Factors Affecting English Achievement of First Year Students of Compra National High School
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
The problem of low achievement from the elementary to the tertiary level of our educational system has led the educators and planners to embark programs to raise the quality of education. Observers from all sectors commented that schools are producing poor quality graduates – the elementary schools are producing graduates who could hardly read and write and the high schools are turning out graduates who could hardly speak English and are not ready for college work. A continuous down trend in the quality of education and academic achievement of the students in all levels, especially the secondary school students has been keenly observed in recent years. Many studies showed that the secondary graduates failed to come up to what they were expected to accomplish within their 4-years of schooling. Many sectors are alarmed by the low performance of the graduates. This low performance is attributed to many factors (EDCOM, 1991). Past researches classified three significant factors that affected the teaching learning process: the teacher, the learner, and the teaching-learning process. According to Gloria (1997) the best teacher using the best equipment and materials available will fail unless the learner is ready to learn, and the quality of learning depends upon the quality of the learner. Various factors have affected learning in school. These factors include environmental factors, classrooms, textbooks, equipment, school supplies, and other instructional materials, the school head, the teacher, the pupils, home, language of instruction, etc. English language has been mandated by the national policy makers as the international language in the Philippines. This decision was based on the fact that English is understood in every continent and can claim a wider geographical range than any other tongue. In consonance with this mandate, the declared policy of the DepEd as indicated in
THE PROBLEM AND ITS SCOPE
Introduction
The problem of low achievement from the elementary to the tertiary level of our educational system has led the educators and planners to embark programs to raise the quality of education. Observers from all sectors commented that schools are producing poor quality graduates – the elementary schools are producing graduates who could hardly read and write and the high schools are turning out graduates who could hardly speak English and are not ready for college work. A continuous down trend in the quality of education and academic achievement of the students in all levels, especially the secondary school students has been keenly observed in recent years. Many studies showed that the secondary graduates failed to come up to what they were expected to accomplish within their 4-years of schooling. Many sectors are alarmed by the low performance of the graduates. This low performance is attributed to many factors (EDCOM, 1991). Past researches classified three significant factors that affected the teaching learning process: the teacher, the learner, and the teaching-learning process. According to Gloria (1997) the best teacher using the best equipment and materials available will fail unless the learner is ready to learn, and the quality of learning depends upon the quality of the learner. Various factors have affected learning in school. These factors include environmental factors, classrooms, textbooks, equipment, school supplies, and other instructional materials, the school head, the teacher, the pupils, home, language of instruction, etc. English language has been mandated by the national policy makers as the international language in the Philippines. This decision was based on the fact that English is understood in every continent and can claim a wider geographical range than any other tongue. In consonance with this mandate, the declared policy of the DepEd as indicated in
Bibliography: Bloom, Benjamin. Human Characteristics and School Learning. New York: McGraw-Hill Book Co., 1976. Bloom, Benjamin. 1994. “Helping All Children Learn.” Bustus, Alicia Levinger, B. Nutrition, Health and Nutrition for all Education Development Center and UNDP, 1994. McCrimmon, J. Writing with a Purpose, 1957. Oliva, Peter. Supervision for Today’s School. New York. Harper and Row Publisher, 1976. Ornstein, Allan. “Strategies for Effective Teaching. New York: Harper and Collins Publisher Inc., 1992. Robles, Felicidad C. Developing English Proficiency in College, Book I. Rev. Ed., Manial: Goodwill Trading Co., Inc., 1998. Villamin, A. Teaching Strategies for the Teaching of Communication Arts. Listening, Speaking, Reading and Writing, 2001. Gonzaga, Rebecca. “Diagnostic Analysis of Reading Comprehension in English of Grade V pupils in the Public School of Tacloban City Division: Measure for Remediation.” Unpublished Master’s Thesis, University of the Visayas, Cebu City, 1996. Lapez, Luzviminda. “Professional Growth and Competence Level of Elementary School Administrators of the Division of Zamboanga del Norte.” Unpublished Dissertation, Mizamis University, Ozamiz City, 2002. Leyses, Catalina. “Reinforcing Reading Comprehension Skills Through the Dialogue Strategy.” Unpublished Master’s Thesis, Cebu State University, Cebu City, March, 1990. Pala, Paz. “English Achievement and Entrance Examination.” Unpublished Master’s Thesis, Cebu State College, Cebu City, April, 1990. Jalosjos, Olita. “A Study on the Reading Comprehension and Vocabulary in Grade IV – Vi Pupils in Eight Elementary Schools of Sindangan, Zamboanga del Norte. Unpublished Master’s Thesis, University of San Carlos, Cebu City, 1964. Oxford, Rebecca L. Language Learning Strategies and Beyond: A Look at Strategies: Methods, Findings and Instructional Issues, 1990. http//:www.wikipedia.com/language learning strategies/2. Ora’a, Rosaline J. The Dynamics of SHE in Classroom Teaching: A Teacher’s Resources. Vol. I. ADMU, 1995 DepEd Resolution No