John Noel S. Nisperos
Faculty of Don Mariano
Marcos Memorial State University
South La Union
Campus-College of Education
Agoo, La Union, Philippines
ABSTRACT
The level
of proficiency of Junior High School students in Filipino language and
literature was assessed in this study. Descriptive method of research was used
to gather primary data. Respondents consist of grade seven students of Don
Mariano Marcos Memorial State University-South La Union Campus Laboratory High
School, Agoo, La Union, Philippines. Salient findings reveal that most of the
learners had basic level of proficiency in Filipino language and
literature. Basic level
of proficiency was identified in comprehension,
application, analysis, synthesis and evaluation while advanced under knowledge. There is no significant
relationship between the students’ age, sex, average family monthly income, and
parents' highest educational attainment as to the level of proficiency of
Junior High School students in language and literature.
Field of Research: level of proficiency, junior high
school students, Filipino language and literature
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INTRODUCTION
Situational Analysis
Achievements and performance of the students depend largely on the
effectiveness of the teacher to manage the learning process. On the other hand,
the excellence of curricula and instructional decisions, teachers’ quality to
improve learning may be considered as determinants for effectiveness and
efficiency, (Boado, 2016).
Learning is no longer encapsulated by time, in place, and age, but has
become a pervasive activity and attitude that continues throughout life and is
supported by all segments of society, (Mathieu & Salas, 1992).
Undeniably, Ntui (2014) revealed that effective and successful study
consists of more than merely memorizing facts but calls for knowing where and
how to obtain information and the ability to make intelligent use of it.
In the Philippines, Filipinos have high regard on education because they
believe on the notion that education is the key to economic uplift and social
mobility. With this notion, the government has
provided the educational needs of the Filipinos by giving free access to
education, (Paglinawan, J.L, 2014).
In a worldwide setting, Villanueva and Dulay (2016) reiterated that
education is universally recognized as one of the most fundamental building
blocks for human development and poverty reduction. It equips a person with the
necessary skills, knowledge and moral values to become a functional member of a
society. Given the opportunity to learn, people are empowered to contribute to
the development of their lives, communities and their countries. Education
remains as one of the most powerful instrument for reducing poverty and
inequality and helps lay the foundation for sustained economic growth.
Studies revealed that socio-demographic factors influenced students’
comprehension, proficiency and performance. The socio-demographic factors such
as age and sex influenced the pupils’ comprehension level. But sex was a more
significant factor. Likewise, age and sex influenced the pupils’ reading speed.
The more significant factor was sex of the respondents, (Chatto, 2011). In the
same manner, Gevero (2008), showed that there was a significant relationship
between the socio-demographic factors of pupils and parents and the performance
of Grade IV pupils of Kabacan South District Achievement test in Mathematics.
The pupil and parent factors highly influenced the performance of Grade IV
pupils in the District Achievement Test in Mathematics. There was a significant
relationship between performance and the family background of the pupils which
include: a) monthly family income, b) educational level of the parents, and c)
size of the family and the academic achievement of the Grade Five SMART and
non-SMART pupils, (Masillones, 2003).
To concretize students’ level of proficiency, assessment methods are
important tools to monitor the academic achievement of students in all aspects
of learning. It is a process to document the domains of learning needed in the
21st century learning. Educators usually conduct exercises, record
information, be it with summative and formative tests.
It is in this situation where the researcher aims to determine the level
of proficiency of
Grade Seven Junior High School students in Filipino language and literature.
Conceptual Framework
Input
Process Output
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Three distinctions are made between proficiency
tests, intended for administrative purposes, and achievement tests, intended
for assessment of instructional results were reiterated by Cohenn (1994) as cited by CARLA (2017). For
this study, assessment of instructional results was utilized where diagnosis,
evidence of progress, feedback to the respondents, and evaluation or teaching
of curriculum were manifested. This is
considered as norm-referenced assessment where students were compared with each
other in a class. Not like in a criterion-referenced assessment where
teachers have to determine
whether respondents have met certain
instructional objectives or criteria.
The level of proficiency in Filipino language and literature varies
every grading period. As a part of the teaching-learning process, teachers from
the grade level integrate appropriate classroom activities as the need
arises. However, the collaborative
effort of both the students and the teachers will result to a fun yet
interesting, interactive and engaging lessons geared to a higher level of
proficiency in the subject.
