The Belief and Attitude of the Selected Fourth Year

Chapter 1

INTRODUCTION

A country like the Philippines which is inhabited by numerous ethnic

tribes speaking different dialects, the study of our Filipino national

language and its usage is a great help for us especially in the field of

communication, unity and progress, through of it will be able to express

ourselves and feelings and beliefs. Filipino promotes better understanding

among Filipino people but it is sad to say that presently there are still many

Filipino students who do not know how to use the Filipino language. As a matter

of fact many of them could hardly speak in Filipino. It has been observed that

many students prefer to learn more about the English language that the Filipino

language because of the colonial influence.

Above mentioned beliefs and attitudes of the students will help us

to gain more knowledge and understanding towards the learning of Filipino

language. If it is properly learned and used, it will be an instrument that will bring

our nation to the highest peak of development most of the students who are

interested in Filipino language are likely to be more motivated to manage their

own learning and develop the requisite skills to become effective learners of the

subject. And to do this, they monitor their learning progress and create their

learning strategies which are necessary to overcome their difficulties in learning.

2

The researcher focus to this study in order to determine what are

the difficulties of the students in studying the Filipino subject in relation to their

beliefs and attitudes. The researchers will be able to find ways to motivate the

students to be more interested and participative in the learning process and also

to the help of the teachers who are more competent to teach Filipino subject.

3

Statement of the Problems

The aims of the study are to know the beliefs and attitudes of the fourth

year high school students of San Agustin Institute of Technology, Valencia City

towards Filipino subject, and to determine the precise answers of the following

questions

1. What are demographic factors?

2. What are the Beliefs and Attitude of the Respondents towards Filipino

Subject?

3. What are the perceptions of the respondents on the teacher’s

competence towards Filipino subject?

4. What are the perception of the respondents on the school Facilities in

terms of books and classroom management?

5. Are Teacher’s competence and school factors have something to do

with the beliefs and attitude of the students towards Filipino subject?

4

Objectives of the Study

The objective of the study is to determine the beliefs and attitudes of the

fourth year high school student of San Agustin Institute of Technology towards

Filipino subject.

1. To determined the demographic factors.

2. To determined the Beliefs and Attitude of the Respondents towards

Filipino Subject.

3. To determine the perceptions of the respondents on the teacher’s

competence towards Filipino subject.

4. the perception of the respondents on the school Facilities in terms of

books and classroom management

5. To assess the Teacher’s competence and school factors have

something to do with the beliefs and attitude of the students towards

Filipino subject.

5

Significance of the Study

This study will provide information to the school administrations and

teachers on general picture of the beliefs and attitudes of the students of

Selected fourth year high school students of San Agustin Institute of Technology

towards the Filipino subjects on how to perform and affect the academic

performance both teachers and learners.

The researchers believed that this study is very important to the students

because the result of this study serves as a guide for them and in order to

promote better understanding among learners who are studying Filipino subject.

In this research, teachers expected and needed to be aware of the central role of

culture on what is important to learn and learning the national language and its

usage. Language is a primary vehicle through which different elements of culture

are transmitted as knowledge, attitudes and skills and as well as a tool to explore

and manipulate the social environment and establish status and role-

relationships.

The researchers believed that with the help of teacher’s competency and

school factors, teacher determine the main aim to make students learn effectively

and efficiently. For doing so, a teacher has to do several activities such as plan

properly, provide effective instruction and evaluate the learning using appropriate

methods and techniques; a teacher has to perform a host of activities inside and

outside the classroom. The teacher would also create classroom condition and

6

climate, which are conducive for students learning on enhancing beliefs and

attitudes towards learning the Filipino subject.

Scope and Limitation of the Study

This study covers only the beliefs and attitudes of the fourth year high

school student of San Agustin Institute of Technology towards Filipino subject.

The result of this study served as the subject matters and the classroom

management and also the instructional purposes of them. There are sixty

respondents that were given questionnaire that we spread to the following

section thru cluster sampling. The 4th St. Augustine, 4th St. Jude Thaddeus, 4th St.

Vincent, 4th St. Louie. 15th student in every section were given questionnaire thru

the systematic random sampling.

7

Assumption

The basic assumption of this study will guide the researcher to gather

information about the beliefs and attitudes of the students towards Filipino

subject.

The Researcher presents the information about the following assumption

to wit:

1. Positive learning in terms of the beliefs and attitudes of the 4th year

high school student towards Filipino subject.

2. The positive learning in terms of relationship between the school

factor, teacher factor and the beliefs and attitude of the 4th year high

school student towards the Filipino subject.

8

Definition of Terms

Attitudes – refers to the emotional condition of the students

Towards the subject, the manner or the outlook

of the student towards their study habits.

Beliefs - the conviction of the students in terms of the study

habits.

Filipino Subject – is the Subject to be taught to the students in all

level of the Philippines school. Filipino language is

use as the second language or used as instruction.

Dialect – is the language speak by the community or group

of people that is different from the standard

language.

Teachers – Is the second parents that guide the students. To

learn and to be a good citizen.

Weighted average - usually refers to a weighted arithmetic mean, but

weighted versions of other means can also be

calculated, such as the weighted geometric mean and

the weighted harmonic mean.

9

Frequency - is the number of occurrences of a repeating event per unit

time. It is also referred to as temporal frequency.

The period is the duration of one cycle in a repeating

event, so the period is the reciprocal of the

frequency.

Textbook - is one of the primary tool and instructional material where

the teacher will be able to get his new topic to discuss

to his learners, it serve as a guide to a teacher of

what he will do to teach.

Chapter 2

10

THEORETICAL FRAMEWORK

This chapter deals with the review of related literature and studies of the

conceptual framework.

The beliefs and attitudes of the students of the fourth year students in San

Agustin institute of technology can affect to the teacher competency and school

factors towards the Filipino subject.

The teacher competency will affect the beliefs and attitudes of the

students towards Filipino subject, when the teacher strategies will not suitable to

the needs or the level of the students; it will cause wrong learning development

of the students and it becomes difficulties for their learning towards Filipino

subject. The beliefs and attitudes of the students have a relationship to the

teacher competency because the teacher can only be teach well if the students

must be comfortable and suitable for the teacher ideas and strategies of teaching

in the Filipino subject.

