………………………………………………………………… 52

A. Letter of Request to the College Dean……………………………………… 53

B. Letter of Request to the Dean of the College of Teacher Education …….... 54
C. Letter of Request to the Dean of the College of Teacher Education………. 55
D. Letter of Request to the Data Privacy Officer of Tarlac State University… 56
E. Letter of Permission to the Adviser………………….….…………………. 57
F. Letter of Permission to the Statistician……………………………………. 58
G. Letter of Permission to the Respondents…………….….………………… 59
H. Letter of Permission to the Expert Validators ………….…………………. 60
I. Certification of Validation ………………………………………………… 79
J. Academic Listening Skills Self-Assessment Survey Questionnaire……… .80
K. Concentration and Memory Self-Assessment Survey Questionnaire.………82
L. Tally of Scores for Academic Listening Skills Self-Assessment ..………… 83
M. Tally of Scores for Concentration and Memory Self- Assessment………….84
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N. Summary of Grades per Participants.…………………………………….…85

O. Item Analysis ……………………………………………………………... 86
CURRICULUM VITAE ……………………………………………………….…… 89
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LIST OF TABLES

Table Page

1 Table of Scores in the Academic Listening Skills Self-Assessment ……27

2 Table of Scores in the Concentration and Memory Self-Assessment …...30
3 Summary of Grades of the Participants…………………………...……..32
4 Correlation of Academic Listening Skills and Academic Performance in
English…………………………. …………….………….………………... 34 .

5 Correlation of Concentration and Memory and Academic Performance in

English ………………………...…………………………………………... 35
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LIST OF FIGURES

Figure Page

1 Paradigm of the Study……………………………………………………13

2. Print Screen of Result from SPSS……………………………………………33
3. Print Screen of Result from SPSS……………………………………………35
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ABSTRACT

The correlational research design was employed in this study to identify if there is

a significant relationship in the academic listening skills, concentration and memory, and

the students’ academic performance in English. The Academic Listening Skills Self-

Assessment questionnaire which was developed by the researchers, and the

Concentration and Memory Self-Assessment questionnaire that was adapted from one

source were both taken by the participants from the second year BSEd English major

students at Tarlac State University.

Aligned with the 4.1 research problem, the result showed that the sig. (two-tailed)

known as the p-value is less than the set alpha coefficient of 5% (.05) which indicates

that the null hypothesis is rejected; hence, there is a significant relationship between

academic performance in English and academic listening skills. Whereas in 4.2 research

problem, the result showed that the p-value is greater than the set alpha coefficient of 5%

(.05) which indicates that null hypothesis is retained and accepted; hence, there is no

significant relationship between academic performance in English and concentration and

memory.

This study found that the students' academic listening skills are significantly

related to their academic performance in English. Overall, there was a clear relation

between the students' grade weighted average in their English major subjects and their

level of academic listening skills. This indicates that academic listening skills play a

major role in a student's academic achievement, or at the very least have an impact on

students' academic performance in English. Nonetheless, a negative relationship between

concentration and memory and academic performance in English has been discovered.
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Keywords: Academic Listening Skills, Academic Performance in English,

Concentration and Memory, Relationship, Correlational

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Chapter 1

THE PROBLEM AND LITERATURE REVIEW

Background of the Study

The global impact of the Corona Virus (Covid-19) epidemic on education has

resulted in modifications and shifts in schools and colleges all over the world. Closures of

face-to-face lessons in reaction to this epidemic have highlighted a number of barriers to

education. As a result of the surge in Covid-19, a lot of youngsters, fully fledged, and

juvenile are restricted to attend school or college (UNESCO, 2020). According to Lah

and Botelho (2012), the influence of school closure on students' academic performance is

uncertain. Many things have changed since the epidemic began, including our study

habits, which have evolved from face-to-face classes to online learning. As a result of this

happening, a student's academic listening skills, concentration, and memory are useful for

academic achievement, particularly in learning English.

Academic listening is the kind of listening that takes place in university English

classes. It involves several listening exercises to check that the subject is understood.

One-way transactional language, which is used to communicate data and knowledge,

distinguishes it (Chaudron, 1995; Flowerdew, 1994). When we were asked to answer

questions soon after the conversation, for example, we might employ our academic

listening skills. If we use academic listening skills in this situation, we can understand

what is being discussed and provide an appropriate response. According to the scenario,

students' academic listening skills lead to long-term benefits throughout their academic

careers and beyond, such as improved communication, faster second-language learning,

and fewer feelings of stress, anxiety, and despair. According to Moran (2012),
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concentration is an awareness procedure in which the ability to give a sole focus on an

assignment while ignoring distractions is vital. According to cognitive studies, it is

crucial for success in any area of competent performance. As a result, it is the act or

power of concentrating one's attention or mental effort. Concentration is one of the

supporting variables in language listening skills since it is the ability of people to focus

on whatever they are studying. With that, concentration is essential for reaching these

learning goals (Avei and Doghonadze, 2017). According to Rahiminia, E., Yazdani, S.,

and Rahiminia, H. (2020), students' active participation, as a result of positive

relationships with teachers, leads to increased concentration and improved learning.

Memory is an important part of swotting, but it is also reliant on it because the

knowledge in a person’s memory provides as the underpinning to link new information.

It's a reciprocal relationship that will continue to develop over time. It was also stated

how our memory works. Memory and concentration are sisters, according to Lamba et

al., (2014), who discovered that 10% of learners had penurious concentration and 46%

had standard level of concentration in previous research.

Several research investigations undertaken on performance of students in

academic matters, with the majority of them focusing solely on the elements that impacts

learners' academic performance at different extents. Farooq and Berhanu (2011)

uncovered that in Pakistan, a learner’s achievement in Mathematics and English

Language is determined greatly by his or her parents' educational and financial status. In

accordance with the study done in Singapore by Jayanthi, Balakrishnan, Ching, Latiff,

and Nasirudeen (2014), the desire to pursue a course, non-academic activities,

citizenship, and class all influence the performance of the students. Furthermore,
 3

Sibanda, Iwu, and Olumide (2015) discovered that the most important factors of students'

academic achievement in South Africa are regular study, promptness in school, and

determination. According to Ali, Munir, Khan, and Ahmed (2013), hours in learning, the

class and status of parents in the society, and age all have a notable act on the success in

the academics. However, these studies are still limited, and much less evidence is

available about how academic listening skills, concentration, and memory are related to

students' academic success in English.

Given the foregoing context, the goal of this research is to identify if there is a

significant relationship in the academic listening skills, concentration and memory, and

the students’ academic performance in English.

Literature Review

Academic Listening Skills

Listening is a crucial ability for comprehending information, especially now that

we are introduced to a new mode of learning, the online class. Listening is

comprehending spoken thoughts, organizing and evaluating them, determining their

interrelationships, and selecting those which are worth remembering. As a result, it is

classified as a cognitive, affective, and psychomotor-based action that should be

conducted strategically and sophisticatedly in any mode of communication.

According to Hwang, et. al (2014), if the academic attainment of learners is the

goal, academic listening is essential. As a result, students are expected to put forth effort

in order to make it through the adversity of sitting in a lecture session. Academic

listening, according to Rost (2019), is a distinct type of listening. Regardless of the

instructional context, helping students become better academic listeners is an important

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part of language teaching. Academic listening is important because it leads to long-term

benefits for students in their academic careers and beyond, including improved

communication skills, learning a language quicker, turn down exasperation,

apprehension, and misery, developed skills in working with others, and a more powerful

sensation of affinity.

As presented in the Academic Marker (2022), when students are studying

English, tutors or teachers usually present a variety of guided exercises to provide

adequate opportunity for listening practice. Such activities mainly concentrate on specific

academic listening skills. Academic listening skills include gist listening, particular

information listening, and comprehensive information listening. When a student listens

for gist, he or she is seeking for the major concept of what an audio text is saying or

describing rather than the text's lesser details (Manuel, 2021). When a learner is looking

for specific information, he or she concentrates on a few key words in order to grasp the

audio text's important points (Foster, 2022). When a learner is looking for specific

details, he or she must pay close attention in order to decipher the auditory text's deeper

meanings or make inferences based on what the speaker may or may not be saying

(Marker, 2022).

These are not, however, the only academic listening skills that a language learner

must have. Academic Marker (2022) identified six more skills that a listener must

possess. The first is listening and reading, which is an academic listening skill in which

students listen to a speaker while reading supplementary information such as the teacher's

notes on the whiteboard, handouts, or illustrations offered through visual data such as

PowerPoint presentations. A good listener, especially one in academia, should be able to

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take notes during a lecture, not only for concepts and facts, but also for new vocabulary

words. Students' ability to discern a variety of lecture and discussion signals that a

speaker may use for varied goals is another academic listening skill. Another academic

listening skill is listening to several speakers, which is one of the most difficult aspects of

multitasking when listening to various people at the same time. Academic listening skills

also include dealing with unfamiliar vocabulary and formulating a response.

Li & Hasegawa (2014) stated that academic listening skills is seen to be very

crucial for their academic lives, but it is also thought to be the most difficult to improve.

Academic listening practices have been found to be beneficial in most foreign students

studying abroad. Learners can create personalized learning environments depending on

their particular features and circumstances. Simultaneously, a feedback agent will be

created to suggest appropriate object mashups to learners based on their learning

scenarios.

Hamouda (2013) determines that despite its critical importance in second and

foreign language learning, listening appears to be the most undervalued of the language

abilities. Furthermore, listening and speaking skills do not appear to be crucial in most

textbooks and curriculum, and teachers pay little attention to them when planning classes,

expecting that they will develop spontaneously as a result of language learning. However,

according to Valera (2019), multiracial encounters, specifically those that transpire in a

lecture area with students living from other countries, need listening which is active. As a

result, one must have the ability to comprehend aural signals, which is the cornerstone of

the ability of the learners to be successful in listening and reading cognition. Research

conducted by Valera (2019) explored East Asian students in local context who comes
 6

across related to academic listening during learning in a tertiary school in Baguio City. Its

goal was to characterize the academic listening concerns or struggles of learners living

from other countries, as well as to identify the variables that contributed to these

difficulties and to propose potential solutions to these problems. Juarez & Serrano (2013)

showed in their study that skills in listening, and learning conditions are related to each

other. It was suggested that educators should be allowed to employ the attentive listening

and collaborative listening skills to develop the extent of attainment of learners in the

lecture room.

However, past research are still limited, as no studies have looked into how

academic listening skills affect a student's academic performance, particularly in English.

According to Singh, R. (2019), Academic listening study is necessary because it provides

learners with a fertile mindset that allows them to holistically cultivate their knowledge

and abilities rather than a mechanical set of skills. As a result, the researchers will give a

focus on determining whether academic listening skill is linked to students' academic

performance in English.

Concentration

According to Moran (2012), concentration is an attentional process in which the

ability to focus on a task while ignoring distractions is required. It is critical for success

in any sector of competent performance, according to cognitive studies. It has been

defined as "the ability to guide one's thinking in any desired direction." The concepts of

concentration and concentrated attention are so related, but they are not interchangeable.

According to Heitz & Engle (2017) engrossed attentiveness means being able to attend to

bits of all approaching impulses, while concentration according to Hughes, Hurlstone,

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Marsh, Vachon, & Jones, 2013; Linnell & Caparos, 2013 means the level of heedful

engagement. According to Sarter, Gehring, & Kozak, 2016, concentration is also

connected to but detectable from endeavor and motivation.

We can all concentrate at times, but our thoughts are scattered, and our minds fly

from one subject to the next at other times. That’s why according to Muslimah & Apriani

(2020), major problems in the academic performance in school are attention and

concentration. Reasons why students cannot concentrate on online class was posted and

presented by Icon School (2021). Many students find themselves easily distracted when

taking lessons online. Online school may appear to be just another thing to accomplish

instead of the main focus of your day. No daily schedule, more mental distractions,

online distractions, technical difficulties, no one to refocus, the same landscape, bedroom

studying, adapting to the shift, and online education can all contribute to less attention

being placed into online schoolwork. Concentration, on the other hand, is quite crucial

because it helps learners grasp and improve, which lead the way to escalated self-faith

and morale.

To improve and have a good focus and concentration according to Chia (2021),

We must develop a work environment free of distractions. One of the main benefits of

having a designated study place is that it sharpens the intellect and enhances

concentration. Other individuals at home are considerably less likely to bother a student

who has a separate study place (Pacifica Companies, 2019). Turning off both internal

and external distractions can help you concentrate better. If at all feasible, create a

calm, focused working environment. Noise-cancelling headphones, an adjustable

monitor, and changeable illumination can all assist. Keep your desk clean and
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ventilated by removing clutter from view and making it as ergonomic and

comfortable as possible.

A previous study by Pimta et al., (2009) showed that the learners with top and

middling concentration extent worked more superior than those with truncated extent of

concentration. This discovery backed up the theory that learners who give a sole focus on

their lessons work better academically than those who don't. This study, on the other

hand, is insufficient since it is too broad and does not focus on a single field or subject,

such as English. That’s why in this present study, researchers will provide information

and identify if there is really a strong relationship between concentration together with

the memory, and academic performance in English.

Memory

Although memory and concentration work together, one does not imply the other.

Memory is the ability to recollect information, experiences, and people, whereas

concentration is the ability to focus your mental abilities or efforts on a certain activity,

subject, or problem. It was also said by Lamba et al., (2014) that memory and

concentration are also considered sisters. According to Savage (2018), memory is the

higher and loftier either logical or intellectual coherent task that describes our mental

organization's temporal dimension. It is our ability to cipher, stow, preserve, and

remember details and knowledge. The strongest link between memory and concentration

is that people are more likely to recall knowledge or experiences on which they

concentrate. A person reading a book, for example, is more likely to remember material

from the book than lyrics from a background song. Another connection between memory

and concentration is that memory can sometimes guide concentration.