The mastery of specific cognitive
learning domains formulated by Blooms
such as knowledge, comprehension, application, analysis, synthesis, and
evaluation as revised by Anderson such as remembering, understanding, applying,
analyzing, evaluating, and creating will create a great impact and difference
in the level of proficiency of students along with various disciplines.
Statement of the Problem
This study determined the level of
proficiency of Junior High School Students
in Filipino Language and Literature.
Specifically, it answered the
following questions:
1.
What is the profile of Junior High School Students in terms of age, sex, average family monthly income and
parents’ highest educational attainment?
2.
What is the level of proficiency of Junior High School Students in
Language and Literature?
3.
What is the level of proficiency of Junior High School Students in
Language and Literature Along with the Cognitive Domains of Learning?
4.
Is there a significant relationship between students’ socio-demographic
profile and proficiency level in language and literature?
METHODOLOGY
Research Design
Descriptive method of research was used to determine the level of
proficiency of Grade Seven students in Language and Literature for the first
term of the school year.
Sample and Data Collection Method
Total enumeration composed of
Grade Seven students enrolled for the school year was included in the study.
Instrumentation
A two-part data gathering instrument was used to elicit
data from the respondents namely: socio-demographic profile of the Grade Seven
students and standardized proficiency test in language and literature
classified according to the cognitive domains of learning.
Reliability Analysis
The split-half procedure involves scoring, using the odd items
vis-à-vis the even number of a test separately for each person, after which the
correlation coefficient was employed in the sets of scores. The correlation
coefficient indicates the degree to which the two halves of the test provide
the same results. Hence, the test has internal consistency, (Fraenkel and
Wallen, 1993).
The reliability coefficient was calculated using the Spearman-Brown
prophecy formula. The correlation coefficient of the two halves of the test was
calculated using Pearson Product Moment of Correlation Coefficient formula with
a value of 0.72. The instrument was interpreted as highly reliable.
Descriptive Statistics and Analysis
Frequency counts and percentage were utilized to determine the
socio-demographic profile of Grade Seven students. Pearson's correlation coefficient (r) measures the significant relationship between the
level of proficiency in Filipino language and literature with the socio-demographic
profile of the respondents at 0.05
level of significance.
FINDING & DISCUSSION
Table 1. Socio-demographic Profile of Grade Seven Students
Table 1 shows the socio-demographic profile of
Grade Seven students as to age, sex, average family monthly income, and
parents’ highest educational attainment.
Grade Seven students
were both under 12 years of age, 43 (48.86%) and 13 years of age 43 (48.86%)
dominated by females, 46 (52.27%) with an
average monthly family income of 20, 000 to 30, 000 pesos, 49
(55.68%). Both parents, father 69
(78.40%) and mother 78 (88.63%) were college graduates.
Related studies
revealed that as to the socio-demographic characteristics of the fast learners
majority were younger than those in the regular curriculum, females and had
parents who were college graduates and were government employees. In contrary,
majority of the slow learners were older than those in the regular curriculum,
males, had parents who reached high school level only, (Anino, 2009).
Batig’s (2010) research also showed that the age,
sex, rank in the family, and pre-school significantly influenced the pupils’
performance in the District English Achievement Test. The parent factors such
as educational attainment and occupation, number of children in the family and
monthly income of the family significantly influenced the pupils’ performance
in the District English Achievement Test.
In contrary, Afdal’s
(2012) research revealed that socio-demographic characteristics namely: age,
sex, and fathers’ and mothers’ educational attainment had no significant
influence on the level of intrinsic and extrinsic motivation of pupils to
learn.
Age
|
Frequency
|
Percentage
|
14
|
2
|
2.27%
|
13
|
43
|
48.86%
|
12
|
43
|
48.86%
|
11
|
||
Total
|
88
|
100.00%
|
Sex
|
Frequency
|
Percentage
|
Male
|
42
|
47.72%
|
Female
|
46
|
52.27%
|
Total
|
88
|
100.00%
|
Average Family Monthly Income
|
Frequency
|
Percentage
|
50,000php and above
|
15
|
17.04%
|
40, 001 – 50, 000php
|
3
|
3.40%
|
30, 001 – 40, 000php
|
4
|
4.54%
|
20, 001 – 30, 000php
|
49
|
55.68%
|
10, 000 – 20, 000php
|
15
|
17.04%
|
5, 001 – 10, 000php
|
2
|
2.27%
|
Total
|
88
|
100.00%
|
Parents’ Highest Educational Attainment
|
Frequency Percentage
Father
|
Frequency Percentage
Mother
|
Doctorate Degree –Ph.D./Ed.D.
