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FACTORS AFFECTING STUDENTS’ INTEREST IN LEARNING ENGLISH
A Research Paper
Presented Tothe Faculty of the Teacher Education Department
Southern Luzon State UniversityAlabat CampusAlabat, Quezon
In Partial Fulfillmentof the Course Requirements for the Degree
Bachelor of Secondary Education
Kris G. Rodriguez
2011
APPROVAL SHEET
The research attached hereto, entitled “FACTORS AFFECTING
STUDENT’S INTEREST IN LEARNING ENGLISH” prepared and
submitted by KRIS G. RODRIGUEZ, in partial fulfillment of the course
requirements for the degree bachelor of Secondary Education, Major in
English, is hereby approved.
DOREEN ROSE M. CAPARROS, MAT-ALResearch Adviser
MARIA LEONCIA P. OLIVEROS, MAIE JOBERT G. LOMBOY, MAT Member, Guidance Committee Member, Guidance Committee
PROF. WILLY A. MANAOGChair, Guidance Committee
Accepted in partial fulfillment of the course requirements for the
degree Bachelor of Secondary Education, Major in English.
PROF. WILLY A. MANAOGChair, Academics and Related Courses
JIMSON F. OLIVEROS, MTECampus Director
DATE
ACKNOWLEDGEMENT
The researcher wishes to express her gratitude and heartfelt
appreciation to all the people who made this study possible. She
particularly wishes to express her thanks to:
The Almighty God who is the Fountain of endless wisdom, for His
love and guidance as she worked diligently completing this research work;
Ms. Doreen Rose M. Caparros, her research adviser, for
understanding every time the researcher asked for suggestions and
guidance, for her helpful assistance in preparing the questionnaire and for
editing the manuscript;
Dr. Feliza B. Quevada, Principal III, Alabat Island National High
School, for giving her permission to conduct this study by utilizing the high
school students as respondents;
The advisers of each section in Alabat Island National High School,
for guiding and sharing their time assisting the researcher during the
implementation of the questionnaire;
Mrs. Luz C. Garcia Guidance Counselor III Alabat Island National
High School, for lending a copy of names of Alabat Island National High
School students;
Mr. Nestor N. Sandoval, for unselfishly sparing his time in teaching
and checking the statistical treatment to be used;
The students of Alabat Island National High School for sharing their
valuable time to finish the research paper;
Prof. Maria Leoncia P. Oliveros, for sharing her knowledge every
time the researcher asked advices regarding the research paper.
Her friends and classmates, Kuya Jojo, Rex, Kuya Roger, Pam, Sir
Gee, Mama Rizza, Jekko, Hobert, Liza, Aizel, Malou, Hapzy, Ranie, Kuya
Asia, Sarah, Jona, Kristel, Ate Ghay, Dhadenz, Ekhan, Mary Jane, Ate
Leah, Jeron, and especially Hanna, Leo and Yadz, for the help and moral
support;
Her parents, Mr. Aquilino Rodriguez and Mrs. Alicia Gagua, her
brothers, Cezar and June, for giving their love and moral support also.
KGR
DEDICATION
To my beloved and supportive Daddy Allan and Mammy Alice,
To my brothers, this piece of work is lovingly dedicated.
KGR
TABLE OF CONTENT
Page
TITLE PAGE……………………………………………………………… i
APPROVAL SHEET…………………………………………………….. ii
ACKNOWLEDGEMENT………………………………………………... iii
DEDICATION…………………………………………………………….. v
TABLE OF CONTENT………………………………………………….. vi
LIST OF TABLES……………………………………………………….. ix
LIST OF APPENDICES………………………………………………… x
ABSTRACT……………………………………………………………… xi
CHAPTER
I. PROBLEM AND ITS SETTING
Introduction……………………………………………………… 1
Background of the Study………………………………………. 2
Statement of the Problem…………………………………….... 3
Significance of the Study………………………………………. 3
Scope and Limitation…………………………………………… 4
Hypothesis……………………………………………………….. 5
Definition of Terms…………………………………………….... 6
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature.................................................................. 7
Related Studies..................................................................... 13
III. METHODOLOGY
Research Design………………………………………………… 17
Sources of Data………………………………………………….. 17
Instrumentation…………………………………………………... 17
Data Gathering Procedures…………………………………….. 19
Statistical Treatment……………………………………………... 20
IV. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA…………………………………. 22
V. SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary………………………………………………………….. 26
Findings…………………………………………………………… 27
Conclusions………………………………………………………. 28
Recommendations……………………………………………….. 29
BIBLIOGRAPHY………………………………………………… 30
APPENDICES……………………………………………………. 31
CURRICULUM VITAE…………………………………………… 41
CIRCULATION COPY…………………………………………… 42
LIST OF TABLES
Table Title Page
1 Weighted Mean of the Perception of 22Alabat Island National High School Student’s to Factors affecting students Interest in learning English
2 Significant difference in the perceived responses 25of the male and female respondents on Factors Affecting Students Interest in Learning English
LIST OF APPENDICES
Appendix Title Page
A Letter of Request for Data Gathering Instrument 33
B Letter of Request for the Students List of Names 34
C Letter of Request for the Advisers 35
D Letter of transmittal for Data Gathering Instrument 36
E Questionnaire 37
ABSTRACT
RODRIGUEZ, KRIS G. Southern Luzon State University Alabat Campus, Alabat, Quezon, April, 2011: “FACTORS AFFECTING STUDENT’S INTEREST IN LEARNING ENGLISH”.
Adviser: Ms. DOREEN ROSE M. CAPARROS
This study aimed to determine the factors affecting students’
Interest in learning English of Alabat Island National High School, School
Year 2010-2011.
