PERFORMANCE LEVEL OF GRADE – V PUPILS IN ENGLISH SUBJECT TO

ACADEMIC ACHIEVEMENT OF SAMBULAWAN ELEMENTARY SCHOOL, EL

SALVADOR, MISAMIS ORIENTAL S.Y. 2003 – 2004

APPROVAL SHEET
 This thesis entitled “PERFORMANCE LEVEL OF GRADE – V PUPILS IN

ENGLISH SUBJECT TO ACADEMIC ACHIEVEMENT OF SAMBULAWAN

ELEMENTARY SCHOOL, EL SALVADOR, MISAMIS ORIENTAL S.Y. 2003 – 2004”,

prepared by Aileen B. Castro in partial fulfillment of the requirements for Education 203 –

Methods of Research, has been examined and recommended for acceptance and approval

for oral examination .

Dr. Erlinda G. Dael,

Ph.D.

Adviser

_________________________________________________________________________

_________

ACKNOWLEDGEMENT
 I, would like to thank God for giving me the strngth and knowledge to finish this

research, to my husband who heartedly supported me, encourages me to continue and to

my professor Dr. Erlinda G. Dael for giving me instructions on how to make this thesis be

realized.

DEDICATION
ABSTRACT
 Chapter 1

THE PROBLEM

Introduction

Academic performance among individual hails and started from his growth and

development. Indeed Maslow (2001) advocated that that academic endeavor in association

with the level performance accounted so much on how individuals sustain the “ we “ of

development. This statement is synonymous with the contention of Kelly (2000) that

performance solidifies the process of learning, thus, performance somehow is equal to

pupils academic achievement in all of his academic classes.

Likewise, Johnson ( 1999) recanted that performance is an individual’s pursuit for

academic excellence. Moreover, Kelly (2000) mentioned that this endeavor is vested in the

learners interest based on the teachers motivation as to his classroom management is

concerned.

Consequently, academic performance suffices with contenment and satisfaction

when classroom are capable of exacting compliments towards the learners. Let’s say by

saying good, very well and etc. For the good answers they have because this contention,

though simple yet, implies greater impact to the learner’s status of self- steem.

O’Haon (2001) purported that academic performance is vis – a – vis with

individuals character, that is, how optimistic he is the more likely he will assimilate to

change for the better of his actuation leading to follow directions and advise given by

teachers.
 Basically, academic performance among the learners is augmented by the teachers

that this be printed in his lesson plans, that teaching is service catering to young one’s who

are innocent, Flores ( 2001

Statement of the Problem

This study is endeavored to investigate the performnace level of Elemntary school

pupils in English.

Specifically, this study will seek to find answer on the following:

1.) What is the profile of the elementary school pupils in Sambulawan Elementary

School in terms of:

A. Pupils Factors

a.1. Sex

a.2. Socio – Economic Status

a.3. Study Habit

2.) Is there a significant difference in the performance level of Elemntary grade

pupils in English when measured according to:

2.1. Vocabulary

2.2. Sentence meaning

2.3. Paragraph meaning

2.4. Literal comprehension

Conceptual Framework

This study is anchored of Newell ( 1999) contending that academic performance is

dependent upon the learners interest on the subject he has taken. As such, interest could

mean that Zealand motivation is cause upon by both himself and the teacher.
 Similarly as study conducted by Ramirez (2001) advocated that learning is

congruent to learners study habits. However, Ramirez mentioned that learners learning

pathways is related to parental education, occupation and income.

On the other hand it is also related to the learners age and sex.

Several studies conducted disclosed that learners academic performance is also

influence by teachers’ age, sex, and length of teaching experience.

Low
Reading

Parent – Related Performan Pupil – Related

Factors ce Factors

1. Socio – Economic 1. Study habit

2. Educational 2. Level of
Attainment interest

3. Availability of

School- Related Factors Teacher – Related

Factors
1. Facilities
1. Teaching
2. School climate strategy
3. Management 2. Teaching
4. Demographic experience

Community Environment Related

Factors

1. Facilities

2. Peace & Order

3. Socio- economic status

A schematic Diagram of the Conceptual Framework

Hypothesis

1. Certain factors such as pupils factors and teacher factors are to be considered in

achieving a good performance towards academic.

Significance of the Study

This study will provide the teacher the knowledge about the English performance

of the grade-five pupils in Luyong Bonbon Elementary School. It will also assist the

teachers to look for a teaching technique and strategies in order to enhance pupils learning

in English.

For the parents, this study will encourage them to have a constant follow-up with

their children especially in their study habits.

For the school and administrators this study will help them formulate plans on th

innovative way of teaching in English.

As such remedial teaching and clinical reading will be introduced for the

department of Education personnel this study will give them insight in what technique and

strategies do they introduced to the field in order that oru Elementary grade- five pupils

will be equipped with English proficiency as they enter high school studis. With this dream

for quality graduates will no longer be an elusive dream.

Definition of Terms

Several important terms which are employed in the course of the study given here

their specific terms/ meanings.