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Without solid and strong memory, learners of English language can be overloaded

by the number of particulars they will be needed to recall, identify, fabricate, and

construct (Dubois, 2017). That’s why memory is one of the most predominant aspects of

language learning. It's easy to tell students they need to learn a file of vocabulary terms or

the proper approach for a given communal circumstance, but it's far more fruitful and

beneficial to teach them how to do so. They always assist the students in acquiring,

storing, retrieving, or using information or language. They're precise steps taken by the

learner to address an issue and make learning more efficient, effective, pleasurable, and

independent. Memory may be the tool that leads to successful, meaningful, and long-term

learning. The benefits of considering these areas in the ESL sector have been prompted

by recent research on the brain and its areas in relation to learning. The numerous

processes memory offers learners with during each learning episode should be taken into

account in order to present students with a variety of activities based on how these

processes occur, which can also aid in the storage and retrieval of language-related

knowledge.

Memory retention according to Dylan (2018) was highest when reading aloud

directly, implying that the impact was not just from hearing the words but also from

speaking to them. This is because speaking a word creates a memorable experience, a

phenomenon known as the "production effect" by researchers. Hyperthymia has also been

shown to demonstrate that humans can retain memories after studying, and that those

with a higher eidetic memory can continue to visualize something they've recently

witnessed excellent lucidity. They may be able to maintain the vision in their brains for

several minutes. Most people's eidetic memories fade away within a few seconds.
 10

Encoding, storing, keeping, and finally retrieving information about our past

experiences in order to use it to our advantage in the present and future are the three

major processes involved in memory (Mangelschots, 2022). However, human memory is

not perfect, and it is possible to forget or misremember events that occurred in the past.

It's also possible that earlier events were not properly encoded in our memory in the first

place, resulting in thinking errors.

The significance of the memory recall of learners is mirrored in the large number

of relevant studies focusing on the teaching and learning process (Pantziara & Philippou,

2015). In this context, the researcher wishes to figure out what elements contribute to

students' memory recall and how it affects their academic success in mathematics.

Motivational practices and experiences, goal setting and accomplishments, individualized

learning, teaching tactics and learning activities, and educational resources and learning

gadgets are all examples of these elements. Wu, Chen, Yang, & Li (2017) investigated

the function of working memory in the relationship between childhood obesity and

academic performance, as well as whether memory deficiencies in obese children are

task-specific or domain-wide.

Academic Performance in English

Academic performance refers to a student’s, teacher’s, or institution’s

achievement of their educational goals. As a result, students’ grades are determined

by how well they perform on coursework-related evaluations as well as other sorts of

tests.
 11

Various research on the elements that influence students’ academic performance or

achievement in schools, colleges, and universities have been conducted. Student effort,

previous or prior educational performance, self-motivation, the social-economic status of

the students' parents, the students' age, number of hours of study per day, admission points,

different entry qualifications, tuition trends, and the students' area of residence (rural or

urban) are some of the factors identified and reported to have affected the academic

performance of students in these different settings (Ali, Haider, Munir, Khan & Ahmed,

2013). Academic performance impacts an economy's human capital growth; it allows

students and parents to know their children's present academic status; and it determines an

academic institution's failure or success (Narad & Abdullah, 2016).

Several scholars have defined and described academic performance. Academic

performance, according to Narad & Abdullah (2016), is the information learned that is

measured by a teacher's marks and/or educational goals set by students and teachers to be

achieved over a specified period of time. They went on to say that these objectives are

measured by continuous assessments or examination outcomes. Academic performance

evaluates education achievement, according to Annie, Howard, & Mildred (as referenced

in Arhad, Zaidi, & Mahmood, 2015). They emphasized that it demonstrates and measures

the amount to which a school, teachers, and students have met their educational

objectives. Academic performance, according to Yusuf, Onifade, & Bello (2016), is a

quantitative and observable behavior of a student throughout time. He went on to say that

it is made up of a student's results from assessments such as class exercises, class tests,

mid-semester mock exams, and end-of-semester exams. Martha (2009) noted that a
 12

student's academic performance is characterized by their performance in examinations,

exams, and course work.

Several studies have been undertaken in various nations to determine the elements

that influence students' academic success at various levels. Farooq & Berhanu (2011)

discovered that a student's academic performance in Mathematics and English Language

is significantly influenced by his or her parents' education and socioeconomic level in

Pakistan. According to a study done in Singapore by Jayanthi, Balakrishnan, Ching,

Latiff, & Nasirudeen (2014), a student's academic performance is influenced by his or her

desire in pursuing a subject, co-curricular activities, nationality, and gender. Furthermore,

Sibanda, Iwu, & Olumide (2015) discovered that regular study, punctuality in school, and

self-motivation are the most important determinants of students' academic performance in

South Africa. According to Ali, Munir, Khan, and Ahmed (2013), daily study hours,

parent's socioeconomic position, and age all have a substantial impact on academic

performance.

Furthermore, Catherine (2015) discovered that parents' socioeconomic position,

particularly those with high incomes, has a substantial impact on students' academic

achievement in Kenya's Kitale Municipality. Academic performance has also been

demonstrated to be influenced by a positive classroom atmosphere (MolokoMphale &

Mhlauli, 2014). The availability of teaching and learning materials, teacher competency,

and the environment in which a school is located, according to Maganga (2016),

Nghambi (2014), & Osei-Mensah (2012), have an impact on students' academic

performance. Furthermore, students' personality qualities, personal goals, and motivation,

 13

as well as instructor support and experience, all have a substantial impact on students'

academic performance (Ulate & Carballo, 2011).

According to the discussion above, a variety of factors influence students'

academic performance, including but not limited to: parents' educational level,

socioeconomic status, interest in a subject, gender, regular studying, punctuality in class,

self-motivation, availability of teaching and learning materials, teacher competency,

school environment, personal goals, and personality traits. These influences can be

divided into student, teacher, school, and parental influences.

Conceptual Framework

Figure 1 depicts the conceptual paradigm for this study titled “Academic

Listening Skills, and Concentration and Memory in relation to Academic Performance in

English.” The objective of this study is to identify the relationship of the academic

performance of second year English major students in English to academic listening

skills, and concentration and memory.

A conceptual framework is a support that the researcher believes best explains the

natural course of the subject under investigation (Camp, 2001). A conceptual framework

therefore is connected to the notions, factual investigation, and crucial hypothesis applied

in advancing and martializing the knowledge of the researchers. The independent variable

in this study is ‘academic listening skills’ and ‘concentration and memory’, and the

dependent variable is ‘academic performance in English.’ As for the basis for the

qualification for the respondents, students who were bonafide BSEd second year English
 14

major students at Tarlac State University and those who were selected in the simple

random sampling took the survey and tests through questionnaires.

Level of Academic Listening Skills Academic Performance in

Level of Concentration and Memory English

Figure 1: Paradigm of the Study

The independent and dependent variables were placed both inside the rectangles,

giving them highlights and sole focus. The two-headed arrows show a direct relationship

or connection to each variable. In the left part, the researchers put the independent

variables. In the right rectangle is the dependent variable.

This study is concern with identifying the relationship in the academic listening

skills, concentration and memory, and the students’ academic performance in English

through conducting questionnaires to get the level of academic listening skills and the

level of concentration and memory of the students. The researchers also obtained the

students’ grades in lined with the variable ‘academic performance in English’.

Research Problems

This study aims to identify the relationship of the academic performance of

second year English major students in English to academic listening skills, and

concentration and memory.

Specifically, this study sought to answer the following questions:

1. What is the level of the academic listening skills of the BSEd second year English

major students?

2. What is the level of concentration and memory of the students?

 15

3. What is the academic performance of the students in English?

4. Is there a significant relationship between academic performance in English and the

following?

4.1 Academic Listening Skills

4.2 Concentration and Memory

Hypothesis

Alternative Hypothesis

Academic listening skills and concentration and memory have a significant

relationship with the academic performance in English.

Null Hypothesis

Academic listening skills and concentration and memory have no significant

relationship with the academic performance in English.

Scope and Delimitations

This study aimed to identify the relationship in the academic listening skills,

concentration and memory, and the students’ academic performance in English. The

participants were from second year BSEd English major students who were selected

through the use of simple random sampling. It is according to Easton, V.J. & McColl,

J.H. (1997) the fundamental sampling method where we pick out a group of subjects (a

sample) for study from a larger group (a population).

Definition of Terms

The various terms used are listed below. The following are defined conceptually

and operationally for careful and clearer understanding.

 16

Academic Listening. Academic listening is a type of listening that enables a

person to encounter, comprehend, learn, discuss, and recall new concepts. In our study,

academic listening skills was used to identify the students’ status in their listening skills

which was helpful in determining whether the academic performance of the students in

English have a positive or negative relationship with it.

Concentration. This is the activity or capability of concentrating one's attention

or mental effort. In this study, the term concentration was used by the researchers

wherein they obtain its level and identified if it’s related to the academic performance of

students in English.

Memory. This is the part of the brain that stores and recalls information. The term

memory was utilized by the researchers in this study, and they determined its level and

saw if it is related to students' academic performance in English.

Academic Performance. It is the evaluation of the achievement of the students in

different fields, subjects, or courses. Educators and school admins normally assess

student attainment using their performance in classroom, graduation rates, and

standardized test results. It is also critical for young people's successful social

development. In this study, this term was used as a description on how well the English

major second year students at Tarlac State University performed in their major subjects.

Relation. This is the relationship between two or more concepts, objects, or

people; the impact or significance of one thing on another. In this study, this term was

used as something which associates academic listening skills, and concentration and

memory to the academic performance of students in English.

 17

Chapter 2

METHODS

Research Design

In this study, the researchers utilized correlational research as the design because

this study aims to identify the relationship of the academic performance of second year

English major students in English to academic listening skills, and concentration and

memory. Correlational research, according to Fraenkel & Wallen (2009), is a study aimed

at determining the cause-and-effect relation between two or more variables. Furthermore,

according to Creswell (2012), "a correlation is a statistical test that determines the

tendency or trend for two (or more) variables or two sets of data to fluctuate

consistently." According to Ary, et. al (2010), correlational research seeks out the

relationship or correlation between variables in positive or negative correlation, with the

coefficient of correlation determining the level of correlation. It can be said that the

detection of correlation among variables is based on its correlation coefficient. From the

descriptions above, this study constitutes correlational research, which is included into

nonexperimental quantitative research, because it consists of numerical data, no variable

manipulation, and it purposes to identify the correlation between four variables, namely

academic performance in English, academic listening skills, concentration and memory.

 18

Furthermore, the participants' data were collected using a quantitative manner in

this study. The researchers were able to focus on objective measurements and statistical,

mathematical, or numerical analysis of data that were gathered through questionnaires

and surveys using this strategy (Babbie, 2010).

Research Locale

This study was conducted at Tarlac State University (TSU). The researchers

selected the university to ascertain the relationship of the academic performance of

second year English major students in English to academic listening skills, and

concentration and memory.

Sampling and Participants

The population of the study were the second year BSED English major students at

Tarlac State University in the academic year 2021-2022. These second-year students are

divided into four (4) sections: English 2A, with 37 students; 2B, with 35 students; 2C,

with 35 students; and 2-1, with 28 students. The total population of second year BSEd

English major therefore is 135.

The minimum admissible sample size for a correlational study, according to

Fraenkel & Wallen (2009), is thirty (30). They also suggested that if the data acquired

from a sample is smaller than 30, the degree of correlation may be inaccurately

calculated. Due to this reason, the researchers selected thirty-five (35) participants from

the 135 total population of second year BSEd English major students. In selecting the

participants, the researchers used simple random sampling. Easton, V.J. & J.H. McColl

(1997) suggests a simple random sampling strategy is one in which we pick out a set of
 19

people (a sample) from a larger group to investigate (a population). Everyone in the

population has an equal chance of being included in the sample because it is picked at

random. Every sample of a given size has the same probability of getting chosen. In this

sampling, the researchers used the fishbowl draw to select the 35 respondents out of 135

total population unbiased. To do this method, the researchers asked for a copy of names

in each section. Then, they wrote down the names of all the members of the population

on strips of paper. The researchers placed the strips in a bowl or in a container. When

they already put all the names and shake the bowl, the researchers picked 35 strips of

paper containing the names of the participants. After selecting them, the researchers

informed them that they were selected randomly. When the participants were finalized,

the researchers gave them instructions and information of what will happen in the study.

However, from the selected thirty-five (35) participants, only thirty (30) were able to

respond due to some reasons such as issue on time and internet connectivity.

Research Instrument

A research instrument allows the researchers to gather significant data that can

help identify the relationship of the academic performance of second year English major

students in English to academic listening skills, and concentration and memory. In this

study, the researchers utilized survey questionnaires. Aligned to the variable ‘academic

listening skills’, the researchers used Academic Listening Self-assessment questionnaire

that’s created by them. For the variable ‘concentration and memory’, the researchers

adapted Concentration and Memory Self-Assessment Questionnaire from Study Skills

Assessment Questionnaire (2021). All the questionnaires which the researchers utilized

were content validated by experts.

 20

As stated above, the Academic Listening Self-assessment questionnaire was

created by the researchers of the present study. With that, before implementing and using

the said questionnaire, the researchers made sure that this instrument was well-structured

and was validated by the expert validators.