This was a descriptive method of research. The researcher used
the checklist questionnaire as the basic instrument in gathering data. The
questionnaire is distributed to eight hundred ninety six (896) students of
Alabat Island National High School.
After the questionnaire was answered, the researcher gathered,
tallied and tabulated the data. The statistical treatments used were
weighted mean and chi-square.
After gathering and applying the necessary treatment, the following
data were revealed: The respondents were composed of four hundred
forty eight (448) male high school students and four hundred forty eight
(448) female high school students. The perceptions to the factors affecting
student’s interest in learning English are the following: On the first factor
which is teacher factor, the male respondents obtained 4.11 while the
female respondents obtained 3.92, with a total of 4.02, which falls under
the descriptive analysis “usually”. The result also shown that the teacher
factor has an effect in their interest in the learning process. Maybe
because they regard the teacher as a model. So they depend on their
teacher’s teaching style. That the teacher’s activities and attitudes
influence the student’s interest in learning. The second factor home
environment, the male respondents obtained 3.60 while the female
respondents obtained 3.79 with a total of 3.70, which falls under the
descriptive analysis “usually”. The result also shows that home
environment has also an effect on their interest in learning English.
Probably because, home environment is an aspect where in the students’
needs to study effectively, this involved the equipments, materials and
facilities in their study and for the accomplishment of the task needed in
school and because this involves also the relationship and concern of both
the parents and students, physically, morally, mentally and spiritually. The
third factor which is subject matter factor, the male respondents obtained
3.57 while the female respondents obtained 3.71 with a total of 3.64,
which falls under the descriptive analysis “usually”. The result shows that
subject matter is very important in the teaching learning process because
subject matter involves the topic of their interest as well as their talents
and capabilities which sometimes may or may not fit to their interest on
the given activity like reading, writing, acting and speaking. The last factor
which is personal factor, the male respondents obtained 3.50 while the
female respondents obtained 3.72 with a total of 3.48, which falls under
the descriptive analysis “usually”. The result shows that personal factor
also has an effect on their interest in learning English. Probably because,
personal factor is an aspect where in student’s daily routine, health and
hobbies should be considered for better learning.
To determine if there is a significant difference on the perceived
responses of male and female on factors affecting student’s interest in
learning English chi-square test was applied and it resulted to a chi-square
computed value (C.V.) of 0.012 which is lower than tabular value (T.V.) of
9.448 at .05 level of significance. This connotes that there is no significant
difference on the perception of male and female on factors affecting
student’s interest in learning English. Therefore, hypothesis which states
that there is no significant difference on the perception of male and female
is accepted.
Based on the findings revealed by the study, the following
conclusions were drawn: The male and female respondents appreciate
teacher’s personality and that teacher is the most important factor
affecting their interest in learning English. Both the male and female
respondents have the same level of perception on factors affecting
student’s interest in learning English.
Based on the conclusions the following recommendations are
hereby suggested: Students must be aware of the factors affecting their
interest in learning English for it will help them improve their skills in
dealing with English subject. Parents may provide equipments, materials
and facilities at home that will attend the needs of their children to study
effectively and they must continue to encourage and support their
children. Teachers must know the factors affecting interest of the students
in learning English for them to formulate new teaching styles, upgrade
their skills in content and medium of instruction and gain expertise in the
teaching learning process. The future researcher who wished to further
study the factors affecting student’s interest in learning English may
conduct the same study in other locality.
CHAPTER IPROBLEM AND ITS SETTING
Introduction
English served as our international and global language because of
its simplicity and flexibility. And according to the study of the Institute of
International Education (2000) English is spoken throughout the country
and mostly Philippine field of studies including language and literature,
history, government, culture, arts, humanities, global issues and many
others used English as main language in teaching.
However as cited by Supyan, et al. (2000) in the third Malaysian
International Conference for English Language Teaching, there is a
persistent problem faced by many English teachers, it is the attempt to
sustain genuine interest in continuing to learn English, because
nowadays, the students are not interested compared before. They find
English as a boring subject; the students find difficulties in speaking and
writing English.
There are some factors which influences the student’s interest in
learning, those factors can attracts the attention or in some instances can
suppress the learners in gaining things. In the learning achievement of the
students there are common things which could influence the learners in
terms of how the teacher should teach, parents influence or in some
instance the mentality of the student itself.
Background of the study
Learning is not all about gaining something by the teachers or
trainings but it can be the things that we learn from our everyday life
experiences. It is better to learn from others experiences than to tolerate
tough things yourself. It takes by and by processes to shape itself.
Learning something is like keeping it in mind forever, it is not like
remembering but considering it the way it is and the way it can be.
Although many students at present finished elementary and are on
their higher learning, not all can easily understand the English subject.
Based on the researcher’s experience, there were those who became
frustrated and silent during English classes. It was because of their
inability to understand English. However, the researcher finds also that
there are such factors that influenced the students which lead them to find
English as difficult one. And according to the World Language Articles,
there are many factors which have direct and indirect impacts upon the
process of learning. They may be internal or external, attitudinal or
aptitude concerned or histological, general or specific, environmental or
non-environmental, social or non-social, professional or personal. It is up
to the interaction of a person to the things around him/her.
Because of these, the researcher will conducted a study about the
factors affecting student’s interest in learning English to the students of
Alabat Island National High School.
Statement of the Problem
This study aimed to determine the factors affecting students’
interest in learning English in Alabat Island National High School.
Specifically, it sought to answer the following questions;
1. Which of the following Factors Affecting Students’ Interest Learning
English in terms of:
1.1 teacher factor;
1.2 home environment factor;
1.3 subject matter factor; and
1.4 personal factor?