Academic Achievement - This is the knowledge attained or skills developed in

school subjects, usually designated by tests or by marks assigned by teachers.

Performance Level – This refers to the level of the students in the academic

achievements test in English and other subject.

 Socio- economic Status – This has reference to the parents occupation, educational

attainment, and total monthly income of all members of the family earned from different

sources.

Study Habits – This pertains to the practice of the students as regards to reading

and note-taking, concentration, distribution of time and social responsibility in study, and

general habits of work.

Age – This refers to the highest grade level attainment completed by the head of the

family at time of study.

Occupation – This pertains to the usual job done by the head of the family.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies conducted here and

abroad that the researchers found to have direct bearing on the present investigation.

Related Literature in Foreign setting

Sound study skills involve adjusting practices to ( 1) availability of the materials,

(2) time available for studying, (3) what is already known about the subject, (4) purpose

and the importance of the subject , and (5) standrds to be met ( Weinert and Klurve, 1987).

Good students (1 ) space learning and review sessions on an assignment over time and

rarely cram or study the same topic continuously, ( 2) Identify the main idea in new

information and connect new content to what they already know, and appraise their own

progress and wether their study methods are working ( Bransford, 1980). Bragstad and

Stumpf ( 1988) describe good students as well organized, and use their time well, and have

heightened awareness of what organized, and use their time well, and have heightened

awareness of what is entailed in their assignments. They read with understanding, retain

what they studied, and have well- developed note taking, reading, listening, and writing

skills.

The fostering of pupils understanding of English is a difficult task for teachers at all

levels of education( Gunstone, 1998). He stressed further that there must be a concern with

the often unexpected nature of the understanding held by the pupils about English – related

phenomena particularly after being in classa when teachers taught about the English

phenomena.
 Many investigations have attempted to relate teacher performance dimension,

teacher attitude and other situation variables such as time of the day and subject areas to

pupil classroom engagement. Levin et al ( 1981) pointed out thes parameters were highly

correlated to following factors:

1. Maintaining learners involvement in lessons

2. Giving clear direction and explanation

3. Attending to routine tasks

4. Providing feedbacks to the learners about their behavior

5. Promoting interpersonal relationship

Further, a study of the effects of teacher- initiated personal interaction on the

achievement of students revealed the importance of effective teacher variable on the

student learning at higher levels. It was found out that pupils of a teacher who displayed

flexible divergent or creative behavior is better than those teachers did not provide such

modeling teaching ( Alexander and Elson, 1982). Another research output correlated the

achievement test scores of pupils in English to the educational and other training of the

teacher and stressed that pupils taught by teachers who were majors in English have

highest achievement test scores in the subject (Hughes, 1975).

Other studies looked into the teachers’ use of praise and criticism to determine

wether these variables have any effect on students’ learning in English. Findings have

shown that frequent praises are not related to students’ achievement ( Rosenshire, 1971)

nor criticism negatively related to achievements ( Flanders, 1976; Harris, 1968 and Wright,

1970). However, flexible and corrective processes and some praises when used in

classroom drew pupils to attain high performance levels in reading.

 Moreover, many studies have looked at the difference between expert, and

novice teachers and between more and less effective teachers. Expert teachers are critical

teachers ( Anderson et al, 1995 and Floden and Klinzing, ( 1990). Teachers are constantly

upgrading and examining their own teaching practices, reading and attending conferences

to learn new ideas, and using their own pupils’ responses to guide their instructional

decisions ( Sabers et al, 1991 and Schulman, 1987). There’s an old saying to the effect that

there are teachers with twenty years of experience and these teachers with one year

experience 20 times.

Local Studies

At all school levels, a big gap in teacher – learner age could be a handicap. A

teacher may choose materials which are remote if not consistent with the learner’s

experiences, consequently, learning is hindered ( Lupdag, 1984). Chronological age effects

the social, emotional, and psycological state of the teacher and could affect his relationship

with the students, without generally, accepting the reality of generation gap, conflicts could

arise between teacher and learner resulting from divergences in values as functions of age.

Observations show that teachers who have teaching experiences get promoted more

than the neophyte employees or those with fewer teaching years to back them up. This

seems to support more or less the linear relationship between experience and effective

teaching ( Lupdag,1984). Regardless of its effects, every teacher brings to the classroom

his teaching experiences which could possibly or adversely affect instruction.

The teacher, no matter how educationally qualifies she is, cannot achieve high

performance for her students alone in a class without the support of the parents ( Regane,

1963). Moreover he pointed out that:

 The parents have more precise, let alone a more compact idea of the personal capabilities, interest

and weaknesses of hteir own children. In school, the teacher may have compilation of these data for each of

her changes but no matter how she tries to deal with them, she will find herself lost in the myriad of school

tasks and activities confronting her. The teacher, therfore, request the parents from time to time to follow- up

at home what thay have done in school such as by occasionally investigating the student’s progress and

giving him the necessary guidance.

Based on teaching principles,