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 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,

_________ ___________
(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. JUANITA A. SORIANO
Master of Education Major in Mathematics (M.Ed. in Mathematics)
Head Teacher 1
Tibag High School
 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 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
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. Juanita A. Soriano
Name

Head Teacher 1
Position/ Designation

58
Age

Female
Sex

Master of Education
Highest Degree

Mathematics
Major/Specialization

23 years
Length of Teaching Experience

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

Negative the affirmative (e.g., Instead
of asking, “Which methods
Wording
are not used?”, the
researcher asks, “Which
methods are used?”)

 No response covers more

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

 The questions are unbiased

and do not lead the
Balance 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 minimal and
Technical
appropriate.
Language
 All acronyms are defined.

 The questions asked to

Application relate to the daily practices
to Praxis or expertise of the potential
participants.

 The questions are sufficient

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

COMMENTS SUGGESTIONS
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.

_______________________________________
Evaluator’s Signature Over Printed Name
Statement of the Problem

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 seeks to answer the following questions:

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

students?

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

3. Is there a significant relationship in the academic listening skills, concentration and

memory, and the students’ academic performance in English?

 Academic Listening Self-Assessment
Survey Questionnaire

This Survey aims to assess the academic listening of the second year English Major students.
This skill includes activities such as 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 activities 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 without focusing too much on
the finer details.
I listen for the general notion of what an audio or
a speaker is 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
what the speaker may or may not be saying.
I can listen to a speaker while simultaneously
reading any notes that the teacher writes on the
board.
I can listen to a speaker while simultaneously
reading any handouts I’ve been given.
I can listen to a speaker while simultaneously
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 perhaps
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 simultaneously consider an unknown
vocabulary item while continuing to listen to the
lecturer.
While listening to a lecture, I spend too long
considering such vocabulary.
I can respond if called upon to answer a question
after listening to a lecture.
 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, merely
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
undivided attention to the task.
I am confident with the level of concentration I
can maintain.
I understand the material I wish to remember.
I learn with the intention of remembering.
I practice the materials I am learning by reciting
out loud.
I recall those things which I have studied.