2. Is there any significant difference in the perceived responses of the
male and female respondents relative to:
2.1 teacher factor;
2.2 home environment factor;
2.3 subject matter factor; and
2.4 personal factor?
Significance of the Study
For the students, this will help them to utilize themselves and
improve their skills in English subject by knowing those factors.
For the parents, this will help them in guiding their children to
improve their skills in English.
For the community, this study can be a pattern on the factors
affecting student’s interest in learning English can be overcome by the
students’.
This study may be a great help to the faculty members of the
school to know the factors affecting students’ interest in learning English
for them to formulate new teaching styles for the students’.
The researcher believes that this study may also benefit her in the
line with her specialization. As a future educator, she may able to have
backgrounds about the problems with regards to English teaching for her
future profession. And she may implant possible remedies or measures
that may help the students to overcome difficulties.
For the future researchers, this may also be beneficial to the
succeeding researchers specifically those who specializes English.
Through this study they will be aware of the earlier studies regarding
factors affecting student’s interest in learning English.
Scope and Limitation
This study focuses on the factors affecting students’ interest
particularly in learning English subject of Alabat Island National High
School for the school year 2010-2011.
There were eight hundred ninety six (896) Alabat Island National
High School Students, thirty two (32) students per section in every year
level (16 males and 16 females). The number of respondents was 60% of
the total population which was 1440. The random type of sampling was
used in the study.
Hypothesis
There is no significant difference in the perception of male and
female responses to the Factors affecting student’s interest in learning
English.
Definition of Terms
The following terms used in this study are operationally defined for
better understanding of the study.
Factors refer to the following variables such as teachers, home
environment, and subject matter that affect students’ interest in
learning English.
Home Environment refers to the physical condition and aspects in
learning process which is composed of educational materials,
equipments, ventilation and the people around the area.
Interest refers to the personal attitude of a learner specifically a feeling of
curiosity and willingness to learn English.
Random refers to the method of selecting the 60% of the total number of
population.
Subject Matter refers to an aspect needed in a formalized setting of
teaching to secure order of ideas.
Teacher refers to one of the variables used in this study. This pertains to
moved individual who serves as a facilitator, mediator and
the counterpart of the students in the learning process.
Psychological refers to one of the variables in this study. This pertains to
those things intended to affect mind or mental processes of
a learner.
Respondents refer to the students of Alabat Island National High School
enrolled for the school year 2010-2011.
CHAPTER IIREVIEW OF RELATED LITERATURE AND STUDIES
This chapter introduces literature and studies which are relevant to
the study for these gave the researcher a wider perspective in conducting
this study and at the same time shed light in the analysis of the concept.
Related Literature
Middlecamp (2007) said that personal factor affect student’s
interest in learning English. It is because, personal factor is an aspect
where in student’s daily routine, health and hobbies are included and it
should be considered to guides students in better learning.
Thornes (2004) states that English might well be the most
enjoyable of all possible offers a wide-ranging selection of courses from
traditional surveys to studies in contemporary writers, film and creative
writing. Academically, English courses are particularly well- suited in
helping students become better readers, writers, and analytical thinkers.
Supyan, Hussin et.al, (2003) pointed out that in spite of the initial
opposition from parents, students, teachers and administrators a year ago,
finding from the above studies appear to that mother tongue threatening
learning environment for students, and feeling that they making progress
in English. Students in Chinese medium programs appear to learn more
subject matter, enjoy school more, and are improving in English.
Dabalen et, al. (2000) further said that no one can take the tasks of
the learner, much as the sympathetic teachers may derive to be helpful.
The teacher can stimulate, direct and guide. They can support and provide
situations that can encourage pupil’s growth and development. The
individual pupil can find his way surely than anyone can do for him but the
teacher also provides direction and guidance. This is the assistance that
allows self development. It is generally accepted that internal process
experienced by the learners are, those which are the most significant to
the accomplishment of many important education goal.
Romualdez (2000) suggested that legitimate school fraternities
could band together with teachers from various schools and hold free
outdoor English classes for street children. To speak and understand the
English Language in a world that uses it as its basic communication tool
as already step out poverty.
Romualdez (2000) stressed that teachers should display more
patience and perseverance and should go out of their way to assist
children, added by the teachers magazines, teacher are the most
important factor in the pupils environment, the absence of teachers make
other elements in education futile. It is the teacher who stimulates, guides,
leads and directs the pupils to learn.
Supyan et. al., (2000) he pointed out from the paper presented at
the Millennium MICELT 2000, 3rd Malaysia International Conference for
English Language Teaching by University Putra Malaysia, a persistent
problem faced by many English teachers, especially by the non specialist,
is the attempt to sustain genuine interest in continuing to learn English
Language once the examination are over.
Gregorio (1999) stated that the most important determinant in the
entire school situation is the teacher. The old saying that the teachers are
born and not made has just enough truth in it to make it dangerous. A
good teacher is not necessarily one born with a teaching instinct. He has
been the product of years of effort.
Savage (1999) said that subject matter is very important in the
teaching learning process because subject matter involves the topic of
their interest as well as their talents and capabilities which sometimes may
or may not fit to their interest on the given activity like reading, writing,
acting and speaking.
Crowell (1998) said that the desire for English remain strong, with
many assuming that using English as a medium of instruction will result to
higher English competence, considered being very valuable. The Christian
Science Monitor reported that “students have protested, school councils
have threatened lawsuits, and parents have been burning up the
telephone lines to complain”
The teachers’ magazine (1998) noticed that one of the major
causes of the drop of quality of education is the poor and ineffective study
habits which could be a stairway to successful achievements of goals in
life. Parents need to create an environment for children to feel safe to
reveal their innermost feelings, no matter how disturbing this maybe. Most
of our parents find it easy, to find out with our children when they are
young.