Academic listening skills according to Marker (2022) include gist listening,

particular information listening, and comprehensive information listening. These are not,

however, the only academic listening skills that a language learner must have. Academic

Marker (2022) identified six more skills that a listener must possess. Academic listening

skills also include listening and reading, listening while note-taking, being able to discern

a variety of lecture and discussion signals that a speaker may use for varied goals,

listening to several speakers, dealing with unfamiliar vocabulary, and formulating a

response.

In lined with this, the researchers developed a pool of thirteen (13) items designed

to tap all the academic listening skills given by Marker (2022) and asked three expert

validators to check and validate the researcher-developed questionnaire. For the

validation, the researchers adopted the Checklist Validation Rubric for Expert Panel -

VREP© by Marilyn K. Simon and Jim Goes with input from Jacquelyn White. This

adopted rubric aims to validate the researcher-developed questionnaire academic

listening skills self-assessment. In connection with this, the researchers humbly requested

the precious time and expertise of the validators by accomplishing the rubric which

contains two parts: Part 1 asks for personal and professional background and Part 2 asks

for their response to the validation of the researcher-developed questionnaire in terms of

its face and content validity.

 21

The validation rubric consisting of ten (10) criteria includes the clearness,

wordiness, no negative wording, no overlapping of responses, balance, no over-using of

jargon, appropriateness of responses, use of technical language is minimal, application to

praxis, and relationship to problem. The validators are requested to put a check mark on

the box that indicates their verdict in every criterion, four (4) being the highest and one

(1) as the lowest. After the thorough validation, the results were computed by getting the

average scores to which the validators gave in each criterion. For the clarity and

wordiness, the weighted score is 3. For the negative wording and balance, the weighted

score is 3.33. For the overlapping responses, the weighted score is 2.67. For jargon use,

propriety of responses, technical language use, and application to praxis, the weighted

score is 3.67. Finally, for the relationship to the problem, the weighted score is 4. Since

the highest score is four (4), the passing score is two (2). Upon looking on the results in

each criterion, the researcher-developed questionnaire passed the rating and verdict of the

expert validators. However, there were also comments and suggestions given for the

betterment of the said questionnaire.

The researchers followed the validators' remarks and suggestions in iterative

steps. In order to develop an item pool that usefully reflected the concepts, the

researchers reviewed item contents, clarified and excluded double-barreled items,

eliminated and fixed the problems, including redundant things, and solved items'

potential linguistic problems. After making changes to the questionnaire, the researchers

asked the validators to review it again and then waited for the approval before utilizing it.

Data Gathering Procedure

 22

The researchers requested authorization to conduct the study from the research

professor. When they were given permission, they requested authorization from the

CTED dean to perform the aforementioned study and survey. The participants were

chosen using simple random selection, namely a fishbowl draw approach.

When the researchers were done selecting the participants, they then proceeded to

the data gathering. Data is the most critical item that a researcher should obtain when

performing study. Fraenkel & Wallen (2009) state that “data refers to the kinds of

information researchers obtain on the subjects of their research.” As a result, data are

regarded as the most critical thing to acquire before being examined. The data employed

in this study were numerical in accordance with the type of research, which was

quantitative. Thereby, the data in this study were average scores which were based on the

scale that indicates how often statement applies to them. Since the researchers must

correlate the academic performance in English to academic listening skills, and

concentration and memory, same procedure of gathering the data was used. Furthermore,

the procedure to collect the data that was performed by the researchers were as follows:

The researchers checked first the attendance of the respondents/sample. Then,

they explained the instruction to do the test. The researchers gave an hour for the

respondents/sample to answer the survey questionnaire for the academic listening skills

and the level of concentration and memory. After that, they scored the level of academic

listening skills and the level of concentration and memory test. The researchers obtained

the average score per respondents. Since there is a need to get the average of the students

from their English major subject grades, the researchers asked permission to the Dean of

the College of Teacher Education and to the Data Privacy Office of Tarlac State
 23

University to get the students’ grades and used these as part the process. When the

researchers were permitted, they then administered another survey to get the grades of the

respondents. The grades needed are from the major courses from first year (both first and

second semester final grades), and second year (first semester final grades). Their major

courses are as follows:

 EL 100: Introduction to Linguistics

 EL 101: Language, Culture, and Society

 EL 102: Structures of English

 EL 103: Principles and Theories of Language Acquisition and Learning

 EL 104: Speech and Theater Arts

 EL 105: Technical Writing

 EL 106: Mythology and Folklore

 EL 107: Language Programs and Policies in Multilingualism Societies

 EL 108: Children and Adolescent Literature

When the grades were collected, the researchers obtained the average of the

grades per participant. To secure the reliability and accuracy, we asked the respondents to

send screenshots of their grades. For the privacy, as promised, only the respondent and

the researchers have seen the print screen of the grades. After the process, the data

gathered were subjected for an analysis.

Data Analysis

This section contains the formulas and computation analysis that the researchers

used to calculate the data obtained to answer the study questions.

 24

In analyzing the data for both academic listening skills self-assessment and

concentration and memory self-assessment, the four-point Likert Scale and the mean

were utilized. The following terms were used to characterize the levels of academic

listening skills, concentration and memory self-assessment for ease of use and

interpretation:

Description Equivalent
Score
Never (1) 1
Rarely (2) 2
Often (3) 3
Always (4) 4

To get both the level of academic listening skills and concentration and memory

of the BSEd second year English major students, the researchers computed for the total

score by adding all the equivalent scores per statement and then dividing the sum into the

number of statements (Mean). Below is the four-point Likert scale range interpretation.

Score Scale Range Interpretati

on/
Level
4 3.00-4.00 Excellent

3 2.00-2.99 Above

Average

2 1.01-1.99 Average

1 1.00 Below

Average
 25

To identify if the variables are related to each other, the researchers utilized

Pearson’s correlation. According to Ary et. Al. (2011), the Pearson correlation is a very

useful statistic for demonstrating the relationship between two variables. The correlation

coefficient is used to calculate correlation. The correlation coefficient is fairly simple to

compute with the Statistical Package for Social Sciences (SPSS) (Arkkelin, 2017).

Therefore, the researchers utilized Pearson correlation through the use of this software.

Ethical Considerations

In this research study, students were assured that any information they provided

would be kept confidential, protected, and used solely for the study’s goal or purpose,

which is to find out if the academic listening skills and concentration and memory have a

significant relationship with the students’ academic performance in English. Before the

conduct of the study, the researchers received ethical approval. The researchers made

certain that data privacy is rigorously adhered to. Furthermore, to preserve privacy,

develop a lasting relationship, and provide excellent results, the researchers saved all the

data which were collected from the participants in a secure database.

If the participants would like to pull out from participating in the study, they have

the option to do so. The researchers explained the research instruments properly to the

participants and that the researchers would not alter its purpose. Moreover, the

researchers would also share the time frame for the data gathering with the participants.
 26

Chapter 3

RESULTS AND DISCUSSION

1. Level of Academic Listening Skills

Academic listening, according to Ross (2020), is a distinct type of listening. It is

important because it leads to long-term benefits for students in their academic careers and

beyond, such as improved communication skills, learning a language quicker, turn down

exasperation, apprehension, and misery, developed skills in working with others, and a

more powerful sensation of affinity.

As presented in the Academic Marker (2022), academic listening skills include

gist listening, particular information listening, and comprehensive information listening.

When a student listens for gist, he or she is seeking for the major concept of what an

audio text is saying or describing rather than the text's lesser details (Manuel, 2021).

When a learner is looking for specific information, he or she concentrates on a few key

words in order to grasp the audio text's important points (Foster, 2022). When a learner is

looking for specific details, he or she must pay close attention in order to decipher the

auditory text's deeper meanings or make inferences based on what the speaker may or
 27

may not be saying (Marker, 2022). These are not, however, the only academic listening

skills that a language learner must have. Academic Marker (2022) identified six more

skills that a listener must possess. Academic listening skills includes listening and

reading, being able to take notes during a lecture, being able to discern a variety of

lecture and discussion signals, being able to listen to several speakers, can deal with

unfamiliar vocabulary, and ability to develop a response.

These skills were assessed one by one by letting the participants answer the

academic listening skills self-assessment survey questionnaire.

The table below shows the result in the level of academic listening skills of BSEd

second year English major students based on the gathered data.

Table 1

Table of Scores in the Academic Listening Skills Self-Assessment

PARTICIPANT’ S S S S S S S S S S S S S Scor Mea

S NUMBER T T T T T T T T T T T T T e n
1 2 3 4 5 6 7 8 9 10 11 12 13
P1 1 4 4 3 4 4 4 4 4 2 4 3 3 44 3.38
P2 3 4 3 4 4 3 3 4 3 3 2 2 3 41 3.15
P3 3 3 4 3 2 3 3 4 3 3 3 2 1 37 2.85
P4 3 4 4 4 4 3 3 4 4 2 3 4 4 46 3.54
P5 3 3 3 3 3 4 4 3 3 2 2 3 3 39 3
P6 3 3 3 3 2 2 3 3 3 2 2 3 2 34 2.62
P7 4 4 4 4 3 4 2 3 4 2 3 4 4 45 3.46
P8 2 4 4 4 3 3 3 3 3 3 2 2 4 40 3.08
P9 2 4 4 4 3 3 3 3 3 3 3 3 3 41 3.15
P10 2 4 3 3 2 2 3 4 2 1 3 3 3 35 2.69
P11 2 4 3 4 4 4 4 4 3 2 3 3 3 43 3.31
P12 2 3 3 3 3 3 4 4 2 3 4 4 2 40 3.08
P13 2 4 3 3 4 4 4 4 3 3 3 4 3 44 3.38
P14 4 4 4 3 2 2 3 3 3 1 2 3 4 38 2.92
P15 4 4 4 4 3 3 4 4 4 4 4 3 3 48 3.69
P16 3 3 4 3 4 4 3 4 3 2 3 2 3 41 3.15
P17 2 4 4 3 3 3 4 3 3 2 3 3 4 41 3.15
P18 3 4 4 3 3 3 3 2 2 3 3 3 3 39 3
P19 2 3 4 4 2 2 3 2 2 1 3 3 3 34 2.62
 28

P20 3 3 3 2 4 2 3 4 3 2 3 3 2 37 2.85
P21 2 3 2 2 2 2 3 3 2 2 2 2 2 29 2.23
P22 1 2 4 4 3 3 4 4 3 3 4 3 3 41 3.15
P23 2 3 3 3 3 3 3 3 3 2 2 2 2 34 2.62
P24 4 4 4 4 3 4 4 3 4 4 4 4 3 49 3.77
P25 3 3 4 4 4 4 4 4 3 2 3 3 3 44 3.38
P26 3 3 3 3 2 1 2 4 3 3 2 3 3 35 2.69
P27 3 4 4 4 4 2 4 4 3 4 4 4 3 47 3.62
P28 3 4 4 3 3 4 4 2 4 3 2 4 4 44 3.38
P29 3 4 4 4 4 4 4 3 3 4 4 4 4 49 3.77
P30 3 3 3 3 3 3 3 3 3 2 3 3 3 38 2.92
= 3.12

The table above shows that out of thirty (30) participants there were twenty (20)

who got average scores ranging 3.00-4.00. There were also these remaining ten (10)

participants who got average scores ranging 2.00-2.99. Overall, the computed general

mean that the participants got was 3.12.

Upon interpreting the results, it showed that the participants who got average

scores ranging 3.00-4.00 has excellent academic listening skills. In contrast, the

participants who got average scores ranging 2.00-2.99 has above average academic

listening skills. Overall, the computed general mean that the participants got was 3.12.

That shows that the level of academic listening skills of the participants was excellent.

These results shows that the participants are seeking for the major concept of what an

audio text is saying or describing rather than the text's lesser details (Manuel, 2021).

They concentrate on a few key words in order to grasp the audio text's important points

(Foster, 2022). When they are looking for specific details, they pay close attention in

order to decipher the auditory text's deeper meanings or make inferences based on what

the speaker may or may not be saying (Marker, 2022). The result also indicates that the

participants can listen to a speaker while reading supplementary information such as the
 29

teacher's notes on the whiteboard, handouts, or illustrations offered through visual data

such as PowerPoint presentations. They can take notes during a lecture, not only for

concepts and facts, but also for new vocabulary words. The participants can also discern a

variety of lecture and discussion signals that a speaker may use for varied goals. They can

listen to various speakers, they can deal with unfamiliar vocabulary, and they have the

ability to formulate a response.

2. Level of Concentration and Memory

Although memory and concentration work together, one does not imply the other.

Memory is the ability to recollect information, experiences, and people, whereas

concentration is the ability to focus your mental abilities or efforts on a certain activity,

subject, or problem. Memory and concentration are also considered sisters, according to

Lamba et al., (2014). Concentration is critical for success in any sector of competent

performance, according to cognitive studies. The same goes for memory, which is one of

the most fundamental parts of language acquisition. English language learners who lack

concrete memory methods may get overwhelmed by the amount of information they must

recall, classify, manage, and generate.

To assess the level of concentration and memory of the participants, the

researchers adapted the Concentration and Memory Self-assessment Questionnaire from

Study Skills Assessment Questionnaire (2021). This questionnaire was consisted of

different statements that touches or affect concentration and memory. Statements about

the participants’ study place habit, their place when they are studying, their ability to give
 30

their full attention, the participants’ level of confidence when it comes to concentration.

There are also statements about how well they can understand the materials they want to

remember, their intention of remembering, the way they can easily remember

information, and even the way they recall the information they have studied. These things

were assessed by letting them answer the concentration and memory self-assessment

questionnaire.