The school factors will affect the beliefs and attitudes of the students

towards Filipino subject. The school curriculum is very important to the learning

process of the students. When the school system’s not applicable for the

students, it comes up that the belief and attitudes of the students are not suitable

for there learning development. Its affect for there studies because the students

will not be interested to learn in those systems.

REVIEW OF RELATED LITERATURE

11

The study of the Belief and attitude and the use of our Filipino national

language help our students express themselves their feelings and their opinions.

Through communication they can understand and be understood. It cannot be

denied that many students cannot express their mind and their opinion means

cannot communicate will.

The language is the tie of every people, of every race and of every nation

according to St. Buenaventura. It is written, it is the bank of all the tradition of the

people in other world language is the mind of whole nation that is why this is the

true and most important needs of every Filipino people. Filipino as national

language brings unity and understanding to each and every one. To develop and

improved the used of the language. Teacher will teach Literature and language.

According to Katigbak (2000) Revealed that student’s belief in their own

language competence and ability to use the language in any activities both in

school and in outside the community is to highly relevant to successful learning in

Filipino language.

The study of the belief using the Filipino language has a great help to the

student, to express them selves. And their feelings through conversation with

others but there are many students who cannot express themselves, and cannot

be understood, they cannot explain their opinion. We believe that Filipino

12

language is tool that connects each one of us toward unity and understanding.

(Agravio, 2009)

According to Bretaña’s (2005) study at present there observation has a

greater impact in the problems in different dialects in the gathering of the Filipino

Language. We cannot deny there are many students in elementary and high

school that cannot express their feeling in Filipino language.

According to Mantong (1992) the skill, knowledge, attitude, thinking skill,

belief and principle of the teachers are the factors that teachers should posses in

order to teach in effective way and efficient, in the other hand a teacher should

be a competitive and competent one.

According to Saligang (1991) textbook is one of the primary tool and

instructional material where the teacher will be able to get his new topic to

discuss to his learners, it serve as a guide to teacher of what he will going to

teach.

According to Ladica (2001) and Bretana (2005) according to them, using

instructional material help the students to enhance their ability to speak in

effective way in using language in a proper usage. There are four on how to

become an effective to listen, read, speak, and write.

According to Camino (2003) using instructional material comply the needs

of every learners, when there are no enough textbook in the classroom, it help to

motivate students to become more interactive to the class.

13

Language is the most beautiful gift of God to us it is use as tool

communicate others, to understand and to be understood. It is best use in

school, institutions and even in other races of nation.

CONCEPTUAL FRAMEWORKS

This study is anchored on the following concepts of the fore cited students

on the beliefs and attitudes of their study and also the used of the language.

1. The teacher possesses a certain amount of knowledge and also

certain attitudes and skills towards Filipino subject.

2. The teacher competence depends on teaching in a particular setting,

the culture and values held in the community.

3. The students building and transformed understanding of self, culture,

learning and literacy practices towards Filipino subject.

4. The class can go on effectively only when there is a healthy and

conducive climate in the class.

5. The students have the positive attitudes and beliefs towards Filipino

subject.

The above-stated concepts serve as the basis of the conceptual

framework of the conduct of the study of the beliefs and attitudes of the 4 th year

high school student towards Filipino subject of San Agustin Institute of

Technology for the school year 2010-2011

DEMOGRAPHIC FACTORS

THE

BELIEFS

AND

ATTITUDES

OF

THE

STUDENTS

TOWARD

FILIPINO

SUBJECT

14

SCHEMATIC DIAGRAM

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Gender

Age

Ethnic Groups

Family Members

Parents Occupation

a. Fatherb. Mother

Teachers’

Competence

School

Factors

15

Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the research locale, the subject –

respondent of the study the sampling procedure, sample size, research

instrument, scoring procedures and the statistical tools and treatment that can

use by the study.

Research Designs

The design that can used by the Researcher in their study is descriptive

study or exemplify to show the demographic factors, school factors, teacher

factors with meaningful relationship to the Beliefs and Attitudes of the students

Toward Filipino Subject.

16

Research Locale

This study was conducted at the High School Department of San Agustin

Institute of Technology, Valencia City.

Respondents of the Study

The focused of this study were the selected fourth year high school

students of san Agustin Institute of Technology who were officially enrolled this

School Year 2010-2011.

Table 1

St. Augustine St. Jude Thaddeus

St. Vincent St. Louie

15 15 15 15

Sampling Procedure

The respondents of the study were determined and selected through a

convenience sampling. The selection of the respondents were done by selecting

students through by there subject teacher in every classroom, the number of the

students was picked out shall be given a questionnaire.

17

Research Instrument

The data used by the researcher in terms of gathering and analyzing the

data or the information is the questionnaire. The questionnaire to be scattered

containing the possible question that sought the respondents answers. There are

Four Parts of questionnaire to be given by the students. First Demographic

Factor’s. Age, Gender, Ethnic Groups, Family Members, Parent’s Occupation,

Second the Teacher Factor’s, Method of Teaching, visual Aid of Teacher and

Abilities of Teaching. Third are the School Factor’s like Text book, classroom

Environments. Fourth are the Beliefs and Attitudes of the Students towards

Filipino Subject. In each category there were ten questions that were answered

through check the parenthesis of each number. However, the second set of our

research instrument was measured the student in learning their attitudes and

beliefs in the individual academic performance in Filipino Subjects

Scoring Procedures

In scoring the responses of the learners Beliefs and attitudes of the

Students towards Filipino Subject and the influence the said learning attitude to

the academic performance of the selected 4th year High School of San Agustin

Institute of Technology, numerical values were assigned to each response as

follows:

18

5 – Strongly Agree

4 – Agree

3 – Neither Agree nor Disagree

2 – Disagree

1 – Strongly Disagree

The following limits with corresponding qualitative description were used

to describe the Beliefs and Attitudes of the selected fourth year high School

students towards Filipino subject.