Scwarts (1998) stressed that teachers needs appropriate
professional preparation and a common knowledge on areas that consist
the demands of the curricula. The teachers need to acquire
methodological skills to increase effectiveness of oral communication as
learners become involved in acquisition skills. Also, teachers need to
acquire the preparation of knowledge and academic and oral
communication for the development of thinking skills of the students.
Herman C. Gregorio (1998) pointed out that teacher must select
and organize the subject matter methods or procedures, stages of
education and means of guidance to anticipate the natural growth and
development of the inborn tendencies of the learners so that he may
progress along desirable lines.
Lee (1996) pointed out that a good teacher possess personal
appearance, poise, cheerfulness, self- control, cooperativeness,
consideration, alertness and adaptability, dependability and discretion
while poor teachers possess a considerable number of negative personal
traits.
Macbeth (1996) stated that one of the daily routine of most
numbers of students today is watching Television (TV) and it has its good
side. It can be entertaining and educational, and can open up new worlds
for learners, giving them a chance to travel the globe, learn about different
cultures, history and gain exposure to ideas they may never encounter in
their own community in their everyday activities and in lessons in school.
Cleve (1992) suggested that for parents, they can do their share by
beginning a fun reading and writing projects for their children at home. All
we need is to be a little creative. It take very little to put up a small library
in home were children can have access to good reading materials. The
better part of man’s education lies primarily in his ability to read, write,
understand, communicate and express himself clearly and fully. Because
of full learning conditions made worse by the effects of poverty and
malnutrition that spawned toward IQs a recent study confirms that out of
100 Filipino school children enrolled annually, only about 66 would
complete elementary education and about 42 students would finish high
school. Out of the given number of high schoolers, only 14 will get a
college diploma because the average fourth year high school students can
only master a little less than half of the required subject matter.
Carl Koch et. al (1992) states examinations are very essential part
of the student life. Many students in fact seem to associate learning with
passing exams. The importance of instruction to subjects cannot be gain
said. However, perhaps in their eagerness it answer the questions, many
students tend to simply gloss over the instructions. Another difficulty that
students meet is going to be useless if it does not answer the question
asked.
Pace (1990) stress that linking the ESL students to The Mainstream
{Level 3}, this unique book was designed to meet the needs of teachers
working with intermediate level students in grades 3-12. It provides
practical answers, methods and guidelines for teaching Subject Matter in
the second language to students who have English Language proficiency.
Lasisi (1984) pointed out that as active participants in the ongoing
effort to change the course of English education in our schools, we have
seen numerous projects, studies and articles about new curriculum and
assessment, new teaching and learning forum provides a place for us to
reflect on these ideas and effects why have our students’ understanding of
English.
Related Studies
Study conducted by Stuart (2004) states that reinforcement is the
basis of learning and result in the individual patterns of behavior of
personality that makes an individual. Environment is rich in stimuli.
Baugh, Albert C. and Tomas Cable (2002) investigated that out of
the 3000 or more tongues spoken today; about half dozen predominate,
having among their speakers two thirds of the world’s population English,
as one of those influential and growing languages, is spoken in areas
widely scattered over the globe.
Gale (2001) examined that at present, English is the most studied
language taught in school, of the Latin America and European countries.
In Japan, children begin to study English in the seventh grade, and
conducted in English from the fourth grade on. In the traditional, the use of
English is widespread in instructional trade, internal scholarship and
scientific research. More than a half of the world’s scientific and technical
journals, as well as news paper is printed in English
According to Gonzales (2001) the competence that is necessary
and that have to be acquired in such that the students must be able to
read, write understand academic and scientific take and not merely able to
talk about everyday home and even local or political events.
Because of high interest Gilmore (2001-2002) conducted a pilot study with
20 identified L.D. elementary pupils-she used specific relaxation
techniques based on the carnia -sacral motion theory and found that one
can change reversed asymmetry or parietal temporal and occipital labels
to bilateral symmetry. When it occurs some of the deficiencies associated
with learning disabilities can be alleviated.
Unpledged of Michigan State University (2001) conducted research
on 302 children and found out there is a positive relationship between
elevated crania-sacral motion scores and children whom school
authorities said had learning disabilities, behavioral problems, and have
poor language coordination, that one factors of low achievement in school.
According to Solis and Fresnoza (2000) as mentioned on the study
of Gajo, the function of the teacher calls for definite competencies and
characteristics. They cited that the teacher should be an excellent person-
physically fit and must have functional scholarship. The teacher should
also involve himself in the community improvement projects. It was also
mentioned that teacher should understand the purposes of school in a
democratic way and should live a moral life guided by faith in God and
love for fellowmen.
Guzman and Varias (1998) pointed that to facilitate the students
learning, they must have an encouragement to the students learning, they
must have an encouragement that teachers must or should have served
and will served as a model in order that students may give more attention
in his study.
The “Philippine Education Sector” (1998) stated that System can
be used to language for it will served as a guide of a district administrators
of local boards to evaluate progress in specific subject areas to detect
learning problems in particular language achievement of the learner.
Murphy (1996), and Berry (1998) found out that the individual
frustration may include cognitive and behavioral modification of person
and not easy to cope with the understanding of the language patterns.
Enriquez (1994) attempted to find out the factors that affect the
academic performance and personality development of the students that
serve as academic behavioral problems to selected fourth year students of
Manuel S. Enverga University Foundation, Lucena City. Teacher and
parents’ role, so as the peer petty problems, are considered factors that
affect the academic performance. It was also found out that lack of
adequate facilities, unavailability of reading materials in the library and
rooms that were not properly ventilated affected the school behavior of the
students.