The table below shows the result in the level of concentration and memory of

BSEd second year English major students based on the gathered data:

Table 2

Table of Scores in the Concentration and Memory Self-Assessment

PARTICIPANT’S ST ST ST ST ST ST ST ST ST SCORE MEAN

NUMBER 1 2 3 4 5 6 7 8 9
P1 4 4 4 4 3 3 3 4 3 32 3.56
P2 2 3 3 3 2 3 4 2 3 25 2.78
P3 1 1 4 3 1 2 3 2 2 19 2.11
P4 4 4 4 4 3 3 4 4 4 34 3.78
P5 2 2 3 3 3 3 3 3 3 25 2.78
P6 2 3 3 3 2 3 3 3 3 25 2.78
P7 2 4 4 4 3 3 3 1 3 27 3.00
P8 3 4 3 3 3 3 3 4 3 29 3.22
P9 4 4 3 3 2 3 3 4 3 29 3.22
P10 4 3 2 2 1 3 2 3 4 24 2.67
P11 4 4 3 3 3 4 4 3 4 32 3.56
P12 3 3 3 3 2 4 3 3 3 27 3.00
P13 4 3 4 4 4 3 4 4 4 34 3.78
P14 2 3 3 4 1 3 4 4 2 26 2.89
P15 4 4 3 3 3 4 4 4 4 33 3.67
P16 2 2 3 3 3 3 4 2 3 25 2.78
P17 3 4 3 3 3 4 2 3 3 28 3.11
P18 4 4 4 4 4 4 3 3 4 34 3.78
P19 2 4 3 4 2 3 3 4 3 28 3.11
P20 3 4 4 2 1 3 2 4 3 26 2.89
P21 2 2 2 1 1 2 2 1 1 14 1.56
P22 2 4 3 4 2 3 2 4 2 26 2.89
 31

P23 3 3 2 2 3 3 3 3 1 23 2.56
P24 3 4 4 4 4 3 4 2 4 32 3.56
P25 4 3 1 4 4 4 3 4 4 31 3.44
P26 3 2 3 4 4 4 4 4 4 32 3.56
P27 2 1 2 2 1 3 3 2 3 19 2.11
P28 4 3 2 2 2 4 2 3 4 26 2.89
P29 3 2 2 4 3 4 4 4 2 28 3.11
P30 3 3 3 3 3 3 3 1 3 25 2.78
= 3.031

As reflected on the table above, it shows that out of thirty (30) participants there

were sixteen (16) who got average scores ranging 3.00-4.00 which indicates that these

students’ level of concentration and memory were excellent. On the other side, there were

thirteen (13) participants who got average scores ranging 2.00-2.99 which indicates that

the level of their concentration and memory were above average. However, there was

this remaining one (1) participant who got an average score ranging 1.00-1.99 which

shows that this participant’s level of concentration and memory was average. Overall, the

computed general mean that the participants got was 3.031. That shows that the level of

concentration and memory of the participants was excellent.

As presented in the results above, in general, the participants are studying in a

place free from auditory and visual distractions. To improve and have a good focus and

concentration according to Chia (2021), students must develop a work environment free

of distractions since this might affect the way the students learn. A previous study by

Pimta et al., (2009) showed that the learners with top and middling concentration extent

worked more superior than those with truncated extent of concentration. This discovery

backed up the theory that learners who give a sole focus on their lessons work better

academically than those who don't. Given the foregoing context and result, the
 32

participants’ excellent level of concentration and memory might affect the way they

perform academically.

3. Academic Performance in English

Academic performance refers to a student’s, teacher’s, or institution’s

achievement of their educational goals. As a result, students’ grades are determined

by how well they perform on coursework-related evaluations as well as other sorts of

tests.

The table below shows the summary of grades per participants and with their

general average.

Table 3

Summary of Grades of the Participants

PARTICIPANT’ EL EL EL EL EL EL EL EL EL MEAN
S NUMBER 100 101 102 103 104 105 106 107 108
P1 1.50 2.50 2.00 1.75 1.50 2.00 1.75 2.25 1.25 1.83
P2 2.00 2.00 2.25 1.50 1.75 2.00 1.75 2.25 1.50 1.89
P3 2.00 2.75 2.75 1.75 1.75 2.50 2.00 2.25 1.50 2.14
P4 1.50 1.75 1.50 1.50 1.50 1.75 1.50 1.75 1.25 1.56
P5 2.25 3.00 3.00 1.75 1.75 2.50 2.25 2.75 1.50 2.31
P6 3.00 3.00 2.75 2.00 2.00 2.75 2.50 2.75 2.00 2.53
P7 1.75 1.75 2.00 1.50 1.50 1.75 1.50 1.75 1.50 1.67
P8 1.75 2.00 1.50 1.50 1.75 1.75 1.75 2.25 1.25 1.72
P9 1.50 2.25 2.00 1.75 1.50 2.25 1.50 2.50 1.25 1.83
P10 2.00 2.75 2.50 1.75 1.75 2.25 2.00 2.75 1.25 2.11
P11 2.00 2.50 2.00 1.75 1.75 2.25 1.75 2.50 1.50 2.00
P12 2.00 3.00 3.00 1.75 1.75 2.50 2.00 3.00 1.75 2.31
P13 1.75 2.75 2.00 1.50 2.50 2.25 1.50 2.50 1.75 2.06
P14 1.75 2.25 2.75 1.50 2.00 2.25 1.50 2.25 1.75 2.00
P15 2.00 2.50 2.00 2.00 3.00 2.50 1.50 2.25 2.25 2.22
P16 1.75 2.50 2.50 1.50 2.25 2.25 1.75 2.25 1.75 2.06
P17 1.75 2.00 1.75 1.50 2.00 1.75 1.50 2.00 1.75 1.78
P18 2.00 2.00 2.25 1.75 2.25 2.25 1.50 2.50 1.50 2.00
 33

P19 1.50 2.25 2.00 1.75 2.50 2.25 1.50 2.25 1.75 1.97
P20 1.50 2.00 1.75 1.50 2.25 2.00 1.75 2.25 1.75 1.86
P21 1.75 1.75 1.75 2.00 2.75 2.25 1.75 2.75 2.25 2.11
P22 2.00 1.75 2.50 2.00 3.00 2.00 1.25 2.25 1.50 2.03
P23 2.00 1.75 2.25 1.75 2.50 2.25 1.25 1.75 1.25 1.86
P24 2.00 1.75 2.00 1.75 1.75 1.75 2.25 2.25 1.50 1.89
P25 1.75 2.00 2.25 1.50 1.50 2.00 1.50 2.50 1.50 1.83
P26 2.00 2.50 2.25 1.75 2.25 2.50 1.50 2.50 1.75 2.11
P27 1.75 1.75 2.00 1.50 1.50 2.00 1.50 2.00 1.25 1.69
P28 1.75 2.25 2.00 1.75 1.75 2.00 2.00 2.25 1.25 1.89
P29 2.00 2.75 2.50 2.00 1.75 2.00 1.50 2.75 1.50 2.08
P30 2.00 2.00 2.25 1.75 2.50 2.00 1.50 2.25 1.50 1.97

As reflected on the summary of grades above, no one garnered a failing grade and

a failing average. Out of thirty (30) participants, fifteen (15) got an average ranging 1.00-

1.99, while the remaining fifteen (15) got average ranging 2.00-2.99.

As opined by Yusuf, Onifade & Bello (2016), academic performance is the

behavior of a student that can be assessed and monitored over time. He went on to say

that it is comprised of a student's performance on assessments such as class activities,

class tests, mid-semester mock exams, and end-of-semester exams. According to Martha

(2009), a student's academic performance is also defined by their performance in exams,

examinations, and course work. Given the result above, this shows that the participants

performed well in their exercises, class activities, tests and examinations that led them to

garner their high and passing grades and averages.

4. Correlation of Academic Listening Skills, Concentration and Memory, and

Academic Performance in English

4.1 Academic Listening Skills and Academic Performance in English

 34

According to Huang (2014), if the academic attainment of learners is the goal,

academic listening is essential. As a result, students are expected to put forth effort in

order to make it through the adversity of sitting in a lecture session.

Figure 2: Print Screen of Results from SPSS

The figure above was a raw print screen from the software SPSS showing the

tabulation of the results in the correlation between academic listening skills and academic

performance in English.

Table 4

Correlation of Academic Listening Skills and Academic Performance in English

r value p value Sig. Decision

(2-tailed)

-.375 .041 Reject Null

Hypothesis

As reflected on the table above, the sig. (two-tailed) known as the p-value is less

than the set alpha coefficient of 5% (.05) which indicates that the null hypothesis is

rejected; hence, there is a significant relationship between academic performance in

English and academic listening skills.

 35

Given this result, Huang’s claim was proven that academic listening skill is quite

crucial in the academic performance of the students. As part of the academic listening

skills presented by Marker (2022), being able to listen for gist, listening for particular

information, listening for comprehensive information, being able to listen while reading,

note-taking, discerning a variety of lecture and discussion signals, being able to listen to

several speakers, and being able to deal with unfamiliar words and formulate a response

have great impact in the academic performance of the students in English.

4.2 Concentration and Memory and Academic Performance in English

Lamba et al., (2014) said that memory and concentration are considered sisters.

They both share important roles in the academic performance of the students. In this part,

the result will serve as a proof if there is really a significant relationship between the two

variables named academic performance in English and concentration and memory.

Figure 3: Print Screen of Results from SPSS

The figure above was a raw print screen from the software SPSS showing the

tabulation of the results in the correlation between concentration and memory, and

academic performance in English.

Table 5

Correlation of Concentration and Memory and Academic Performance in English

 36

r value p value Sig. Decision

(2-tailed)

-.169 .372 Do not reject

the null

hypothesis

The table above shows that the p-value is greater than the set alpha coefficient of

5% (.05) which indicates that null hypothesis is retained and accepted; hence, there is no

significant relationship between academic performance in English and concentration and

memory.

Memory and concentration work together to achieve a specific goal most

commonly in academic and professional matters. Memory is the ability to recollect

information, experiences, and people, whereas concentration is the ability to focus your

mental abilities or efforts on a certain activity, subject, or problem. Memory and

concentration are quite important, however in the result above, these two variables were

not significantly related to the academic performance of the students in English. In the r

value, there’s no linear correlation between them, and it was statistically proven in the p

value since it gave a result of .372, which is higher than the set alpha coefficient .05.

Given this result, maybe in some fields, subjects or specializations, concentration and

memory are related, but not completely in the academic performance in English.
 37

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Study

This study aimed to find out if there is a significant relationship in the academic

listening skills, concentration and memory, and the students’ academic performance in

English. The correlational design was used as an approach. A researcher-developed 13-

item academic listening skills self-assessment questionnaire was used to assess the level

of academic listening skills, and an adapted 9-item concentration and memory self-

assessment questionnaire was used as an instrument to assess the level of concentration

and memory of the respondents.

Overall, the study found out that both the level of academic listening skills and

concentration and memory of the participants were excellent. However, when each of

them was correlated to the academic performance of the students in English, the results
 38

were different. Upon correlating the academic listening skills and academic performance

in English, the sig. (two-tailed) known as the p-value is less than the set alpha coefficient

of 5% (.05) which indicates that the null hypothesis is rejected; hence, there is a

significant relationship between academic performance in English and academic listening

skills. While in the concentration and memory and academic performance in English, the

p-value is greater than the set alpha coefficient of 5% (.05) which indicates that the null

hypothesis is retained and accepted; hence, there is no significant relationship between

academic performance in English and concentration and memory.

Summary of Findings

This study aimed to identify if there is a significant relationship in the academic

listening skills, concentration and memory, and the students’ academic performance in

English. The correlational design was used as an approach. A researcher-developed 13-

item academic listening skills self-assessment questionnaire was used to assess the level

of academic listening skills, and an adapted 9-item concentration and memory self-

assessment questionnaire was used as an instrument to assess the level of concentration

and memory of the respondents.

1. Level of Academic Listening Skills

Twenty (20) participants out of thirty (30) had average scores ranging from 3.00

to 4.00, indicating that their academic listening skills were excellent. The remaining ten

(10) participants, on the other hand, got average scores ranging from 2.00 to 2.99,

indicating that their academic listening skills were above average. Overall, the
 39

participants got a 3.12 computed general mean. This demonstrates that the participants'

academic listening skills were excellent.

2. Level of Concentration and Memory

There were sixteen (16) participants out of thirty (30) who had average scores

ranging from 3.00 to 4.00, indicating that their concentration and memory were excellent.

On the other hand, thirteen (13) participants got average scores ranging from 2.00 to 2.99,

indicating that their concentration and memory levels were above average. However,

there was one (1) who got an average score of 1.00-1.99, indicating that his or her level

of concentration and memory was average. Overall, the participants received a 3.031

calculated general mean. This demonstrates that the participants' concentration and

memory were excellent.

3. Academic Performance in English

There’s no student who garnered a failing grade and a failing average. Out of

thirty (30) participants, fifteen (15) got an average ranging 1.00-1.99, while the remaining

fifteen (15) got average ranging 2.00-2.99.

4. Correlation of Academic Listening Skills, Concentration and Memory, and

Academic Performance in English

4.1 Academic Listening Skills and Academic Performance in English

The sig. (two-tailed) known as the p-value is less than the set alpha coefficient of

5% (.05) which indicates that the null hypothesis is rejected; hence, there is a significant

relationship between academic performance in English and academic listening skills.

4.2 Concentration and Memory and Academic Performance in English

 40

The p-value is greater than the set alpha coefficient of 5% (.05) which indicates

that the null hypothesis is retained and accepted; hence, there is no significant

relationship between academic performance in English and concentration and memory.

Limitations

There are several notable limitations in the study:

The data collection was the first constraint. Both researchers and participants

struggled with the new normal situation, which only allowed them to collect data online.