|
2 2.27%
|
|
Masters’ Degree-MA/MAED
|
1 1.13%
|
|
College Graduate-BS/AB
|
69 78.40%
|
78 88.63%
|
College Level
|
16 18.18%
|
6 6.81%
|
High School Graduate
|
3 3.40%
|
|
High School Level
|
||
Elementary Graduate
|
1 1.13%
|
|
Total
|
88 100.00%
|
Table 2. Level of Proficiency of Grade Seven students in Language
and Literature
Table 2 shows that most of the
students, 46 (52.27%) had basic level of proficiency in Filipino
language and literature on the topics discussed during the first term of the
school year.
Level of Proficiency
|
Frequency
|
Percentage
|
Advanced
|
18
|
20.45%
|
Intermediate
|
24
|
27.27%
|
Basic
|
46
|
52.27%
|
Total
|
88
|
100.00%
|
Table 3. Level of Proficiency of Grade Seven Students in Language
and Literature Along with the Cognitive Domains of Learning
Table 3 shows the Grade Seven
Students’ level of proficiency in language and literature along with the
cognitive domains of learning. As a result, a basic level of proficiency was
identified in comprehension,
application, analysis, synthesis and evaluation while advanced
under knowledge.
Cognitive Learning
Domains
|
Proficiency Level
Basic Intermediate Advanced
f
% f % f %
|
|
Knowledge
|
28 31.81% 12 13.63%
|
48 54.54%
|
Comprehension
|
49 55.68% 29 32.95%
|
10 11.36%
|
Application
|
38 43.18% 27 30.68%
|
23 26.13%
|
Analysis
|
34 38.63% 32 36.36%
|
22 25.00%
|
Synthesis
|
39
44.31% 35 39.77%
|
14 15.90%
|
Evaluation
|
43
48.86% 34
38.63%
|
11 12.50%
|
Table 4. Relationship Between Students’ Socio-demographic Profile
and Proficiency Level in Language and Literature
Table 4 shows the computed r as to
age, 0.02192508 with No or Negligible Relationship, sex, 0.2926101174 with Weak
Positive Relationship, Average Family
Monthly Income, 0.2028667105 with Weak Positive Relationship, Parents’ Highest
Educational Attainment, 0.0161207778 for father with No or Negligible Relationship
while -0.0242402885 for mother with No
or Negligible Relationship. Thus, there is no significant relationship between
the students’ age, sex, average family monthly income, and parents' highest
educational attainment as to the level of proficiency of Junior High School
students in language and literature.
Socio-demographic Characteristics
|
Computed r
|
Verbal Description
|
Age
0.02192508
No or Negligible Relationship
|
||
Sex
0.2926101174
Weak Positive
Relationship
|
||
Average Family Monthly Income
|
0.2028667105
|
Weak
Positive Relationship
|
Parents’ Highest Educational Attainment
Father
Mother
|
0.0161207778
-0.0242402885
|
No or Negligible Relationship
No or Negligible Relationship
|
Legend for r value:
+.70 or Higher – Very
Strong Relationship
+.40 - +.69- Strong
Positive Relationship
+.30 - +.39 – Moderate
Positive Relationship
+.20 - +.29 – Weak
Positive Relationship
+.01 - +.19 – No or
Negligible Relationship
0 – No relationship/Zero Order Correlation
-.01 - .19 – No or
Negligible Relationship
-.20 - -.29 – Weak
Negative Relationship
-.30 - -.39 – Moderate
Negative Relationship
-.40 - -.69 – Strong
Negative Relationship
-.70 or Higher- Very Strong Negative Relationship
CONCLUSION AND FUTURE RECOMMENDATION
Grade Seven students
were both under 12 and 13 years of age dominated by females with an average
monthly family income of 20, 000 to 30, 000 pesos and both parents were college
graduates. Most of the learners had basic level of proficiency in Filipino
language and literature. Basic level of proficiency was identified in
comprehension, application, analysis, synthesis and
evaluation while advanced under knowledge. There is no significant
relationship between the students’ age, sex, average family monthly income, and
parents' highest educational attainment as to the level of proficiency of
Junior High School students in language and literature.
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