In Reveros (1993) pointed out that parents need to create an
environment for children to feel safe to reveal their innermost feelings, no
matter how disturbing this maybe. Most of our parents find it easy, to find
out with our children when they are young.
Cleve (1992) found out that out of 100 Filipino school children
enrolled annually only about 66 would complete elementary education and
about 42 students would finish high school. Out of given number of high
schoolers, only 14 will get a college diploma because the average fourth
year high school students can only master a little less than half of the
required subject matter.
Del Fierro (1991) shows that an average of 28.3 % of the students
of 255 mostly study habits are the factors.
Edaño (1991) found out that the environment of the students
directly affects the learning ability and the class performance of the
respondents regarding their peers and learning atmosphere.
Magnaye (1990) stated that the home environment is an aspect
where in the students’ needs to study effectively, this involved the
equipments, materials and facilities in their study and for the
accomplishment of the task needed in school and because this involves
also the relationship and concern of both the parents and students,
physically, morally, mentally and spiritually.
CHAPTER IIIMETHODOLOGY
This chapter introduces the research design, sources of data,
instrumentation, data gathering procedures and statistical treatment.
Research Design
The researcher utilized the descriptive method of research. This
method describes the nature of situation as it exists at the time of the
study and to explore the causes of particular phenomena. The main
concern of this study was to know the factors affecting student’s interest in
learning English as perceived by the students of Alabat Island National
High School Alabat, Quezon. Questionnaire was the main instrument
used.
Sources of Data
The respondents of this study were the students of Alabat Island
National High School, for the school year 2010-2011. There were sixteen
(16) males and sixteen (16) females in every section. They were selected
through random sampling 60% of the total number of population.
Instrumentation
A. Development of the Research Study
In preparation of this research study, those were books,
encyclopedia, internet resources and unpublished materials utilize. An
adopted questionnaire was the instrument in gathering data. It deals with
the factors affecting student’s interest in learning English.
B. Development of the Questionnaire
The researcher adapted the questionnaire from the unpublished
manuscript of Irene C. Abcede with a title Common Factors Affecting
Student’s Interest in Learning Social Studies of the fourth year high school
students of Luis Palad National High School Tayabas, Quezon. It
consisted of thirty (30) items checklist type of test. It is composed of three
categories: Part I-Teacher, Part II- Home Environment and Part III-
Subject Matter. Ten (10) items on Teacher, Ten (10) items on Home
Environment, Ten (10) items on Subject Matter.
C. Content Validation
There are some revisions made to the questionnaire before it was
presented to the adviser to be suitable on the topic. Some revisions were
on the part of the third category which is the Subject Matter.
D. Revision
Since the factors are not enough for the study, the panel and
adviser suggested to add at least one factor. Personal factor, the fourth
category was browsed from the internet particularly on Students speak out
on Collaborative Learning by: Cathy Middlecamp (2007) from
www.Wcer.wisc.edu/archive/cl1/ CL/story/ middlecc/TSCME.htm. After
the information had been gathered the researcher constructed the
personal factor and submitted to the adviser for finalization.
E. Final Draft
Since no revision was made, the instrument was reproduced and
distributed to the respondents.
Data gathering Procedures
These are the following procedures applied in the study:
A. Before the study conducted; the researcher asked permission to the
principal of Alabat Island National High School to conduct a study in
relation to the problem.
B. The researcher proceeds to the guidance office to have a copy of
student names from first year to fourth year, served as a basis on the
respondents of the study.
C. Before the researcher proceeds to each section she chooses the
respondents by means of draw lots.
D. The researcher proceeds to the class adviser in every section to ask
permission in administering the questionnaire to eight hundred ninety-six
selected high school students, 16 males and 16 females per section from
first year to fourth year.
E. After asking permission to the class adviser, the researcher distributed
the questionnaire to the chosen students, 16 males and 16 females to
answer the questionnaire. The respondents were selected through
random sampling with a twist of draw lots.
F. For the better understanding of the questionnaire, the researcher
explained it briefly to the respondents.
Statistical Treatment
The responses of the respondents were treated by means of,
Weighted Mean (WM).
5n+4n+3n+2n+n
WM =
N
Where:
WM = Weighted Mean
n = no. of responses
N = Total number of respondents
Scale descriptions:
(5)- A= Always (3) - U= Uncertain
(4)- Us= Usually (2) - S= Sometimes
(1)- N= Never
Scale Equivalent:
Range Descriptive Analysis
4.20-5.00 Always
3.40-4.19 Usually
2.60-3.39 Uncertain
1.80-2.59 Sometimes
1.00-1.79 Never
Chi-square is also used to determine if there is a significant
difference between the responses of male and female. The formula
appeared below:
E (O-E) 2
X2 =
E
Where:
X2 = Chi-square
O = Observed Frequency
E = Expected Frequency
CHAPTER IVPRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This portion deals with the presentation, analysis and interpretation
of data gathered through the research instrument.
Table 1Factors Affecting Students’ Interest in Learning English
FactorsMale Female Total
WM D WM D WM D
1. Teacher 4.11 Us 3.92 Us 4.02 Us2. Home Environment
3.60 Us 3.79 Us 3.70 Us
3. Subject Matter3.57 Us 3.71 Us 3.64 Us
4. Personal3.50 Us 3.46 Us 3.48 Us
Average 3.70 Us 3.72 Us 3.71 Us
Table 1 shows the weighted mean on the factors affecting students
interest in learning English relative to teacher factor, home environment
factor, subject matter factor and personal factor. On the first factor which
is teacher factor, the male respondents obtained 4.11 while the female
respondents obtained 3.92, with a total of 4.02, which falls under the
descriptive analysis “usually”.