Table 2 Presented the numerical boundary limits were adapted for Garrett (1966)

Scale Limits Qualitative Description

5 4.20 – 5.00 Strongly Agree

4 3.40 – 4.19 Agree

3 2.60 – 3.39 Undecided

2 1.80 – 2.59 Disagree

1 1.50 – 1.79 strongly disagree

19

Statistical Treatment

In this study the data gathered by the researcher, they can interpreted and

analyzed the data by using the descriptive marking like percentage, frequency,

weighted mean and spearman rho which facilitate the interpretation of the data

that been gathered.

Correlation were also used by the researcher to see if there were

relationship between teacher competence, school factor, demographic profile to

the beliefs and attitudes of the students towards Filipino subject.

The weighted mean is similar to an arithmetic mean (the most common

type of average), where instead of each of the data points contributing equally to

the final average, some data points contribute more than others. The notion of

weighted mean plays a role in descriptive statistics and also occurs in a more

general form in several other areas of mathematics.

Frequency is the number of occurrences of a repeating event per unit

time. It is also referred to as temporal frequency. The period is the duration of

one cycle in a repeating event, so the period is the reciprocal of the frequency.

20

Chapter 4

RESULTS AND DISCUSSION

This chapter shows the results of computed data gathered. Together with

the reports are respective interpretations of the tables.

Table 3 Distribution of the Respondents by Age.

AGE FREQUENCY PERCENT

14 - 15 years old 32 53.3

16 - 17 years old 25 41.7

18 - 19 years old 2 3.3

20 years & above 1 1.7

TOTAL 60 100.0

In Table 3, it showed that among 60 respondents, 32 of them belongs to

the age bracket of 14-15 with the percentage of 53.3%. Whereas the 25

respondents belongs to the age bracket of 16-17 years old with 41.7%, and other

2 respondents belong to the age bracket of 18-19 with 3.3% and the other 1

belong to 20 years and above with the percent of 1.7 %.

21

Table 3.1 Distribution of the Respondents by Gender.

GENDER FREQUENCY PERCENT

Male 20 33.3

Female 40 66.7

TOTAL 60 100.0

This Table 3.1 shows that the majority of the respondents are female with

(40) or 66.7%. By contrast there are (20) male respondents representing 33.3%.

According to Mantong (1992) discover to Bank (1987) and said by Hebron (1991)

observing the behavior inside the classroom, boys are active, they have

independence and inconsiderate to the girls.

They are active, short period of time in attention and less responsive and it

is proven it in studies. The boys are humble compared to the girls.

Table 3.2 Distribution of the Respondents by Ethnic.

ETHNIC FREQUENCY PERCENT

Cebuano 40 66.7

Ilonggo 11 18.3

Ilocano 4 6.7

Maranao 2 3.3

Muslim 2 3.3

Boholano 1 1.7

TOTAL 60 100.0

22

In Table 3.2 People have different ethnic group and languages, among 60

respondents, 40 of them were Cebuano with a percentage of 66.7% and 11 were

Ilonggo with a percentage of 18.3%, while other are 4 respondents are Ilocano

with the 6.7% and the other respondents belong to 3.3% are (2) Maranao, (2)

Muslim of the respondents whereas 1 respondents is belong to Boholano or 1.7

percent.

Table 3.3 Distribution of the Respondents by Father’s Occupation.

FATHER’S OCCUPATION

FREQUENCY PERCENT

Driver 8 13.3

Farmer 22 36.7

No Job 1 1.7

Security Guard 1 1.7

Soldier 1 1.7

Police 1 1.7

OFW 1 1.7

Govt. Employee 5 8.3

Seaman 1 1.7

Engineer 3 5.0

Manager 1 1.7

Businessman 14 23.3

Deceased 1 1.7

TOTAL 60 100.0

23

` As shown in this Table 3.3, among the 60 respondents, 22 of them who

answered that their Father’s are Farmers with the 36.7%; 14 respondents are

Businessman with the percent of 23.3%; 8 respondents are Driver or 13.3%;

8.3% or 5 respondents are Government Employee; 3 of my respondents are

answered that their fathers are Engineer with the percentage of 5.0%. While

other 7 respondents with the frequency of (1) with the equivalent of 1.7%,

furthermore they have different indicator, which is shown in this table.

Table 3.4 Distribution of the Respondents by Mother’s Occupation.

MOTHER’S OCCUPATION

FREQUENCY PERCENT

Housewife 34 56.7

OFW 1 1.7

Teacher 4 6.7

Govt. Employee 3 5.0

Business Woman 16 26.7

Deceased 2 3.3

TOTAL 60 100.0

As Noted in this Table 3.4 among of the 60 respondents, answered that

their mother are housewife with the frequency of 34 and 56.7%; 16 respondents

are Business woman with 26.7%; (4) or 6.7% are Teacher; (3) or 5.0 are

Government Employee, 1 of 1.7% is OFW. Whereas the 2 respondents with

3.3% answered that there mother are Deceased.

24

Table 4 Teacher’s Competence in Teaching Filipino Subject.

TEACHER’S COMPETENCE MEAN SD DESCRIPTION

1. The Teacher has the ability to motivate a good aims in the Filipino subject.

4.22 0.76 Strongly Agree

2. The Teacher has the ability to give the right aims in the Filipino subject.


3. Teachers have interaction with the students inside the classroom.

4.18 0.81 Agree

4. The teacher has different style in teaching.


5. The teacher has the ability to explain their subject matter specially the Filipino subject.

4.17 0.74 Agree

6. The method of teaching is being implemented in accordance with the aims.


7. The Teachers are creative and very active.

4.18 0.79 Agree

8. The Teacher has the ability to value the Filipino subject.


9. The Teacher gives evaluation after the lesson proper.

4.13 0.77 Agree

10. The teacher is on time in entering the classes.

3.75 0.86 Agree

OVERALL MEAN 4.15 0.77 Agree

1.0 – 1.79 Strongly Disagree 2.6 – 3.39 Undecided 4.2 – 5.0 Strongly Agree

1.8 – 2.59 Disagree 3.4 – 4.19 Agree

Table 4, the teacher’s competence in teaching Filipino subject shows that

among 60 respondents who were given the questionnaire, we found out that the

overall mean 4.15% and 0.77% SD its means all of the respondent are agree

with the teacher competence in teaching Filipino subject. The indicator was

obtained with the mean of 4.22% strongly agree, with the indicate number of 1&2

(The Teacher has the ability to motivate a good aims in the Filipino Subject) and