There was also the issue of poor internet connectivity, which led to a lack of time.

This study was conducted during the Covid-19 pandemic that only allowed the

researchers to gather data or information online. Since Messenger according to de

Bakker, Sloep, and Jochems (2007) is the easiest messaging and calling app to reach out

other people, the researchers used messenger as their main means of communicating with

the respondents.

The researchers did not get their target number of participants which is thirty-five

(35) due to some issues like personal matters, internet connectivity, and overlapping of

time that led the researchers to only have thirty (30) participants.

Another issue was the usage of software when it came to data analysis. Instead of

manually determining the correlation between the variables, the researchers used the

SPSS software to ensure accuracy and precision. However, this software requires

payment before use, and it’s difficult to download. The researchers were unable to access

the software as a result of this, so they sought out someone who had the software and

asked to calculate and analyze the data.

 41

Conclusions

Conclusions were drawn based on the study's findings and results:

1. After a thorough analysis of data, it showed that the participants’ level of academic

listening skills was excellent.

2. Same as with the level of academic listening skills, the participants’ level of

concentration and memory was excellent.

3. When it comes to their academic performance in English, no one obtained a failing

grade and a failing average.

4. The academic listening skills of the students is significantly correlated to their

academic performance in English. As a whole, a positive and strong correlation was

proven between the students’ grade weighted average in their English major subjects and

their level of academic listening skills. This is an indication that the academic listening

skills plays an important role in the academic success of a student or at least has its

impact in the academic performance of the students in English. Nevertheless, a negative

correlation was established between concentration and memory and academic

performance in English.

Recommendations

This section summarizes the primary findings of this study and makes

recommendations for future researchers; the following suggestions are made:

1. Administrators and teachers may consider working on the students’ academic listening

skills since this might help the students in learning English language.

2. Students are recommended to be aware of their level of academic listening skills and

take the efforts to enhance their academic listening skills.

 42

3. Students are encouraged to build a strong concentration and memory since this might

still give an impact to the way they perform in some various fields or subjects.

4. Future Researchers of the same topic are recommended to do their very best to access

and adapt the Academic Listening Self-Rating Questionnaire (ALSA) profiled by

Aryadoust, Goh, & Lee (2012) instead of developing their own instrument. This is to

secure the reliability and validity of the result as a whole, and there would be no need to

establish the validity and reliability of the researcher-developed questionnaire.

5. Future researchers are encouraged to conduct a further study about the impact of

academic listening skills in the academic performance of the students in English. Might

as well focus on the negative impact of not employing the academic listening skills so the

students will be aware of it.

6. Future researchers are also encouraged to be mentally, spiritually, ethically, and

financially prepared to avoid problems and errors during the process of the study.
 43

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APPENDICES
 53

APPENDIX A

LETTER OF REQUEST TO THE COLLEGE DEAN

April 18, 2022

DR. JASPER JAY N. MENDOZA

Dean, College of Teacher Education

Sir:
Greetings in the name of the Lord!

We, the Research Team 1 of the BSED English 3-2, are currently preparing a study about
“Academic Listening Skills, Concentration and Memory in Relation to Academic
Performance in English.” This study serves as a major requirement in partial fulfillment
of our course EL 120 Language Research.

In line with this, may you allow us to conduct a study among the BSED English second
year students in the school year 2021- 2022 and obtain their answers in the digital
questionnaire we provided for them.

We are hoping for your positive response regarding this matter.

Respectfully yours,

____________________
(SGD.) GILMAR M. BAUN
BSED English 3-2 – Research Team Leader
 54

Undergraduate Researcher
College of Teacher Education, TSU

Noted by:
____________________
(SGD.) MA’AM FRINCESS T. FLORES
Research Adviser

____________________
(SGD.) DR. MARIA AGNES P. LADIA
Language Research Professor

Approved by:
____________________
(SGD.) DR. JASPER JAY N. MENDOZA
Dean, College of Teacher Education
APPENDIX B

LETTER OF REQUEST TO THE DEAN OF THE COLLEGE OF TEACHER

EDUCATION

April 18, 2022

DR. JASPER JAY N. MENDOZA

Dean, College of Teacher Education

Sir:
Greetings in the name of the Lord!

We, the Research Team 1 of the BSED English 3-2, are currently preparing a study about
“Academic Listening Skills, Concentration and Memory in Relation to Academic
Performance in English.” This study serves as a major requirement in partial fulfillment
of our course EL 120 Language Research.

In line with this, may you allow us to obtain the lists of enrollees of second year BSED
English students’ school year 2021- 2022.

We are hoping for your positive response regarding this matter.

Respectfully yours,

____________________
(SGD.) GILMAR M. BAUN
BSED English 3-2 – Research Team Leader
 55

Undergraduate Researcher
College of Teacher Education, TSU

Noted by:

____________________
(SGD.) MA’AM FRINCESS T. FLORES
Research Adviser

____________________
(SGD.) DR. MARIA AGNES P. LADIA
Language Research Professor

Approved by:
____________________
(SGD.) DR. JASPER JAY N. MENDOZA
Dean, College of Teacher Education
APPENDIX C

LETTER OF REQUEST TO THE DEAN OF THE COLLEGE OF TEACHER

EDUCATION

April 18, 2022

DR. JASPER JAY N. MENDOZA

Dean, College of Teacher Education

Sir:
Greetings in the name of the Lord!

We, the Research Team 1 of the BSED English 3-2, are currently preparing a study about
“Academic Listening Skills, Concentration and Memory in Relation to Academic
Performance in English.” This study serves as a major requirement in partial fulfillment
of our course EL 120 Language Research.

In line with this, may you allow us to obtain the grades of the current second year BSED
English major students in their major subjects from school year 2020- 2021 (both first
and second semester) and 2021- 2022 (first semester only).

We are hoping for your positive response regarding this matter.

Respectfully yours,

____________________
(SGD.) GILMAR M. BAUN
 56

BSED English 3-2 – Research Team Leader

Undergraduate Researcher
College of Teacher Education, TSU

Noted by:

____________________
(SGD.) MA’AM FRINCESS T. FLORES
Research Adviser

____________________
(SGD.) DR. MARIA AGNES P. LADIA
Language Research Professor

Approved by:
____________________
(SGD.) DR. JASPER JAY N. MENDOZA
APPENDIX D

LETTER OF REQUEST TO THE DATA PRIVACY OFFICER OF TARLAC

STATE UNIVERSITY

May 03, 2022

DR. GRACE N. ROSETTE
Data Privacy Officer, Tarlac State University

Ma’am:
Greetings in the name of the Lord!

We, the Research Team 1 of the BSED English 3-2, are currently preparing a study about
“Academic Listening Skills, Concentration and Memory in Relation to Academic
Performance in English.” This study serves as a major requirement in partial fulfillment
of our course EL 120 Language Research.

In line with this, may you allow us to obtain information from the students, specifically
the grades of the current second year BSED English major students in their major
subjects from school year 2020- 2021 (both first and second semester) and 2021- 2022
(first semester only).

We are hoping for your positive response regarding this matter.

Respectfully yours,
Group Members:
____________________ ABREJAL, KRISSHA NICOLE
(SGD.) GILMAR M. BAUN AGUILAR, JOVILYN HANNAH
 57

BSED English 3-2 – Research Team Leader ARANO, MA. SHERWIN

Undergraduate Researcher BARRIBAL, PINK SHERMAINE
College of Teacher Education, TSU BAUTISTA, ANGELINE
BONDOC, LERY JOY
SANTOS, JUSTINE ANGELO
Noted by:
____________________
(SGD.) MA’AM FRINCESS T. FLORES
Research Adviser

Approved by:
____________________ ______________________
DR. JASPER JAY N. MENDOZA DR. GRACE N. ROSETTE
Dean, College of Teacher Education Data Privacy Officer, Tarlac State
University

APPENDIX E

LETTER OF PERMISSION TO THE ADVISER

February 20, 2022

MA’AM FRINCESS T. FLORES

Faculty, College of Teacher Education

Ma’am:

Greetings in the name of the Lord!

We, the Research Team 1 of the BSED English 3-2, are currently preparing a study about
“Academic Listening Skills, Concentration and Memory in Relation to Academic
Performance in English.” This study serves as a major requirement in partial fulfillment
of our course EL 120 Language Research.

In line with this, may we request your permission to be our ADVISER for we believed
that you are knowledgeable on such field of study.

We are hoping for your positive response regarding this matter.

Respectfully yours,

____________________
 58

(SGD.) GILMAR M. BAUN

BSED English 3-2 – Research Team Leader
Undergraduate Researcher
College of Teacher Education, TSU

Noted by:

____________________
(SGD.) DR. MARIA AGNES P. LADIA
Language Research Professor

Approved by:

____________________
(SGD.) MA’AM FRINCESS T. FLORES
Research Adviser

APPENDIX F

LETTER OF PERMISSION TO THE STATISTICIAN

May 03, 2022

MRS. JUANITA A. SORIANO

Master of Education Major in Mathematics (M.Ed. in Mathematics)
Head Teacher 1
Tibag High School

Ma’am:
Greetings in the name of the Lord!

We, the Research Team 1 of the BSED English 3-2, are currently preparing a study about
“Academic Listening Skills, Concentration and Memory in Relation to Academic
Performance in English.” This study serves as a major requirement in partial fulfillment
of our course EL 120 Language Research.

In line with this, may you please be our STATISTICIAN in this study.

We are hoping for your positive response regarding this matter.

Respectfully yours,
____________________
(SGD.) GILMAR M. BAUN
BSED English 3-2 – Research Team Leader
Undergraduate Researcher
College of Teacher Education, TSU
 59

Noted by:
____________________
(SGD.) MA’AM FRINCESS T. FLORES
Research Adviser

____________________
(SGD.) DR. MARIA AGNES P. LADIA
Language Research Professor

Approved by:
____________________
MRS. JUANITA A. SORIANO
Master of Education Major in Mathematics (M.Ed. in Mathematics)
Head Teacher 1
Tibag High School

APPENDIX G

LETTER OF PERMISSION TO THE RESPONDENTS

BSED ENGLISH SECOND YEAR STUDENTS,

Tarlac State University

We, the Research Team 1 of the BSED English 3-2, are currently preparing a study about
“Academic Listening Skills, Concentration and Memory in Relation to Academic
Performance in English.” This study serves as a major requirement in partial fulfillment
of our course EL 120 Language Research.

In line with this, you are invited to participate in a research study through online survey,
by answering the questions in our questionnaire.

Rest assured that all the information you will be providing will remain confidential.
Hence, the data will only be solely utilized for research purposes. By signing this consent
form, you acknowledge that you have understand the consents of this consent form and
agree to participate in the test and to its condition.

Respectfully yours,

____________________
(SGD.) GILMAR M. BAUN
BSED English 3-2 – Research Team Leader
 60

Undergraduate Researcher
College of Teacher Education, TSU

Noted by:

____________________
(SGD.) MA’AM FRINCESS T. FLORES
Research Adviser

____________________
(SGD.) DR. MARIA AGNES P. LADIA
Language Research Professor

APPENDIX H

LETTER OF PERMISSION TO THE EXPERT VALIDATORS

April 23, 2022

MR. BENJAMIN S. GASPAR

Master of Arts in Education Major in English (M.A.Ed. in English)
DepEd Tarlac City - Tibag High School
Senior High School Department

Sir:
Greetings in the name of the Lord!

We, the third year BSED English 3-2 students at the College of Teacher
Education, Tarlac State University, under Research Team 1 are currently conducting a
study entitled “Academic Listening Skills, Concentration and Memory in Relation to
Academic Performance in English”. This current research is our project for the partial
fulfillment in our course EL 120: Language Education Research.

In line with this, we would like to inform you that you are one of our study's
expert validators. As a result, we, the researchers, respectfully request your permission
and expertise to validate the attached research instruments, one of which was adapted
from Study Skills Assessment Questionnaire (2021), and the other questionnaire was
developed and created by the researchers. In addition, we would appreciate your valuable
suggestions, comments, and recommendations to help us improve our questionnaire. We
believe that your knowledge and experiences in the field will aid us in improving our
research study along the way.
 61

Your response on this matter will be sincerely and greatly appreciated!

Thank you very much and more powers!
Respectfully yours,

_________ ___________ Noted by:

(SGD.) GILMAR M. BAUN
BSED English 3-2 – Research Team Leader ____________________
Undergraduate Researcher (SGD) MA’AM FRINCESS T.
FLORES
College of Teacher Education, TSU Research Adviser

Approved by:
____________________
MR. BENJAMIN S. GASPAR
Master of Arts in Education Major in English (M.A.Ed. in English)
DepEd Tarlac City - Tibag High School
Senior High School Department

FACE VALIDATION TOOL

Checklist Validation Rubric for Expert Panel - VREP©

By Marilyn K. Simon and Jim Goes with input from Jacquelyn White

Dear Sir,
This adopted rubric aims to validate the adapted concentration and memory self-
assessment from Study Skills Assessment Questionnaire (2021), and the researcher-
developed questionnaire academic listening skills self-assessment.
In connection with this, we humbly request your precious time and expertise by
accomplishing the rubric which contains two parts: Part 1 asks for your personal and
professional background and Part 2 asks for your response to the validation of the
adapted and researcher-developed questionnaires in terms of its face and content validity.
The information that you will provide would be helpful for the improvement of
the instrument.
Be assured that your responses would be treated professionally and confidentially.