Romualdez (2000) stressed that teachers should display more
patience and perseverance and should go out of their way to assist
children, added by the teachers magazines, teacher are the most
important factor in the pupils environment, the absence of teachers make
other elements in education futile. It is the teacher who stimulates, guides,
leads and directs the pupils to learn.
The second factor home environment, the male respondents
obtained 3.60 while the female respondents obtained 3.79 with a total of
3.70, which falls under the descriptive analysis “usually”. The result also
shows that home environment has also an effect on their interest in
learning English.
Magnaye (1990) stated that the home environment is an aspect
where in the students’ needs to study effectively, this involved the
equipments, materials and facilities in their study and for the
accomplishment of the task needed in school and because this involves
also the relationship and concern of both the parents and students,
physically, morally, mentally and spiritually.
The third factor which is subject matter factor, the male
respondents obtained 3.57 while the female respondents obtained 3.71
with a total of 3.64, which falls under the descriptive analysis “usually”.
Savage (1999) said that subject matter is very important in the
teaching learning process because subject matter involves the topic of
their interest as well as their talents and capabilities which sometimes may
or may not fit to their interest on the given activity like reading, writing,
acting and speaking.
The last factor which is personal factor, the male respondents
obtained 3.50 while the female respondents obtained 3.72 with a total of
3.48, which falls under the descriptive analysis “usually”.
Middlecamp (2007) said that personal factor affect student’s
interest in learning English. It is because, personal factor is an aspect
where in student’s daily routine, health and hobbies are included and it
should be considered to guides students in better learning.
Table 2Chi-square of the Perception of the Respondents as to Factors
Affecting Student’s Interest in Learning English
GenderTeacher factor
Home Environment
factor
Subject Matter factor
Personal factor Chi-
square
0.012
TV
0.05=7.815
0.01=11.345
Ho
accepted
Expected 4.0 3.68 3.63 3.47
Male 4.11 3.6 3.57 3.5
Expected 4.03 3.71 3.65 3.49
Female 8.03 7.39 7.28 6.96
Table 2 shows the perceived responses of male and female on
factors affecting student’s interest in learning English. Chi-square test was
applied and it resulted to a chi-square computed value (C.V.) of 0.012
which is lower than tabular value (T.V.) of 7.815 at .05 level of
significance. This connotes that there is no significant difference on the
perception of male and female on factors affecting student’s interest in
learning English. Therefore, hypothesis which states that there is no
significant difference on the perception of male and female is accepted.
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusions and
recommendations based on the findings of the study.
Summary
This study aimed to determine the factors affecting students’
interest in learning English in Alabat Island National High School.
Specifically, it sought to answer the following questions;
1. Which of the following Factors Affecting Students’ Interest Learning
English in terms of:
1.1 teacher factor;
1.2 home environment factor;
1.3 subject matter factor; and
1.4 personal factor?
2. Is there any significant difference in the perceived responses of the
male and female respondents relative to:
2.1 teacher factor;
2.2 home environment factor;
2.3 subject matter factor; and
2.4 personal factor?
This study adopted the descriptive method of research. The
researcher used the checklist questionnaire as the basic instrument in
gathering data. The questionnaires were distributed to eight hundred
ninety six (896) students of Alabat Island National High School. The data
were tallied, interpreted, analyzed and presented in tables using weighted
mean and chi-square formula as the statistical treatments.
Findings
After gathering and applying the necessary treatment, the following
data were revealed:
1. The perception of factors affecting student’s interest in learning
English of the students are the following:
On the teacher factor, the male respondents obtained 4.11
while the female respondents obtained 3.92, with a total of 4.02, which
falls under the descriptive analysis “usually”. On the home environment,
the male respondents obtained 3.60 while the female respondents
obtained 3.79 with a total of 3.70, which falls under the descriptive
analysis “usually”. The result also shows that home environment has also
an effect on their interest in learning English. On the subject matter factor,
the male respondents obtained 3.57 while the female respondents
obtained 3.71 with a total of 3.64, which falls under the descriptive
analysis “usually”. On the personal factor, the male respondents obtained
3.50 while the female respondents obtained 3.72 with a total of 3.48,
which falls under the descriptive analysis “usually”.
2. There is no significant difference on the perceived responses of male
and female on factors affecting student’s interest in learning English chi-
square test was applied and it resulted to a chi-square computed value
(C.V.) of 0.012 which is lower than tabular value (T.V.) of 9.448 at .05
level of significance. This connotes that there is no significant difference
on the perception of male and female on factors affecting student’s
interest in learning English. Therefore, hypothesis which states that there
is no significant difference on the perception of male and female is
accepted.
Conclusions
Based on the findings reveled by the study, the following
conclusions were drawn:
1. The male and female respondents appreciate teacher’s personality
and that teacher is the most important factor affecting their interest in
learning English.
2. Both the male and female respondents have the same level of
perception on factors affecting student’s interest in learning English.
Recommendations
1. Students must be aware of the factors affecting their interest in
learning English for it will help them improve their skills in dealing with
English subject.
2. Parents may provide equipments, materials and facilities at home that
will attend the needs of their children to study effectively and they
must continue to encourage and support their children.
3. Teachers must know the factors affecting interest of the students in
learning English for them to formulate new teaching styles, upgrade
their skills in content and medium of instruction and gain expertise in
the teaching learning process.
4. The future researcher who wished to further study the factors affecting
student’s interest in learning English may conduct the same study in
other locality.
BIBLIOGRAPHY
A. Books
Daleon, Sixto. et.al. (1989). Fundamentals of statistics with applications in research, thesis, dissertations, writings and others. National Bookstore Inc.
Fraser, C. (1996). The Role of Consulting a Dictionary in Reading and Vocabulary Learning. Lorimar Publishing, Inc.