25

(The Teacher has the ability to give the right aims in the Filipino subject). And the

indicator number 4, 6, 8 with the mean of 4.20 (the teacher has different style in

teaching; the method of teaching is being implemented in accordance with the

aims; and the teacher has the ability to value the Filipino subject) with strongly

agree. Indicator 3 & 7 (Teacher have interaction with the students inside the

classroom). And (The Teacher are creative and very active) with mean 4.18% or

agree. And followed by the indicator number 5 mean 4.17 (The Teacher has the

ability to explain their subject matter specially the Filipino subject); 4.13 mean

(The Teacher gives evaluation after the lesson proper); (The Teacher on time in

entering the classes.) with mean 3.75% with the description of agree. According

to Mantong (1992) the skill, knowledge, attitude, thinking skill, belief and principle

of the teachers are the factors that teachers should posses in order to teach in

effective way and efficient in the other hand a teacher should be a competitive

and competent one.

Table 5 Teaching Tools in Teaching Filipino Subject.

TEACHING TOOLS MEAN SD DESCRIPTION

1. The teacher uses a visual aid in teaching. 4.15 0.78 Agree

2. The teacher uses new edition books. 4.17 0.78 Agree

3. The teacher uses reference books in the class.

4.13 0.83 Agree

4. The teacher use journal in Teaching. 4.17 0.89 Agree

5. The teacher use chart as aid in teaching Filipino subject.


6. The teacher uses module and kit in teaching Filipino subject.

4.05 0.93 Agree

7. The teacher uses display board as a motivation in teaching.


26

8. The teacher uses teacher’s manual in teaching.

4.03 0.86 Agree

9. The teacher uses an outline in teaching a Filipino subject.


10. Economical material is being used as teaching aid by teachers.


OVERALL MEAN 4.20 0.84 Strongly Agree


1.8 – 2.59 Disagree 3.4 – 4.19 Agree

Table 5, According to Perez (2001) it is proven that instructional materials

in teaching are very essential to the students in order for them to understand the

subject matter and to become more interactive or participative in different

classroom activities especially in Filipino subject to enhance their skill and ability

to become an effective and progressive learners.

The teaching tools in teaching Filipino subject present 60 respondents

who were given questionnaire; we found out that the teaching tools overall mean

4.20% and 0.84% SD means that most of the respondents strongly agree of the

Teaching tools in Filipino subject. The indicator was obtained with the mean of

4.45% Strongly agree, with the indicate number belongs to number 9 that (The

Teacher uses an outline in teaching a Filipino) SD 0.70% majority of the

respondents are strongly agree of the given number 9 question in the Teaching

tools, And there are indicate number has the same number with the mean 4.17%

that some of the respondents agree that (The Teacher uses edition book) and

(The Teacher used the journal in teaching).The number 10 question follow of the

number 9 mean and SD who are strongly agree, with the mean of 4.35% and

27

0.82% that (Economical material is being used as teaching aid by teachers in

teaching tools. Indicator 7 & 5 follows the high rank of the respondents who are

strongly disagree that (The Teacher uses display board as a motivation in

teaching) and (The Teacher used chart as aid in teaching Filipino subject). And

the indicator 8 represent with the mean of 4.03% and SD 0.86% for the lowest

respondents who agrees that (The teacher uses teacher’s manual in teaching).

Table 6 Perception of the Respondents on the School Facilities in Terms of Reference Books

REFERENCE BOOKS MEAN SD DESCRIPTION

1. The text books used are related to the subject matter.

4.05 0.75 Agree

2. The text book conforms in the need of the students.

3.42 1.00 Agree

3. The students are given the opportunity to read books and analyze it well.

3.75 0.93 Agree

4. The library in-charge is helpful to the needs of the students.

3.18 0.83 Undecided

5. The library caters the needs of the students.

3.57 0.77 Agree

6. There is enough Filipino textbook. 4.17 0.81 Agree

7. The students used the library for study and research.

4.08 0.98 Agree

8. Reference books in the library are being used by the students and teachers.


9. The new edition books are used by the students.

4.15 1.12 Agree

10. Teachers’ reference can be found in the library.




1.8 – 2.59 Disagree 3.4 – 4.19 Agree

As noted in this Table 6, it shows that among the 60 respondents the

students answered that the perception of the respondents on the school facilities

28

in terms of reference the overall mean 3.90% and 0.87% SD means that most of

the respondents are agree with the school facilities in terms of their reference.

The indicator was obtained that the mean of 4.43% or 0.65%SD; and 2.28% or

0.85%SD who are Strongly agree are the indicator number 10 & 8 (the Teachers’

reference can be found in the library) and (Reference books in the library are

being used by the students and teachers) And the indicator (There is enough

Filipino textbook) mean4.17% and 0.81SD. (The new edition books are used by

the students) 4.15 mean and 1.12SD. (The students used the library for study

and research) mean 4.08% or 0.98SD. (The text book used is related to the

subject matter) mean 4.05% or 0.75SD. (The students are given the opportunity

to read book and analyze it well) with 3.75% or 0.93SD. Mean 3.57%or 0.77 SD

(the library caters the need of the students) and 3.42% mean or 1%SD with the

indicator the text book conforms in the need of the students. While the

respondents who answers undecided with the mean of 3.18% or 0.83SD with the

indicator of the library in-charge are helpful to the needs of the students.

According to Ladica (2001) and Bretana (2005) According to them, Using

instructional materials help the students to enhance their ability to speak in

effective way in using language in a proper usage. There are four on how to

become an effective to listen, read, speak and write.