Respectfully yours,
ABREJAL, Krissha Nicole
AGUILAR, Jovilyn Hannah
ARAÑO, Maria Sherwin
BARRIBAL, Pink Shermaine
 62

BAUN, Gilmar
BAUTISTA, Angeline
BONDOC, Lery Joy
SANTOS, Justine Angelo
Research Team 1-BSEd English 3-2

Noted by:

MA’AM FRINCESS T. FLORES

Research Adviser

PART 1. Personal Profile and Professional Background

Please fill out the following table with the information being asked.
Mr. Benjamin S. Gaspar
Name
Head Teacher 1 - English
Position/ Designation
28
Age
Male
Sex
Master of Arts in Education
Highest Degree
English
Major/Specialization
8 Years
Length of Teaching
Experience
 63

Part 2. Evaluation of the adapted and researcher-developed questionnaires

In this section, you will find a list of the criteria that you will use to evaluate and
validate the tool. You are requested to put a check mark (/) on the box that indicates your
verdict. Furthermore, you may write your suggestions to improve certain criteria.

SCORE
1 - Not Acceptable (major modifications needed)
2 - Below Expectations (some modifications needed)
3 - Meets Expectations (no modifications needed but could be improved with minor
changes)
4 - Exceeds Expectations (no modifications needed)

Questions NOT meeting standard

(List page and question number) and need to be revised.
Please use the comments and suggestions section to recommend revisions

Questions NOT
OPERATIONAL SCORE meeting standard
CRITERIA
DEFINITIONS
1 2 3 4
/
 The questions are direct and
specific.
 Only one question is asked at a
time.
Clarity  The participants can understand
what is being asked.
 There are no double-barreled
questions (two questions in
one).

/
 Questions are concise.
Wordiness
 There are no unnecessary words

/
 Questions are asked using the
Negative affirmative (e.g., Instead of
Wording asking, “Which methods are not
used?”, the researcher asks,
“Which methods are used?”)
Overlapping /
Responses  No response covers more than
 64

one choice.
 All possibilities are considered.
 There are no ambiguous
questions.

/
 The questions are unbiased and
Balance do not lead the participants to a
response. The questions are
asked using a neutral tone.

/
 The terms used are
understandable by the target
Use of population.
Jargon  There are no clichés or
hyperbole in the wording of the
questions.

/
 The choices listed allow
Appropriate participants to respond
ness of appropriately.
Responses  The responses apply to all
situations or offer a way for
Listed
those to respond with unique
situations.

/
Use of  The use of technical language is
Technical minimal and appropriate.
Language  All acronyms are defined.

/
Application  The questions asked to relate to
the daily practices or expertise
to Praxis
of the potential participants.

Relationship /
to Problem  The questions are sufficient to
resolve the problem in the study
 The questions are sufficient to
answer the research questions.
 The questions are sufficient to
obtain the purpose of the study.
 65

COMMENTS SUGGESTIONS
Academic Listening Skills Self- Academic Listening Self-Assessment
Assessment
 Simplify all the items in this
 This is a double-barreled item section/category. They are too long.
 And to Perhaps?  Try to split the thoughts into several
 You have injected too much info in one items.
item.  Simplify
 Too long.  Refrain from using double to triple –
 If the respondents say “always,” is it barreled questions such as this item.
ALWAYS on the notes? On the  Remove uncertain.
handouts? Or on the illustrations? What
Concentration and Memory Self-
if it is always on notes for the
Assessment
respondents and only often for
illustrations? Do they have the chance  Avoid using adverbs.
to deviate? No, right?
 They are synonymous.
 Refrain from being verbose in writing
questionnaire items.
 This one is a contaminated item. When
the response is always, is it always do
not? Refrain from using double
negatives to avoid contamination of
items.
Concentration and Memory Self-
Assessment

 Double-Barreled Item
 If 20 minutes as an indicator in this
item has a back-up literature, then fine.
If not, let them answer ALWAYS-
NEVER without depending on certain
parameters like this. This is a leading
question for me since it targets a
specific response as led by the
parameter set.
 Leading question – the answer is
always. If I were the respondent, I will
 66

not say never if there is “accuracy” in

the item.

Permission to use this survey and include in the manuscript was granted by the authors,
Marilyn K. Simon, Jim Goes, and Jacquelyn White. All rights are reserved by the
authors. Any other use or reproduction of this material is prohibited.

____________________
MR. BENJAMIN S. GASPAR
Evaluator’s Signature Over Printed Name
 67

May 03, 2022

ERIC T. ISLA PhD

Tarlac National High School
Senior High School Department

Sir:
Greetings in the name of the Lord!

We, the third year BSED English 3-2 students at the College of Teacher
Education, Tarlac State University, under Research Team 1 are currently conducting a
study entitled “Academic Listening Skills, Concentration and Memory in Relation to
Academic Performance in English”. This current research is our project for the partial
fulfillment in our course EL 120: Language Education Research.

In line with this, we would like to inform you that you are one of our study's
expert validators. As a result, we, the researchers, respectfully request your permission
and expertise to validate the attached research instruments, one of which was adapted
from Study Skills Assessment Questionnaire (2021), and the other questionnaire was
developed and created by the researchers. In addition, we would appreciate your valuable
suggestions, comments, and recommendations to help us improve our questionnaire. We
believe that your knowledge and experiences in the field will aid us in improving our
research study along the way.

Your response on this matter will be sincerely and greatly appreciated!

Thank you very much and more powers!

Respectfully yours,
 68

_________ ___________
(SGD.) GILMAR M. BAUN
BSED English 3-2 – Research Team Leader
Undergraduate Researcher
College of Teacher Education, TSU

Noted by:
____________________
(SGD) MA’AM FRINCESS T. FLORES
Research Adviser

Approved by:

____________________
ERIC T. ISLA PhD
Tarlac National High School
Senior High School Department
FACE VALIDATION TOOL

Checklist Validation Rubric for Expert Panel - VREP©

By Marilyn K. Simon and Jim Goes with input from Jacquelyn White

Dear Sir,
This adopted rubric aims to validate the adapted concentration and memory self-
assessment from Study Skills Assessment Questionnaire (2021), and the researcher-
developed questionnaire academic listening self-assessment.
In connection with this, we humbly request your precious time and expertise by
accomplishing the rubric which contains two parts: Part 1 asks for your personal and
professional background and Part 2 asks for your response to the validation of the
adapted and researcher-developed questionnaires in terms of its face and content validity.
The information that you will provide would be helpful for the improvement of
the instrument.
Be assured that your responses would be treated professionally and confidentially.

Respectfully yours,
ABREJAL, Krissha Nicole
AGUILAR, Jovilyn Hannah
ARAÑO, Maria Sherwin
BARRIBAL, Pink Shermaine
 69

BAUN, Gilmar
BAUTISTA, Angeline
BONDOC, Lery Joy
SANTOS, Justine Angelo
Research Team 1-BSEd English 3-2

Noted by:

MA’AM FRINCESS T. FLORES

Research Adviser

PART 1. Personal Profile and Professional Background

Please fill out the following table with the information being asked.

Eric T. Isla
Name

Subject Group HEAD, TNHS-SHS

Position/ Designation

47
Age

Male
Sex

DOCTOR OF PHILOSOPHY
Highest Degree

EDUCATIONAL LEADERSHIP
Major/Specialization

23
Length of Teaching
Experience
 70

Part 2. Evaluation of the adapted and researcher-developed questionnaires

In this section, you will find a list of the criteria that you will use to evaluate and
validate the tool. You are requested to put a check mark (/) on the box that indicates your
verdict. Furthermore, you may write your suggestions to improve certain criteria.

SCORE
1 - Not Acceptable (major modifications needed)
2 - Below Expectations (some modifications needed)
3 - Meets Expectations (no modifications needed but could be improved with minor
changes)
4 - Exceeds Expectations (no modifications needed)

Questions NOT meeting standard

(List page and question number) and need to be revised.
Please use the comments and suggestions section to recommend revisions

Questions NOT
OPERATIONAL SCORE meeting standard
CRITERIA
DEFINITIONS
1 2 3 4
/
 The questions are direct and
specific.
 Only one question is asked at a
time.
Clarity  The participants can understand
what is being asked.
 There are no double-barreled
questions (two questions in
one).

/
 Questions are concise.
Wordiness
 There are no unnecessary words

/
 Questions are asked using the
Negative affirmative (e.g., Instead of
Wording asking, “Which methods are not
used?”, the researcher asks,
“Which methods are used?”)
Overlapping /
Responses  No response covers more than
 71

one choice.
 All possibilities are considered.
 There are no ambiguous
questions.

/
 The questions are unbiased and
Balance do not lead the participants to a
response. The questions are
asked using a neutral tone.

 The terms used are

understandable by the target
Use of population.
Jargon  There are no clichés or
hyperbole in the wording of the
questions.

/
 The choices listed allow
Appropriate participants to respond
ness of appropriately.
Responses  The responses apply to all
situations or offer a way for
Listed
those to respond with unique
situations.

/
Use of  The use of technical language is
Technical minimal and appropriate.
Language  All acronyms are defined.

/
Application  The questions asked to relate to
the daily practices or expertise
to Praxis
of the potential participants.

Relationship /
to Problem  The questions are sufficient to
resolve the problem in the study
 The questions are sufficient to
answer the research questions.
 The questions are sufficient to
obtain the purpose of the study.
 72

COMMENTS SUGGESTIONS

Search for a literature that would give

you the different academic listening
skills, then anchor your questions from
there. Or at the very list, from the
definition of Academic Listening
mismo.

For Instance.

Academic listening is a special kind of

listening. It is listening in order to
encounter, understand, learn,
discuss, and remember new ideas.

- By Michael Rost

I just searched the definition above

from the net.

One question may be: I can relate

myself to any passage I am listening to.

This question can measure the word

encounter from the definition because
when you can relate yourself to
something, it also means that you are
encountering it.

The key is: search for the skills first

(with supporting lit dapat)

Permission to use this survey and include in the manuscript was granted by the authors,
Marilyn K. Simon, Jim Goes, and Jacquelyn White. All rights are reserved by the
authors. Any other use or reproduction of this material is prohibited.

___________________ERIC T. ISLA, Ph. D.____________________

 73

Evaluator’s Signature Over Printed Name

May 03, 2022

MRS. RAINNIEL E. MARCOS

Master of Arts in Education Major in English (M.A.Ed. in English)
Tibag High School
Senior High School Department

Ma’am:
Greetings in the name of the Lord!

We, the third year BSED English 3-2 students at the College of Teacher
Education, Tarlac State University, under Research Team 1 are currently conducting a
study entitled “Academic Listening Skills, Concentration and Memory in Relation to
Academic Performance in English”. This current research is our project for the partial
fulfillment in our course EL 120: Language Education Research.

In line with this, we would like to inform you that you are one of our study's
expert validators. As a result, we, the researchers, respectfully request your permission
and expertise to validate the attached research instruments, one of which was adapted
from Study Skills Assessment Questionnaire (2021), and the other questionnaire was
developed and created by the researchers. In addition, we would appreciate your valuable
suggestions, comments, and recommendations to help us improve our questionnaire. We
believe that your knowledge and experiences in the field will aid us in improving our
research study along the way.

Your response on this matter will be sincerely and greatly appreciated!

Thank you very much and more powers!
 74

Respectfully yours,

_________ ___________
(SGD.) GILMAR M. BAUN
BSED English 3-2 – Research Team Leader
Undergraduate Researcher
College of Teacher Education, TSU

Noted by:
____________________
(SGD) MA’AM FRINCESS T. FLORES
Research Adviser
Approved by:

________________________
MRS. RAINNIEL E. MARCOS
Master of Arts in Education Major in English (M.A.Ed. in English)
Tibag High School
Senior High School Department
FACE VALIDATION TOOL

Checklist Validation Rubric for Expert Panel - VREP©

By Marilyn K. Simon and Jim Goes with input from Jacquelyn White

Dear Ma’am,
This adopted rubric aims to validate the adapted concentration and memory self-
assessment from Study Skills Assessment Questionnaire (2021), and the researcher-
developed questionnaire academic listening skills self-assessment.
In connection with this, we humbly request your precious time and expertise by
accomplishing the rubric which contains two parts: Part 1 asks for your personal and
professional background and Part 2 asks for your response to the validation of the
adapted and researcher-developed questionnaires in terms of its face and content validity.
The information that you will provide would be helpful for the improvement of
the instrument.
Be assured that your responses would be treated professionally and confidentially.

Respectfully yours,
ABREJAL, Krissha Nicole
AGUILAR, Jovilyn Hannah
ARAÑO, Maria Sherwin
BARRIBAL, Pink Shermaine
 75

BAUN, Gilmar
BAUTISTA, Angeline
BONDOC, Lery Joy
SANTOS, Justine Angelo
Research Team 1-BSEd English 3-2

Noted by:

MA’AM FRINCESS T. FLORES

Research Adviser

PART 1. Personal Profile and Professional Background

Please fill out the following table with the information being asked.
Mrs. Rainniel E. Marcos
Name

Position/ Designation

Age
Female
Sex
Master of Arts in Education
Highest Degree
English
Major/Specialization

Length of Teaching
Experience
 76

Part 2. Evaluation of the adapted and researcher-developed questionnaires

In this section, you will find a list of the criteria that you will use to evaluate and
validate the tool. You are requested to put a check mark (/) on the box that indicates your
verdict. Furthermore, you may write your suggestions to improve certain criteria.

SCORE
1 - Not Acceptable (major modifications needed)
2 - Below Expectations (some modifications needed)
3 - Meets Expectations (no modifications needed but could be improved with minor
changes)
4 - Exceeds Expectations (no modifications needed)

Questions NOT meeting standard

(List page and question number) and need to be revised.
Please use the comments and suggestions section to recommend revisions

Questions NOT
OPERATIONAL SCORE meeting standard
CRITERIA
DEFINITIONS
1 2 3 4
/
 The questions are direct and
specific.
 Only one question is asked at a
time.
Clarity  The participants can understand
what is being asked.
 There are no double-barreled
questions (two questions in
one).