Koch, Carl. Et.al. (1992). Communication Skills for college Students, Mandaluyong Metro Manila. National Bookstore Inc.
Schwarts George (1998). The Theory of Motivations. S. Feldman Edition New York: Academic Press Inc.
B. Electronic References
Asher, James J. (2001). Learning Another Language Through Actions, from http://www.sjsu.edu?deptsenglish/secred.html.
Barlett, C.P., Anderson, C.A., & Swing, E.L. (2009). Video game effects
confirmed, suspected, and speculative: A review of the
evidence. Simulation & Gaming, from http:// www.eschoolnews.
com/2009/12/09/can-gaming-change- education/
Brophy, J. "Teacher Praise: A Functional Analysis." Review Of Educational Research, from http://www.wcer.wisc.edu/archive/ cl1/ CL/ story/ middlecc/TSCME.htm
Crowell J. (1998). The Christian Science Monitor, from http://www.nccla.gww.edu/ncbepubs/discover/05hongkong.htm
Dreikurs, R. (1982). Maintaining Sanity In The Classroom: Classroom Management Techniques. New York: Harper & Row, from http://www. wcer. wisc. edu/ archive /cl1/CL/ story/ middlecc/TSCME.ht m
Jegtvig, S. (2010). Lack Of Sleep's Effects on Learning, Undoes Rejuvenating Effects on the Brain, from http:// www.medicalnewstoday.com/articles/35985.php
Middlecamp, C. (2007). Students Personal Factors Affecting Learning, from http://www.wics.edu/archive/cl1/CL/story/middlecc/TSCME
Ogiegbaen, I. (2006). Factors affecting quality of English language teaching and learning in secondary schools in Nigeria, from http://findarticles.com/p/articles/mi_m0FCR/is_3_40/ai_n16726393/pg_7/
Supyan, Hussin. et.al (2000). MICELT 2000, 3rd Malaysian International Conference for English Langauage Teaching. Kebangsaan University Malaysia, from [email protected]
C. Unpublished Researches
Abcede, Irene C. (1991). Factors Affecting Student’s Interest in Learning Social Studies as perceived by the fourth year students of Luis Palad National High School. Tayabas, Quezon.
Enriquez, John C. (1994). Factors that affect the academic performance and personality development of the students that serves as academic behavioral problems to selected fourth year students of Manuel S. Enverga University Foundation. Lucena, City.
APPENDICES
APPENDIX A
Letter of Request for Data Gathering
Republic of the PhilippinesSOUTHERN LUZON STATE UNIVERSITY
ALABAT CAMPUSAlabat, Quezon
March
02, 2011
DR. FELIZA B. QUEVADAPrincipal IIIAlabat Island National High SchoolAlabat, Quezon
Madame:Greetings of Peace!I am Kris Gagua Rodriguez, a fourth year irregular student taking up
Bachelor of Secondary Education Major in English of Southern Luzon State University, presently working on my undergraduate research paper entitled “FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH”.
In line with this, may I request permission from your good office to allow me to conduct my study by distributing questionnaire to the selected high school students of Alabat Island National High School, Alabat, Quezon.
Your valued consideration regarding this matter will be highly appreciated.
Very truly yours,
(SGD)KRIS G.RODRIGUEZ
Researcher
Noted:
(SGD)DOREEN ROSE M. CAPARROS, MAT-ALAdviser, Research Paper Writing
Approved:
(SGD)FELIZA B. QUEVADA, Ed.D.Principal III
APPENDIX B
Letter of Request of the List of Names
Republic of the PhilippinesSOUTHERN LUZON STATE UNIVERSITY
ALABAT CAMPUSAlabat, Quezon
March
02, 2011MRS. LUZ C. GARCIAGuidance Counselor IIIAlabat Island National High SchoolAlabat, Quezon
Madame:Greetings of Peace!I am Kris Gagua Rodriguez, a fourth year irregular student taking
up Bachelor of Secondary Education Major in English of Southern Luzon State University, presently working on my undergraduate research paper entitled “FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH”.
In line with this, may I humbly request to have a list of names of Alabat Island National High School students enrolled for the school year 2010-2011. The purpose of this, is to serve as a basis on the respondents of the study.
Your valued consideration regarding this matter will be highly appreciated.
Very truly yours,
(SGD)KRIS G.RODRIGUEZ Researcher
Noted:
(SGD)DOREEN ROSE M. CAPARROS, MAT-ALAdviser, Research Paper Writing
APPENDIX C
Letter to the Advisers
Republic of the PhilippinesSOUTHERN LUZON STATE UNIVERSITY
ALABAT CAMPUSAlabat, Quezon
March
02, 2011MRS. ROWEN M. URSOLINOI-SSC AdviserAlabat Island National High SchoolAlabat, Quezon
Dear Ma’am:Greetings of Peace!I am Kris Gagua Rodriguez, a fourth year irregular student taking
up Bachelor of Secondary Education Major in English of Southern Luzon State University, presently working on my undergraduate research paper entitled “FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH”.
In line with this, may I request permission from you to allow me to conduct my study by distributing questionnaire to the selected students of this section.
Your valued consideration regarding this matter will be highly appreciated.
Very truly yours,
(SGD)KRIS G.RODRIGUEZ Researcher
Noted:
(SGD) DOREEN ROSE M. CAPARROS, MAT-ALAdviser, Research Paper Writing
APPENDIX D
Letter to the Respondents
Republic of the PhilippinesSOUTHERN LUZON STATE UNIVERSITY
ALABAT CAMPUSAlabat, Quezon
March
02, 2011
Dear students:Greetings of Peace!I am Kris Gagua Rodriguez, a fourth year irregular student taking
up Bachelor of Secondary Education Major in English of Southern Luzon State University, presently working on my undergraduate research paper entitled “FACTORS AFFECTING STUDENTS INTEREST IN LEARNING ENGLISH”.