Table 7 Perception of the Respondents on the School Facilities in Terms of Classroom Management

CLASSROOM MANAGEMENT MEAN SD DESCRIPTION

1. There are concrete materials in the classroom.


29

2. The classroom is spacious. 4.05 0.77 Agree

3. The classroom is conducive to learning. 4.10 0.92 Agree

4. There are rules and regulations inside the classroom.

4.13 0.68 Agree

5. There are enough lighting facilities inside the classroom.


6. There are enough chairs for the students. 4.02 0.65 Agree

7. The classroom is clean. 4.05 0.81 Agree

8. There are pictures inside the classroom pertaining to the Filipino subject.


9. There are enough cleaning materials inside the classroom.


10. There is enough ventilation inside the classroom.

4.17 0.78 Agree

OVERALL MEAN 4.20 0.88Strongly Agree


1.8 – 2.59 Disagree 3.4 – 4.19 Agree

Table 7, shows that the overall mean of 4.20% and 0.88 SD are strongly

agree answered by the respondents. The indicator belong to the number 5; 9; 8;

and 1 are the indicator (There are enough lighting facilities inside the classroom)

4.30% mean or 0.79SD; (There are enough cleaning materials inside the

classroom) 4.30% mean or 0.72SD; (There are pictures inside the classroom

pertaining the Filipino subject) 4.28% mean or 0.61SD; (There are concrete

materials in the classroom) with 4.20% mean or 0.88 SD are strongly Agree.

While the other respondents answered by agree that we can see in this table.

Table 8 Beliefs of the Students Towards Filipino Subject.

BELIEFS MEAN SD DESCRIPTION

1. The subject matter can be easily explained in Filipino.

3.85 0.80 Agree

2. Short period of time is needed in studying 3.27 0.66 Agree

30

Filipino.

3. Filipino subject is very interesting. 3.92 0.72 Agree

4. Students are excited and happy in listening in the explanation of the Filipino subject.

3.80 0.71 Agree

5. The students want Filipino subject to be taught rather than other subject.

3.42 0.70 Agree

6. Students have different attitude towards Filipino subject.

3.67 0.84 Agree

7. The students can easily understand the terminology of the Filipino subject.

3.73 0.71 Agree

8. Filipino subject are very important to the students.


9. The students can easily understand the test in Filipino.

3.80 0.55 Agree

10. The students can express their feelings using Filipino language.

3.92 0.74 Agree



1.8 – 2.59 Disagree 3.4 – 4.19 Agree

Table 8; Present that among of the 60 Students who were given

questionnaire of the beliefs of the students towards Filipino subject. In this table

we found out that the overall mean is 3.78% and SD of 0.72% majority of the

respondents agreed of the beliefs of the students towards Filipino subject. The

table shows that among of the respondents, the indicate number 8 answered

strongly agreed with the mean 4.40% and SD 0.79% that the Filipino subject are

very important to the students, because Filipino subject will help the students to

improve their communication skills through the Filipino language, And it guides

every Filipino’s to used their own language. Table shown that among of the

respondents must agreed of the indicate number 3 & 10 are the same mean of

3.92% but they are not the same in SD, the signify number 3 with the SD of

31

0.72% and the signify number 10 with the SD of 0.74% it oblique that some of the

respondents are agreed that the beliefs of the students towards Filipino subject is

very important studies

Table 9 Attitudes of the Students towards Filipino Subject.

ATTITUDE MEAN SD DESCRIPTION

1. I cannot communicate well in Filipino. 2.50 1.01 Disagree

2. I do not want to speak Filipino in school. 2.47 1.02 Disagree

3. There are words in Filipino that cannot be understood by the students.

3.33 0.88 Undecided

4. Filipino subject is boring compared to the other subject.

2.73 0.88 Undecided

5. My attitudes towards Filipino subject is negative.

3.18 0.88 Undecided

6. I don’t like to attend Filipino class. 1.87 0.93 Disagree

7. I am more participative in any subject rather than in Filipino subject.

2.78 1.06 Undecided

8. I am interested to learn ahead in other subject compare to Filipino subject.

2.72 1.00 Undecided

9. I want to share my feelings and thoughts to others by using Filipino language.

3.37 0.81 Undecided

10. I want to expand my knowledge especially in grammar through the use of Filipino language.

3.67 0.88 Agree

OVERALL MEAN 2.86 0.94 Undecided


1.8 – 2.59 Disagree 3.4 – 4.19 Agree

Table 9, Present that there were 60 respondents who were given

questionnaire, that the attitudes of the students towards Filipino subject. This

table shows that the overall mean of this correspondence is 2.86% with the SD

0.94% are undecided. Among of the respondents who are answered agreed of

the signify number 10 with the mean 3.67% And SD 0.88% that the attitudes of

32

the students towards Filipino subject are agreed to expand the knowledge and

grammar use in the Filipino language. But there are most of the respondents

were disagreed, while the other respondents who are answered undecided of this

statement.

Table 10 Correlation Analysis between Teachers Competence, School Factors, and Beliefs Towards Filipino Subject

INDEPENDENT VARIABLES

SPEARMAN RHO COEFFICIENT (rs)

P-value

DECISION INTERPRETATION

Teachers Competence

0.146 0.267 Accept Ho Not Significant

School Factors 0.145 0.269 Accept Ho Not Significant

Dependent variable: Beliefs towards Filipino Subject

The correlation analysis between the teachers’ competence, school

factors and beliefs of the respondents towards Filipino subject is summarized in

Table 10. The researchers made use of the spearman rho because the

respondents were not randomly selected. Moreover, the Spearman's rank

correlation coefficient or Spearman's rho, named after and often denoted by the

Greek letter ρ (rho) or as rs, is a non-parametric measure of statistical

dependence between two

variable. It assesses how well the relationship between two variables can be

described using a monotonic function.

Table 10, revealed that the computed spearman correlation coefficient for

the teacher’s competence is 0.146 and its corresponding p-value is 0.267. These

33

values suggest that the teachers’ competence has nothing to do with the beliefs

of the students towards Filipino subject. Likewise, the school factors are also not

significantly related to the beliefs of the respondents towards Filipino subject

since the computed p-value (0.269) is greater than the level of significance

(0.05).

Table 11 Correlation Analysis Between Teachers Competence, School Factors, and Attitudess Towards Filipino Subject

INDEPENDENT VARIABLES

SPEARMAN RHO COEFFICIENT (rs)

P-value

DECISION INTERPRETATION

Teachers Competence

-0.017 0.900 Accept Ho Not Significant

School Factors 0.130 0.323 Accept Ho Not Significant

Dependent variable: Attitudes towards Filipino Subject

Table 11, presents the test for relationship between teachers’

competence, school factors and attitudes of the students towards Filipino subject.