/
 Questions are concise.
Wordiness
 There are no unnecessary words

/
 Questions are asked using the
Negative affirmative (e.g., Instead of
Wording asking, “Which methods are not
used?”, the researcher asks,
“Which methods are used?”)
Overlapping /
Responses  No response covers more than
 77

one choice.
 All possibilities are considered.
 There are no ambiguous
questions.

/
 The questions are unbiased and
Balance do not lead the participants to a
response. The questions are
asked using a neutral tone.

/
 The terms used are
understandable by the target
Use of population.
Jargon  There are no clichés or
hyperbole in the wording of the
questions.

/
 The choices listed allow
Appropriate participants to respond
ness of appropriately.
Responses  The responses apply to all
situations or offer a way for
Listed
those to respond with unique
situations.

/
Use of  The use of technical language is
Technical minimal and appropriate.
Language  All acronyms are defined.

/
Application  The questions asked to relate to
the daily practices or expertise
to Praxis
of the potential participants.

Relationship /
to Problem  The questions are sufficient to
resolve the problem in the study
 The questions are sufficient to
answer the research questions.
 The questions are sufficient to
obtain the purpose of the study.
 78

COMMENTS SUGGESTIONS
Academic Listening Self-Assessment

 Statements 1 and 2 are quite similar,

#Kudos Research Team- 1..!!! Way to
go!
#I want to see the success of your
manuscript.
#Always have the passion of writing
and continue to inspire more young
people to love learning.
respondents may have the same
answers on these.
 Statements 6 to 8. For me the words
while and simultaneously are
redundant. I would suggest to just omit
the word simultaneously and
reconstruct the statements.
 Statement 9. Omit the word perhaps
(not specific).
 Statement 12. Omit the word
simultaneously (sounds destructive).
 Statement 13. I think it is confusing
(double meaning).

#Keep it up and GODBLESS…. Concentration and Memory Self-

Assessment

 Statement 1. Omit the word merely.

 Statement 4. You can change the word
undivided to full.
 Statement 6. You can change the word
wish to want (or more specific word).

Permission to use this survey and include in the manuscript was granted by the authors,
Marilyn K. Simon, Jim Goes, and Jacquelyn White. All rights are reserved by the
authors. Any other use or reproduction of this material is prohibited.

MRS. RAINNIEL E. MARCOS

Evaluator’s Signature Over Printed Name
 79

APPENDIX I

CERTIFICATION OF VALIDATION

This is to certify that the instrument used in the study of Research Team 1 of
Third-year English Major students (3-2) entitled, "Academic Listening Skills,
Concentration and Memory in Relation to Academic Performance in English” has
been validated by experts. The three (3) experts can verify that the instrument was
properly checked and deemed to be appropriate and useful to the study.

Certified by:

____________________
MR. BENJAMIN S. GASPAR
Master of Arts in Education Major in English (M.A.Ed. in English)
DepEd Tarlac City - Tibag High School
Senior High School Department

________________________
MRS. RAINNIEL E. MARCOS
Master of Arts in Education Major in English (M.A.Ed. in English)
Tibag High School
 80

Senior High School Department

____________________
ERIC T. ISLA PhD
Tarlac National High School
Subject Group Head, TNHS-SHS
Senior High School Department

APPENDIX J

Academic Listening Skills Self-Assessment

Survey Questionnaire

This Survey aims to assess the level of academic listening skills of the second year
English Major students. The skills delimited about academic listening skill in this study are
listening for gist, listening for specific information, listening for detailed information, listening
and reading, listening while notetaking, listening for cues, listening to multiple speakers, dealing
with unknown vocabulary, and thinking of a response. These skills will be assessed one by one in
this survey questionnaire as part of the academic listening skills assessment.

Name:
Section:
Instruction: Check the box that corresponds to your answer based on the statements listed below.

Statements Always Often Rarely Never

I listen for the overall idea of what an audio or a
speaker is saying or describing without focusing
too much on the finer details.
I focus on certain key words in order to begin to
understand the main ideas of the audio or the
speaker.
I listen carefully to consider deeper implications
of the audio/speaker.
I listen carefully to make inferences based on
 81

what the speaker may or may not be saying.

I can listen to a speaker while reading any notes
that the teacher writes on the board.
I can listen to a speaker while reading any
handouts I’ve been given.
I can listen to a speaker while reading any
illustrations provided through visual data such as
PowerPoint presentations.
I can take down notes while listening to a
lecture, both for concepts and facts and even for
new vocabulary items.
I can recognize a wide variety of lecture and
discussion cues that a speaker may call upon for
various reasons.
When put in a group discussion, I can listen to
multiple speakers and understand what they are
saying.
I consider an unknown vocabulary item while
continuing to listen to the lecturer.
While listening to a lecture, I spend time
considering a vocabulary.
I can respond if called upon to answer a question
after listening to a lecture.
 82

APPENDIX K
Concentration and Memory Self-Assessment
Survey Questionnaire

This Survey aims to assess the status and level of concentration and memory of the
second year English Major students.

Name:
Section:
Instruction: Check the box that corresponds to your answer based on the statements listed below.

Questions Always Often Rarely Never

I have the “study-place habit,” that is, being at a
certain place at a certain time means time to
study.
I study in a place free from auditory distractions.
I study in a place free from visual distractions.
I find that I can concentrate - that is, give full
attention to the task.
I am confident with the level of concentration I
can maintain.
I understand the material I want to remember.
I learn with the intention of remembering.
I practice the materials I am learning by reciting
out loud.
 83

I recall those things which I have studied.

APPENDIX L

Tally of Scores for Academic Listening Skills Self-Assessment Questionnaire

PARTICIPANT’S S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S.13 Score

NUMBER
P1 1 4 4 3 4 4 4 4 4 2 4 3 3 44
P2 3 4 3 4 4 3 3 4 3 3 2 2 3 41
P3 3 3 4 3 2 3 3 4 3 3 3 2 1 37
P4 3 4 4 4 4 3 3 4 4 2 3 4 4 46
P5 3 3 3 3 3 4 4 3 3 2 2 3 3 39
P6 3 3 3 3 2 2 3 3 3 2 2 3 2 34
P7 4 4 4 4 3 4 2 3 4 2 3 4 4 45
P8 2 4 4 4 3 3 3 3 3 3 2 2 4 40
P9 2 4 4 4 3 3 3 3 3 3 3 3 3 41
P10 2 4 3 3 2 2 3 4 2 1 3 3 3 35
P11 2 4 3 4 4 4 4 4 3 2 3 3 3 43
P12 2 3 3 3 3 3 4 4 2 3 4 4 2 40
P13 2 4 3 3 4 4 4 4 3 3 3 4 3 44
P14 4 4 4 3 2 2 3 3 3 1 2 3 4 38
P15 4 4 4 4 3 3 4 4 4 4 4 3 3 48
P16 3 3 4 3 4 4 3 4 3 2 3 2 3 41
P17 2 4 4 3 3 3 4 3 3 2 3 3 4 41
P18 3 4 4 3 3 3 3 2 2 3 3 3 3 39
P19 2 3 4 4 2 2 3 2 2 1 3 3 3 34
P20 3 3 3 2 4 2 3 4 3 2 3 3 2 37
 84

P21 2 3 2 2 2 2 3 3 2 2 2 2 2 29
P22 1 2 4 4 3 3 4 4 3 3 4 3 3 41
P23 2 3 3 3 3 3 3 3 3 2 2 2 2 34
P24 4 4 4 4 3 4 4 3 4 4 4 4 3 49
P25 3 3 4 4 4 4 4 4 3 2 3 3 3 44
P26 3 3 3 3 2 1 2 4 3 3 2 3 3 35
P27 3 4 4 4 4 2 4 4 3 4 4 4 3 47
P28 3 4 4 3 3 4 4 2 4 3 2 4 4 44
P29 3 4 4 4 4 4 4 3 3 4 4 4 4 49
P30 3 3 3 3 3 3 3 3 3 2 3 3 3 38

APPENDIX M

Tally of Scores for Concentration and Memory Self-Assessment Questionnaire

PARTICIPANT’S S1 S2 S3 S4 S5 S6 S7 S8 S9 SCORE
NUMBER
P1 4 4 4 4 3 3 3 4 3 32
P2 2 3 3 3 2 3 4 2 3 25
P3 1 1 4 3 1 2 3 2 2 19
P4 4 4 4 4 3 3 4 4 4 34
P5 2 2 3 3 3 3 3 3 3 25
P6 2 3 3 3 2 3 3 3 3 25
P7 2 4 4 4 3 3 3 1 3 27
P8 3 4 3 3 3 3 3 4 3 29
P9 4 4 3 3 2 3 3 4 3 29
P10 4 3 2 2 1 3 2 3 4 24
P11 4 4 3 3 3 4 4 3 4 32
P12 3 3 3 3 2 4 3 3 3 27
P13 4 3 4 4 4 3 4 4 4 34
P14 2 3 3 4 1 3 4 4 2 26
P15 4 4 3 3 3 4 4 4 4 33
P16 2 2 3 3 3 3 4 2 3 25
P17 3 4 3 3 3 4 2 3 3 28
P18 4 4 4 4 4 4 3 3 4 34
P19 2 4 3 4 2 3 3 4 3 28
P20 3 4 4 2 1 3 2 4 3 26
 85

P21 2 2 2 1 1 2 2 1 1 14
P22 2 4 3 4 2 3 2 4 2 26
P23 3 3 2 2 3 3 3 3 1 23
P24 3 4 4 4 4 3 4 2 4 32
P25 4 3 1 4 4 4 3 4 4 31
P26 3 2 3 4 4 4 4 4 4 32
P27 2 1 2 2 1 3 3 2 3 19
P28 4 3 2 2 2 4 2 3 4 26
P29 3 2 2 4 3 4 4 4 2 28
P30 3 3 3 3 3 3 3 1 3 25

APPENDIX N

Summary of Grades of the Participants

PARTICIPANT’ EL EL EL EL EL EL EL EL EL MEAN
S NUMBER 100 101 102 103 104 105 106 107 108
P1 1.50 2.50 2.00 1.75 1.50 2.00 1.75 2.25 1.25 1.83
P2 2.00 2.00 2.25 1.50 1.75 2.00 1.75 2.25 1.50 1.89
P3 2.00 2.75 2.75 1.75 1.75 2.50 2.00 2.25 1.50 2.14
P4 1.50 1.75 1.50 1.50 1.50 1.75 1.50 1.75 1.25 1.56
P5 2.25 3.00 3.00 1.75 1.75 2.50 2.25 2.75 1.50 2.31
P6 3.00 3.00 2.75 2.00 2.00 2.75 2.50 2.75 2.00 2.53
P7 1.75 1.75 2.00 1.50 1.50 1.75 1.50 1.75 1.50 1.67
P8 1.75 2.00 1.50 1.50 1.75 1.75 1.75 2.25 1.25 1.72
P9 1.50 2.25 2.00 1.75 1.50 2.25 1.50 2.50 1.25 1.83
P10 2.00 2.75 2.50 1.75 1.75 2.25 2.00 2.75 1.25 2.11
P11 2.00 2.50 2.00 1.75 1.75 2.25 1.75 2.50 1.50 2.00
P12 2.00 3.00 3.00 1.75 1.75 2.50 2.00 3.00 1.75 2.31
P13 1.75 2.75 2.00 1.50 2.50 2.25 1.50 2.50 1.75 2.06
P14 1.75 2.25 2.75 1.50 2.00 2.25 1.50 2.25 1.75 2.00
P15 2.00 2.50 2.00 2.00 3.00 2.50 1.50 2.25 2.25 2.22
P16 1.75 2.50 2.50 1.50 2.25 2.25 1.75 2.25 1.75 2.06
P17 1.75 2.00 1.75 1.50 2.00 1.75 1.50 2.00 1.75 1.78
P18 2.00 2.00 2.25 1.75 2.25 2.25 1.50 2.50 1.50 2.00
P19 1.50 2.25 2.00 1.75 2.50 2.25 1.50 2.25 1.75 1.97
P20 1.50 2.00 1.75 1.50 2.25 2.00 1.75 2.25 1.75 1.86
 86

P21 1.75 1.75 1.75 2.00 2.75 2.25 1.75 2.75 2.25 2.11
P22 2.00 1.75 2.50 2.00 3.00 2.00 1.25 2.25 1.50 2.03
P23 2.00 1.75 2.25 1.75 2.50 2.25 1.25 1.75 1.25 1.86
P24 2.00 1.75 2.00 1.75 1.75 1.75 2.25 2.25 1.50 1.89
P25 1.75 2.00 2.25 1.50 1.50 2.00 1.50 2.50 1.50 1.83
P26 2.00 2.50 2.25 1.75 2.25 2.50 1.50 2.50 1.75 2.11
P27 1.75 1.75 2.00 1.50 1.50 2.00 1.50 2.00 1.25 1.69
P28 1.75 2.25 2.00 1.75 1.75 2.00 2.00 2.25 1.25 1.89
P29 2.00 2.75 2.50 2.00 1.75 2.00 1.50 2.75 1.50 2.08
P30 2.00 2.00 2.25 1.75 2.50 2.00 1.50 2.25 1.50 1.97

APPENDIX O

Item Analysis

Academic Listening Skills Self-Assessment

 87

Concentration and Memory Self-Assessment

88
 89

The print screens above contain the tally sheet of the answers of the participants

based on the instruments. The images show the answers of the students per statement.