With the permission of your principal and class advisers, I humbly request you to spare me your time to answer this test.
Rest assured that all your responses will be confidential in nature.
Very truly yours,
(SGD)KRIS G.RODRIGUEZ Researcher
APPENDIX E
QUESTIONNAIREName:______________ Gender:_______________Yr&Sec:____________ Date:_________________Direction: The instrument below indicates your perception on the interest of learning English. Indicate your answer by placing a check (/) mark on the column that corresponds to your answer to the following legend.
Legend:(5)- A= Always (3) - U= Uncertain(4)- Us= Usually (2) - S= Sometimes
(1)- N= Never
I. TeacherA(5)
Us(4)
U(3)
S(2)
N(1)
1. Our teacher employs different teaching techniques in every topic we discuss that helps me learn English easily.
2. Our teacher comes to school regularly that’s why all activities in English done.
3. Our teacher speaks English fluently and has a good sense of humor that makes the English subject interesting.
4. Our teacher is approachable & entertains questions in our class discussions that’s why I force myself to understand the topics in English.
5. Our English teacher asks opinions and let the students express their own idea.
6. Our teacher gives reasonable numbers of projects in English that’s why I’m on time doing & submitting them.
7. Our teacher speaks in a well-modulated voice that encourages me to listen attentively in our lesson in English.
8. Our teacher explains clearly the instruction in our quizzes and examinations that’s why I get high grades in English.
9. Our teacher encourages slow learners to participate in the learning activities in English.
10. Our teacher stimulates our interest toward the English subjects that’s why I’m encouraged to do things regarding English.
II. Home EnvironmentA(5)
Us(4)
U(3)
S(2)
N(1)
1. My parents encourage me to study my subject that’s why I have good grades in English.
2. My classmates and friends rarely come to our house and ask me to play with them that’s why I have enough time to study my lesson in English.
3. We have educational facilities like television, radio, computer, reading materials and other reference materials in studying the subject.
4. My parents give me enough time to study at home that’s why I’m encouraged to study English subject.
5. We have proper lights and ventilation at home that helps me to study comfortably.
6. There is somebody I can ask at home if ever I do not understand some English instructions.
7. My brothers/sisters guide me in answering my assignments that’s why I encouraged studying English.
8. My parents can support my needs in studying English like in making my projects, activities and assignments.
9. I have a study room at home that makes me comfortable in studying my lesson.
10. I can afford to buy books and other materials for English and these makes me industrious in studying my lesson in English.
III. Subject MatterA(5)
Us(4)
U(3)
S(2)
N(1)
1. I consider English as an easy subject, because I like writing, reading and speaking.
2. I like English subject if the topic being discussed is easy to understand.
3. I have perseverance in myself to study English, especially in writing activities like composition, story and poem writing.
4. I am interested in studying English because I usually receive good grades.
5. I am motivated with the subject matter in English all the time.
6. I study my English subject always, even I don’t want the topic.
7. Acting, reading stories and poems are of my interest in studying English.
8. I am confident type of person that’s why I like English especially in our speaking activities. .
9. I at ease in speaking English that’s why I can participate in the classroom discussion.
10. I like watching plays and drama that’s why I am motivated to study English.
IV. Personal FactorA(5)
Us(4)
U(3)
S(2)
N(1)
1. I always have enough sleep every day.
2. I eat nutritious food that makes me healthy and strong.
3. I always read my notes in my English subject.
4. I always encountered warm treatment from my teacher in English that makes me interested to study my English lesson.
5. I watch television daily like: educational programs about English that makes me more knowledgeable.
6. I memorize some dialogs, declamation piece and sayings that make my speech ability improve.
7. I consult the dictionary especially if I do not understand the meaning and pronunciation of a word.
8. I always used English as a medium of communication
in school or in at home.
9. I always play spelling quiz and other games about English that makes me competent.
10. I always receive positive feedback when I get clear answer that strengthens my interest in learning my English lesson.
KRIS G. RODRIGUEZPresent Address: Rizal Street Bgy. 4
Alabat, Quezon 4333E-mail address: [email protected]
Contact Number: 09168560323
PERSONAL DATA:Date of Birth : September 29, 1990Sex : FemaleCivil Status : SingleReligion : Roman CatholicLanguage Spoken : Filipino and English
EDUCATIONAL BACKGROUND
Primary : Alabat Central Elementary SchoolAlabat, Quezon
Secondary : Alabat Island National High SchoolTertiary : Southern Luzon State University
Degree : Bachelor of Secondary EducationMajor in English
POSITION HELD
Councilor : Student Council 2007-2008Treasurer : Literature and Language Club (LILAC)
2010-2011
CHARACTER REFERENCES:
Prof. Jimson F. Oliveros: Campus Director (SLSU)Prof. Maria Leoncia P. Oliveros: Ms. Doreen Rose Caparros: Guidance Counselor (SLSU)
CIRCULATION COPY
The research paper hereto, entitled “FACTORS AFFECTING
STUDENT’S INTEREST IN LEARNING ENGLISH” prepared and
submitted by Kris G. Rodriguez, in partial fulfillment of the course
requirements for the degree Bachelor of Secondary Education Major in
English, is hereby recommended for the preparation of final manuscript.
DOREEN ROSE M. CAPARROS, MAT-ALResearch Adviser
MARIA LEONCIA P. OLIVEROS, MAIE JOBERT G. LOMBOY, MAT Member, Guidance Committee Member, Guidance Committee
PROF. WILLY A. MANAOGChair, Guidance Committee