The independent variables are the respondents’ perception on teachers and the

school factors which are measured through the self-formulated questionnaires.

On the other hand, the dependent variable is the attitudes of the respondents

which are also measured through questionnaire. The results showed that the two

independent variables are not significantly related to the attitudes of the students

towards Filipino subject because the computed p-values exceed the value of the

level of significance (0.05).

34

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The objectives of the study is to identify the Beliefs and attitudes of the

students towards Filipino subject, show the relationship of the different factors

such as demographic factor, teacher competence and school factor In the beliefs

and attitudes of the students towards Filipino subject and how far is help of the

independent variable to the beliefs and attitudes of the students towards Filipino

subject, and the relationship of the beliefs and attitudes of the students in terms

of Gender, Age, Ethnic, Occupation of parents and family members of the

respondents.

The study was done in the San Agustin Institute of Technology high

school department fourth year high school section St. Augustine, St. Louie, St.

Thaddeus and St. Vincent. Sixty respondents were given questionnaire that were

scattered randomly.

The result were achieved by the use of an indicators such as: Mean,

Median, Mode, Frequency, Count, Standard, Deviation, Range and the variables

the respondents discovered the teacher who can motivate will can teach

well and that the demographic factors as will as school factor played the most

important part in influencing the Beliefs and attitudes of the students towards

Filipino subject.

Classroom management and discipline, instructional process in the class

can go effectively only when there is a healthy and conducive climate in the

class. Thus, classroom management becomes a very critical function of a

teacher. The teacher has to possess various skills which would help him in

35

managing the class in such a way that a healthy and conducive climate prevails.

These skills are so important that, unless the teacher possesses these to a

reasonable extent, he will not even be able to stand up or stay for a while in a

class to manifest his presentation or evaluative skills.

The researcher discovered that with the help of teaching competency and

school factor the teacher determine the belief and attitudes of the students

towards Filipino subject.

36

Conclusion

Based on the results of the data that have been gathered through the

survey, it was found out that the beliefs and attitudes of the students towards the

Filipino subject were very important to them, because they believe that they can

share their feelings to others by using the Filipino language and to communicate

will with other people.

The students have meaningful relationship to the different variables that

we have, like the Gender, Ethnic groups, Family members, Age, and also the

occupation of there parents. The teacher’s factors, school factors through the

beliefs and attitudes of the student towards the Filipino subject.

Through the meaningful differences of the students their beliefs and

attitudes especially their behavior is a great influence to the performance towards

the Filipino subject.

Learners already know a great deal and also have the ability to extend

and refashion their knowledge. A teacher should need to maintain a high degree

of control over the learners in order to create the conditions under which the

subject can be right especially in teaching Filipino subject.

The teacher should motivate those learners who are de-motivated to the

task of learning and nurture those who are already well motivated. There are

several ways in which one can achieve this: by giving students meaningful,

relevant and interesting to do, by adopting a positive attitudes towards learners,

encouraging the positive efforts by learners will help to keep on motivation by

giving encouraging feedback to their responses to oral questions or written

assignments: and by involving learners in the classroom activities that demand

inter-students communication and cooperative efforts on their part.

37

Recommendation

Thru this study, it was found out there were different result based on the

beliefs an attitude of the students towards Filipino subject in the fourth year high

school student.

The livelihood and or occupation the parents have an effect to the beliefs

and attitudes f the students. The implication is that parent must find away to raise

the income this will help children to have a positive beliefs and attitudes towards

the Filipino subject.

Age is one of the important contribution to the positive attitudes and

beliefs of the student. It implies that students must go to school at the right age.

Teachers also must used teaching aids, because teaching can motivate

students to learn faster. Teacher must have right a bright insight to used visual

aid that can attract students. We teacher must be a kind observers towards our

students so that we could help them to develop their positive beliefs and attitudes

towards Filipino subject.

Teacher competency should posses by a teacher because it helps to a

teacher to determine the aim to make students learn effectively and efficiently.

For doing so, a teacher has to do several activities such as plan properly, provide

effective instruction and evaluate the learning using appropriate methods and

techniques. Competent teacher would also create classroom conditions and

climate, which are conducive for students learning. A competent teacher has its

linkage with all three domain under which performance can be assessed it covers

the domains of knowledge skills and attitudes.

38

BIBLIOGRAPHY

Katigbak, G (2000) Linguistic Performance of Selected High School students in Filipino (Unpublished

Master’s thesis, Philippine Normal University, Manila, Philippines)

Agravio, R.B. (1999) Karagdagan kagamitang panturo para sa Unang taon ng mataas na paaralan ng Valencia (Project Study) Master thesis, Central mindanao University, Musuan, Maramag, Bukidnon.

Bretaña, M.P. (2005) Isang karagdagang kagamitang panturo sa sining pakikipagtalastasan sa antas para kolohiyo ng Mountain View College, Master Thesis Central Mindanao University.

39

APPENDICES

40

APPENDIX A

SAN AGUSTINE INSTITUTE OF TECHNOLOGYVALENCIA CITY

October 4, 2010

Mrs. Wilma Triambolo, MAED Principal, High School DepartmentSan Agustin Institute of TechnologyValencia City

Dear Ma’am:

Greetings of peace and goodwill!

The graduating students are presently conducting a research study entitle: “The Beliefs and Attitudes of the Selected 4th year high School Student of San Agustin Institute of Technology towards Filipino subject”.

In line with this, we would like to ask approval and permission that we be allowed to conduct and administer our research instrument or questionnaires to selected high school students who are the respondent of our study. What ever information gathered in this research shall be dealt with highest confidentiality and will only be used for academic purposes.

Your favorable response to this request will greatly inspire us a researcher to continue this study and will eventually help us to finish this major requirement for this course.

Thank you and may we continue to experience God’s abundant material and spiritual blessings.

Very respectfully yours,

Joanne V. CapurasResearcher

Robertmel Boy P. SiaResearcher

Ma. Cleofe P. ManegdegResearcher

Noted by:

AIDA C. SELECIOS, PH.D.Thesis Instructor

41

APPENDIX A1

SAN AGUSTINE INSTITUTE OF TECHNOLOGYVALENCIA CITY

October 4, 2010

DEAR RESPONDENT,

This questionnaire is designed to provide information on how you deal with the Filipino Subject.