CURRICULUM VITAE
 90

Name: ABREJAL, Krissha Nicole E.

Address: Blk 4 Lot 5 Teresa Homes Tibag, Tarlac City
Number: 0968-308-7801
Email Address: abrejalkrisshanicole@gmail.com

EDUCATIONAL ATTAINMENT

TERTIARY
School: TARLAC STATE UNIVERSITY
College of Teacher Education
Villa Lucinda Campus, Tarlac City
Course: Bachelor of Secondary Education
Major: English
Year: 2019 – Present

SECONDARY
SENIOR HIGH SCHOOL
School: AMA Computer College Tarlac
Strand: Information, Communication and Technology (ICT)
Award: With High Honors
Year: 2017 – 2019

JUNIOR HIGH SCHOOL

School: TARLAC NATIONAL HIGH SCHOOL
 91

Year: 2013 – 2017

PRIMARY
School: TARLAC FIRST BAPTIST CHURCH
Year: 2007 – 2013

PERSONAL PARTICULARS

Age: 20
Sex: Female
Mother: Delfina E. Abrejal
Date of Birth: August 08, 2001
Place of Birth : Tarlac City
Height : 5’4” feet (163 cm)
Weight: 55 kg
Civil Status: Single
Religion: Iglesia Ni Cristo
Language Spoken: Tagalog, and English
Nationality: Filipino

AFFILIATIONS

League of Prospective Education (LPEE)

Member 2019 – Present

SEMINARS ATTENDED

1. “Coping with Online Class: Efficient Transition to the Education in the New
Normal” – January 2021

2. “Your Mind is Gold: Practical Ways on Maintaining your Mental Composure” –

January 2021

3. “How does the Brain Learn Language” – via Zoom – March 2021

4. “Research to Serve Society” – July 2022

 92

JOVILYN HANNAH LOPEZ AGUILAR

395 Elena Street. Barangay San Jose, Concepcion Tarlac. PH
09309936450
jhannahaguilar1@gmail.com

PERSONAL DATA:
Age: 21 years old
Date of Birth: December 1, 2000
Place of Birth: CLDH, Tarlac City
Height: 5’1”
Weight: 43 kgs.
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Language/ Dialect Spoken: Tagalog, Kapampangan, English

EDUCATIONAL ATTAINMENT:
 93

TERTIARY : TARLAC STATE UNIVERSITY

2019 – PRESENT Bachelor of Secondary Education Major in English

SECONDARY : STI COLLEGE TARLAC

(SENIOR HIGH SCHOOL) Track: TVL – Tourism Operation
2017-2019

(JUNIOR HIGH SCHOOL) BENIGNO S. AQUINO NATIONAL HIGH SCHOOL

2013-2017 Specialization: Cosmetology/ Beauty Care

ELEMENTARY : GOOD SHEPHERD CHRISTIAN SCHOOL

2006-2012

SEMINARS ATTENDED:

 “Coping with Online Class: Efficient Transition to the Education in the New Normal”
– January 2021

 “Your Mind is Gold: Practical Ways on Maintaining your Mental Composure” –

January 2021

 “How does the Brain Learn Language” – via Zoom – March 2021

 “Research to Serve Society” – July 2022

 “Embracing Multilingualism” – April 2022

 94

Name: ARAÑO, Maria Sherwin S.

Address: Block 2, lot 22 Burot , Tarlac City
Number: 0946-579-7786
Email Address: itsmesharaarano09@gmail.com

EDUCATIONAL ATTAINMENT

TERTIARY
School: TARLAC STATE UNIVERSITY
College of Teacher Education
Villa Lucinda Campus, Tarlac City
Course: Bachelor of Secondary Education
Major: English
Year: 2019 – Present

SECONDARY
SENIOR HIGH SCHOOL
School: Capas National high School
Strand: Accountancy business and management
Award: With Honors | 2nd place in street dance competition (municipal
level)|
Year: 2017 – 2019
 95

JUNIOR HIGH SCHOOL

School: Bayog National high School
Burot Integrated School
Year: 2013 – 2017

PRIMARY
School: Lamare Elementary School
Year: 2007 – 2013

PERSONAL PARTICULARS

Age: 21
Sex: Female
Mother: Gloria A. Castillo
Date of Birth: September 16, 2000
Place of Birth : Zamboanga Del Sur
Height : 5’0” feet (152 cm)
Weight: 42 kg
Civil Status: Single
Religion: Roman Catholic
Language Spoken: Bisaya, Hiligaynon, Filipino and English
Nationality: Filipino

AFFILIATIONS

League of Prospective Education (LPEE)

Member 2019 – Present

SEMINARS ATTENDED

“Coping with Online Class: Efficient Transition to the Education in the New
Normal” – January 2021

“Your Mind is Gold: Practical Ways on Maintaining your Mental Composure” –

January 2021

“How does the Brain Learn Language” – via Zoom – March 2021
 96

“Research to Serve Society” – July 2022

“Embracing Multilingualism” – April 2022

Name: BARRIBAL, Pink Shermaine C.

Address: Blk 15 Lot 19 Teresa Homes Tibag Tarlac City
Number: 0908-948-7094
Email Address: bpinkshermaine@gmail.com

EDUCATIONAL ATTAINMENT

TERTIARY
School: TARLAC STATE UNIVERSITY
College of Teacher Education
Villa Lucinda Campus, Tarlac City
Course: Bachelor of Secondary Education
Major: English
Year: 2019 – Present

SECONDARY
SENIOR HIGH SCHOOL
School: TIBAG HIGH SCHOOL
Strand: Humanities and Social Sciences
Award: With Honors | City Government of Tarlac Academic Excellence
Awardee | Leadership Awardee
Year: 2017 – 2019

JUNIOR HIGH SCHOOL

School: TIBAG HIGH SCHOOL
Year: 2013 – 2017
 97

PRIMARY
School: TIBAG ELEMENTARY SCHOOL
Year: 2007 – 2013

PERSONAL PARTICULARS

Age: 21
Sex: Female
Mother: Sheryl C. Barribal
Date of Birth: November 11, 2000
Place of Birth : Tarlac City
Height : 5’6” feet (167 cm)
Weight: 47 kg
Civil Status: Single
Religion: Roman Catholic
Language Spoken: Kapampangan, Filipino, and English
Nationality: Filipino

AFFILIATIONS

League of Prospective Education (LPEE)

Member 2019 – Present

SEMINARS ATTENDED

“Coping with Online Class: Efficient Transition to the Education in the New
Normal” – January 2021

“How does the Brain Learn Language” – via Zoom – March 2021

“Research to Serve Society” – July 2022

“Embracing Multilingualism” – April 2022

 98

Name: BAUN, Gilmar M.

Address: Zone 6, Cindy’s Site, Barbon, Tibag, Tarlac City
Number: 0909-136-3554
Email Address: gilmarmodestobaun@gmail.com

EDUCATIONAL ATTAINMENT

TERTIARY
School: TARLAC STATE UNIVERSITY
College of Teacher Education
Villa Lucinda Campus, Tarlac City
Course: Bachelor of Secondary Education
Major: English
Year: 2019 – Present

SECONDARY
SENIOR HIGH SCHOOL
School: TIBAG HIGH SCHOOL
Strand: Humanities and Social Sciences
Award: With High Honors | Senate of the Philippines Gold Medalist | Best
in Arts | Best in Performing Arts | Communication Arts Awardee | Research
Advancement Awardee | City Government of Tarlac Academic Excellence Awardee |

Leadership Awardee | SuperKid

Year: 2017 – 2019
 99

JUNIOR HIGH SCHOOL

School: TIBAG HIGH SCHOOL
Year: 2013 – 2017

PRIMARY
School: TIBAG ELEMENTARY SCHOOL
Year: 2007 – 2013

PERSONAL PARTICULARS

Age: 20
Sex: Male
Mother: Gilda M. Baun
Date of Birth: October 11, 2001
Place of Birth : Tarlac City
Height : 5’6” feet (167 cm)
Weight: 65 kg
Civil Status: Single
Religion: Roman Catholic
Language Spoken: Kapampangan, Filipino, and English
Nationality: Filipino

AFFILIATIONS

League of Prospective Education (LPEE)

Member 2019 – Present

SEMINARS ATTENDED

“Coping with Online Class: Efficient Transition to the Education in the New
Normal” – January 2021

“Your Mind is Gold: Practical Ways on Maintaining your Mental Composure” –

January 2021

“How does the Brain Learn Language” – via Zoom – March 2021
 100

“Research to Serve Society” – July 2022

“Embracing Multilingualism” – April 2022

Name: BAUTISTA, Angeline F.

Address: Sitio Centro Brgy. Balanti, Tarlac City
Number: 0926-634-0070
Email Address: bautistaangie02@gmail.com

EDUCATIONAL ATTAINMENT

TERTIARY
School: TARLAC STATE UNIVERSITY
College of Teacher Education
Villa Lucinda Campus, Tarlac City
Course: Bachelor of Secondary Education
Major: English
Year: 2019 – Present

SECONDARY
SENIOR HIGH SCHOOL
School: AMA COMPUTER COLLEGE
Strand: Accountancy and Business Management
Award: With Honors
Year: 2017 – 2019
 101

JUNIOR HIGH SCHOOL

School: TARLAC NATIONAL HIGH SCHOOL
Year: 2013 – 2017

PRIMARY
School: BALANTI ELEMENTARY SCHOOL
Year: 2007 – 2013

PERSONAL PARTICULARS

Age: 20
Sex: Female
Mother: Zenaida F. Bautista
Date of Birth: October 19, 2001
Place of Birth : Tarlac City
Height : 5’7” feet (171 cm)
Weight: 53 kg
Civil Status: Single
Religion: Roman Catholic
Language Spoken: Kapampangan, Filipino, and English
Nationality: Filipino

AFFILIATIONS

League of Prospective Education (LPEE)

Member 2019 – Present

SEMINARS ATTENDED

“Coping with Online Class: Efficient Transition to the Education in the New
Normal” – January 2021

“Your Mind is Gold: Practical Ways on Maintaining your Mental Composure” –

January 2021

“How does the Brain Learn Language” – via Zoom – March 2021

“Research to Serve Society” – July 2022

 102

“Embracing Multilingualism” – April 2022

LERY JOY F. BONDOC

Blk2 Sampalok Street , Brgy.Yabutan San Miguel Tarlac City
Contact Number: 09094792060
E-Mail Address: lerybondoc14@gmail.com

OBJECTIVES

Seeking a dependable position with a possibility for skilled challenge and growth
to support and enhance supportive objectives of the company.

EDUCATIONAL BACKGROUND

TERTIARY : Tarlac State University (TSU)

(2019-Present)

SENIOR HIGH SCHOOL : Amable Mendoza Aguiluz (AMA Computer

College) (2017-2019)
Brgy. San Roque, Zamora Street, Tarlac City

JUNIOR HIGH SCHOOL: Tarlac National high School (ANNEX) (2013-2017)

San Miguel Tarlac City
 103

Elementary: San Miguel Central Elementary School (SMCES) (2006-2012)

San Miguel Tarlac City

Accomplishment: Outstanding Student (4th year)

SKILLS
SEMINAR ATTENDED
 I am Fast learner
 I can work 8 hours above
 I am a Computer literate (Microsoft Offices and Power Point)
 I can work under pressure
 Ability to get along to other people
 Loyal and Discreet (Maintain Confidentiality)

PERSONAL DATA:SEMINAR ATTENDED

Age : 21
Gender : Female
Date of Birth : August 14, 2000
Place of Birth : Tarlac City
Nationality : Filipino
Religion : Roman Catholic
Height : 5’3
Weight : 48 kg
Dialect Spoken : Kapampangan and Tagalog
Marital Status : Single

SEMINARS ATTENDED

1. “Coping with Online Class: Efficient Transition to the Education in the

New Normal” – January 2021
 104

2. “Your Mind is Gold: Practical Ways on Maintaining your Mental

Composure” – January 2021

3. “How does the Brain Learn Language” – via Zoom – March 2021

4. “Research to Serve Society” – July 2022

5. “Embracing Multilingualism” – April 2022

Name: SANTOS, Justine Angelo G.

Address: 229 Lim St. Estrada, Capas, Tarlac
Number: 0951-753-3275
Email Address: justineangelosantos99@gmail.

EDUCATIONAL ATTAINMENT

TERTIARY
School: TARLAC STATE UNIVERSITY
College of Teacher Education
Villa Lucinda Campus, Tarlac City
Course: Bachelor of Secondary Education
Major: English
Year: 2019 – Present

SECONDARY
SENIOR HIGH SCHOOL
School: AMA Computer Colleges
Year: 2017 – 2019

JUNIOR HIGH SCHOOL

School: Dominican College of Tarlac/Capas National High School
Year: 2013 – 2017
 105

PRIMARY
School: Benigno S. Aquino Jr. Elementary School
Year: 2007 – 2013

PERSONAL PARTICULARS

Age: 20
Sex: Male
Mother: Gilda M. Baun
Date of Birth: December 06, 2001
Place of Birth : Tarlac
Height : 5’7” feet
Weight: 68 kg
Civil Status: Single
Religion: Roman Catholic
Language Spoken: Kapampangan, Tagalog, and English
Nationality: Filipino

AFFILIATIONS

League of Prospective Education (LPEE)

Member 2019 – Present

SEMINARS ATTENDED

“Coping with Online Class: Efficient Transition to the Education in the New
Normal” – January 2021

“Your Mind is Gold: Practical Ways on Maintaining your Mental Composure” –

January 2021

“Research to Serve Society” – July 2022