You are chosen as one of my respondent; please feel free to answer all questions honestly. This is not a test of your ability and consistency in your study. This is a questionnaire describing how you feel about your study in Filipino Subject. Your responses will help the researcher in identifying and establish pertinent data of this research. Rest assured that all information gathered will be strictly confidential.

Thank you for your cooperation.

Very respectfully yours,

Joanne V. CapurasResearcher

Robertmel Boy P. SiaResearcher

Ma. Cleofe P. ManegdegResearcher

Noted by:

AIDA C. SELECIOS, Ph. D.Thesis Instructor

42

APPENDIX B

San Agustin Institute of Technology

Valencia City

The Beliefs and Attitudes of the Selected Fourth Year Students of San Agustin Institute of Technology towards Filipino Subject.

“SURVEY QUESTIONNAIRE”

This study is to show the feeling of the students toward the Filipino Subjects. Answer the question correctly.

I – Respondent Profile:

Name: ________________________________ Age: _____________

Gender: __________ Family Member: _____________

Ethnic Groups: Please check your Answer on the space provided.

( ) a. Cebuano ( ) c. Ilocano

( ) b. Ilonggo ( ) d. Others: (pls. specify your answer)

_________________________

Parents Occupation:

a. Father’s Occupation _______________________

b. Mother’s Occupation _______________________

43

II – Teacher Factors:

Please read each item carefully and indicate your choice by checking the items that represent your ideas about the teaching ability of your teacher.

5-Strongly Agree 3-Neighter Agree nor Disagree

4-Agree 2-Disagree

1-Strongly Disagree

5 4 3 2 1

1. The ability of the teacher to motivate ( ) ( ) ( ) ( ) ( ) a good aims in the Filipino subject.

2. The ability of the teacher to give ( ) ( ) ( ) ( ) ( ) the right aims in the Filipino subject.

3. Teachers have interaction with the ( ) ( ) ( ) ( ) ( ) students inside the classroom.

4. The teacher has different ( ) ( ) ( ) ( ) ( ) style in teaching.

5. The teacher have the ability to ( ) ( ) ( ) ( ) ( )explain their subject matter specially the Filipino subject.

6. The method of teaching is being ( ) ( ) ( ) ( ) ( ) implemented in accordance with the aims.

7. Teachers are creative and very active. ( ) ( ) ( ) ( ) ( )

8. Teacher has the ability to value ( ) ( ) ( ) ( ) ( ) the Filipino subject.

9. Teacher give evaluation after ( ) ( ) ( ) ( ) ( ) the lesson proper.

10. Teacher is on time in entering ( ) ( ) ( ) ( ) ( ) her classes.

44

Teaching tools

Please read each item carefully and indicate your choice by checking the items that represent your ideas about the teaching materials of your teacher.


4-Agree 2-Disagree

1-Strongly Disagree

5 4 3 2 1

1. The teacher uses a visual aid ( ) ( ) ( ) ( ) ( ) in teaching.

2. Teacher use new edition books. ( ) ( ) ( ) ( ) ( )

3. Teacher uses reference books ( ) ( ) ( ) ( ) ( ) in the class.

4. Teacher use journal in teaching. ( ) ( ) ( ) ( ) ( )

5. Teacher use chart as aid in teaching ( ) ( ) ( ) ( ) ( ) Filipino subject.

6. Teacher uses module and kit in ( ) ( ) ( ) ( ) ( )teaching Filipino subject.

7. Teacher use display board as a ( ) ( ) ( ) ( ) ( )motivation in teaching.

8. Teacher uses teacher’s manual in ( ) ( ) ( ) ( ) ( )teaching.

9. Teacher uses an outline in teaching ( ) ( ) ( ) ( ) ( )a Filipino subject.

10. Economical material is being used ( ) ( ) ( ) ( ) ( )as teaching aid by teachers.

45

Ability

Please read each item carefully and indicate your choice by checking the items that represent your ideas about the teaching abilities of your teacher.


4-Agree 2-Disagree

1-Strongly Disagree

5 4 3 2 1

1. Teacher has the ability in ( ) ( ) ( ) ( ) ( ) teaching Filipino subject.

2. Examination test were given ( ) ( ) ( ) ( ) ( ) to student to test their knowledge.

3. The teacher can explain well ( ) ( ) ( ) ( ) ( ) the topic.

4. Teacher is well verse in there ( ) ( ) ( ) ( ) ( ) subject matter in the Filipino subject.

5. Teacher explains well the subject ( ) ( ) ( ) ( ) ( ) matter.

6. The explanation of the teacher ( ) ( ) ( ) ( ) ( ) can be easily understood by the student.

7. Teacher has the ability to give ( ) ( ) ( ) ( ) ( ) Instruction regarding to the subject matter.

8. Teacher has the right to ( ) ( ) ( ) ( ) ( ) discipline the students.

9. Teacher can be cost ( ) ( ) ( ) ( ) ( ) of stress by the student.

10. Teacher has its method and ( ) ( ) ( ) ( ) ( ) techniques to present their method of teaching.

46

School factors

Please read each item carefully and indicate your choice by checking the items that represent your ideas about the school factors.


4-Agree 2-Disagree

1-Strongly Disagree

Reference book

5 4 3 2 1

1. The text book with relation to ( ) ( ) ( ) ( ) ( ) the subject matter.

2. The text book with conform ( ) ( ) ( ) ( ) ( ) with the need of the student.

3. The student are given opportunity ( ) ( ) ( ) ( ) ( ) to read books an analyze it well.

4. The library in-charge is helpful ( ) ( ) ( ) ( ) ( ) to the needs of the students.

5. The library caters the needs ( ) ( ) ( ) ( ) ( ) of the students.

6. There is enough Filipino ( ) ( ) ( ) ( ) ( ) textbook.

7. Students used the library ( ) ( ) ( ) ( ) ( ) for study and research.

8. Reference book in the library is ( ) ( ) ( ) ( ) ( ) being used by the students and teachers.

9. The book of new edition is used by ( ) ( ) ( ) ( ) ( ) the students.

10. Teacher reference can be found ( ) ( ) ( ) ( ) ( ) in the library.

47

Classroom management

Please read each item carefully and indicate your choice by checking the items that represent your ideas about the classroom management.


4-Agree 2-Disagree

1-Strongly Disagree

5 4 3 2 1

1. There are concrete materials in the ( ) ( ) ( ) ( ) ( ) classroom.

2. The classroom is spacious. ( ) ( ) ( ) ( ) ( )

3. Classroom is conducive to ( ) ( ) ( ) ( ) ( ) learning.

4. There are rules and regulations ( ) ( ) ( ) ( ) ( ) inside the classroom.

5. There are enough lighting ( ) ( ) ( ) ( ) ( ) facilities inside the classroom.

6. There are enough chairs for the ( ) ( ) ( ) ( ) ( ) students.

7. The classroom is clean. ( ) ( ) ( ) ( ) ( )

8. There are picture inside the ( ) ( ) ( ) ( ) ( ) Classroom pertaining to the Filipino Subject.

9. There are enough cleaning materials ( ) ( ) ( ) ( ) ( ) inside the classroom.

10. There is enough ventilation ( ) ( ) ( ) ( ) ( ) inside the classroom

48

Beliefs

Please read each item carefully and indicate your choice by checking the items that represent your ideas about your beliefs.


4-Agree 2-Disagree

1-Strongly Disagree

5 4 3 2 1

1. Subject matter can be easily ( ) ( ) ( ) ( ) ( ) explain in Filipino.

2. Short period of time is needed ( ) ( ) ( ) ( ) ( ) in studying Filipino.

3. Filipino subject is very interesting. ( ) ( ) ( ) ( ) ( )

4. Student are excited and happy in listening ( ) ( ) ( ) ( ) ( ) in the explanation of the Filipino subject.

5. Student wants Filipino subject to be taught ( ) ( ) ( ) ( ) ( ) rather than other subject.

6. Students have different attitude towards ( ) ( ) ( ) ( ) ( ) Filipino subject.

7. Students can easily understood the ( ) ( ) ( ) ( ) ( ) terminology of the Filipino subject.

8. Filipino subject are very important to the ( ) ( ) ( ) ( ) ( ) Filipino student.

9. Student can easily understood the test ( ) ( ) ( ) ( ) ( ) in Filipino.

10. Student can express their feelings ( ) ( ) ( ) ( ) ( ) using Filipino language.

49

Attitudes

Please read each item carefully and indicate your choice by checking the items that represent your ideas about your beliefs.


4-Agree 2-Disagree

1-Strongly Disagree

5 4 3 2 1

1. I cannot communicate well in ( ) ( ) ( ) ( ) ( ) Filipino.

2. I do not want to speak Filipino ( ) ( ) ( ) ( ) ( ) in school.

3. There are words in Filipino that cannot ( ) ( ) ( ) ( ) ( ) be understood by the student.

4. Filipino subject is boring compared to the ( ) ( ) ( ) ( ) ( ) other subject.

5. My attitudes towards Filipino subject ( ) ( ) ( ) ( ) ( ) is negative.

6. I don’t like to attend ( ) ( ) ( ) ( ) ( ) Filipino class.

7. I am more participative in ( ) ( ) ( ) ( ) ( ) any subject rather than in Filipino subject.

8. I am interested to learn ahead ( ) ( ) ( ) ( ) ( ) in other subject compare to Filipino subject.

9. I want to share my feelings ( ) ( ) ( ) ( ) ( ) and thoughts to others by used of Filipino language.

10. I want to expand my knowledge ( ) ( ) ( ) ( ) ( ) especially in grammar through the used of Filipino language.

50

BIOGRAPHICAL SKETCH

51

Biographical Sketch

He first saw the beauty and greatness of Gods creation on the 1st day of

October in the year of our lord 1990 at Lanao Del Sur, Iligan city of Mr. Roberto

Sia and Mrs. Emelda Sia.

He spent his elementary years at Valencia city central school at Valencia

City, and graduated with honors in 2002.

He spent his secondary education at Valencia National High School,

Valencia City, were he graduated in the year 2006 with the awarded of medal in

section carnation.

After high school graduation, He decided to force his college education of

San Agustin Institute if Technology, Valencia City and take up Bachelor of

Secondary education major in Filipino and was admitted on June 2006through

his perseverance and hard work and with mother Mary’s intervention He will

graduate with His Bachelor of Secondary Education Major in Filipino degree on

march 2011

52

Biographical Sketch

First I saw the beauty and greatness of God creation on the eleven day of

June nineteen hundred and seventy eight at Candoni, Negros Occidental. She

was the eldest daughter in the three siblings of Mr. Basilio C.Capuras and Mrs.

Sofia V.Capuras Presently residing at purok 6 Pob.Valencia City. She finished

her Elementary Education at Busco Central Elementary School. She completed

her Secondary Education at Valencia National High School. She also took a

Junior Secretarial course at CMU and graduated tertiary course taking up

Bachelor of Commerce Major in Management at SAIT. She got married To Mr.

Bethoveen S. Lacubtan.

Her virtue of sacrifice propels her to uphold her wings and actuate college

education taking of Bachelor of Secondary Education major in Filipino.

Her priority in life is to earn money and to save for the bright future. She

survived with the guidance and support of their family, and continuous help from

our almighty Father.

53

Biographical Sketch

The researcher is a daughter of Mr. Benito Manegdeg and Mrs. Visitacion

P. Manegdeg. She was born on December 14, 1990, at Pob. Pangantucan

Bukidnon. She was the second daughter among the fourth siblings of the family.

Ms. Manegdeg, finished her Elementary Education at Pangantucan

Elementary School in 2002. She completed her secondary Education at Kibawe

National High School in 2006.

Marlou, desire to pursue a college education has motivated her to enroll at

San Agustin Institute of Technology on June 2006. Through her ardent prayers

and perseverance she will graduate a bachelor’s degree in Secondary Education

Major in Filipino, with the guidance of our almighty Father.

The Belief and Attitude of the Selected Fourth Year

Documents