Introduction
“ “My teacher before would only ask us to read the books without giving us any
discussions. Then would give us an exam later and would get angry if we get low
scores. The only interaction we had was when we greet her before and after
classes or when she would reprimand us for doing lousy work.”
-Teacher Dan
Learning is the core of the Department of Education’s (DepEd) mandate.
However, DepEd is not only a learner-centered government institution but also an
organization that constantly incorporates the learning process in implementing education
policies and programs consistent (DepEd Order No. 39, s. 2016) with its overarching and
organizing framework and principles which provide and guide the teachers in the delivery
of its services. It enables teachers to align their efforts in realizing DepEd’s mandate,
vision, mission and strategic thrust and direction. With its strategic directions, it proves
that by 2022, all Filipinos will have a nation-loving and competent lifelong learners able
to respond to challenges and opportunities through quality, accessible, relevant and
liberating K to 12 Program delivered by a modern, professional, proactive, nimble, trusted
and nurturing DepEd. (TEACHERPH, 2021).
In the Philippines, the unprecedented change to education, shaped by aggressive
reform measures within, was the implementation of the new K to 12 system with the
passage of the Enhanced Basic Education Act of 2013 (Republic Act 10533). It clearly
states that the K to 12 reform is an effort not exclusive to the Department of Education
(DepEd). The five-year period between 2016 and 2021, often referred to as the K to 12
transition, presents significant challenges to the basic education sector (GOVPH, 2021).
Aside from this change, DepEd’s delivery of education in the country has greatly
changed because of the coronavirus disease 2019 (Covid-19) pandemic (pna.gov.ph,
2020). DepEd hurdles with the “new normal,” one of the biggest impacts of the global
health crisis (news.un.org, 2020) which is on education-affecting the delivery of instruction
and teaching modalities.
The pandemic has dragged the educational system resulting
in the suspension of classes and cancellation of lined-up activities. However, with its
mandate, DepEd continues to provide a significant avenue for learners and to ensure the
continuity of education in the wake of health emergencies (depedroxi.ph, 2021). Because
of the school closure in the country (Moralista, et al., 2020 ) to protect the health of
learners and educators, teaching had to be performed remotely with the use of modular
and digital platforms (pna.gov.ph, 2020); however, studies have identified many
encouraging and discouraging factors that may influence faculty motivation to teach
online (Shreaves, 2019) and may other factors that affect teachers’ attitudes in teaching
(Alasid, et al.. 2019).
And with the inevitable COVID-19 pandemic, it has changed the perception about
life (Leung, et al., 2020), attitude towards education, the way of teaching and learning,
including the partial or full school closures (en.unesco.org, 2021), thus cancel face to face
classes (www.manilatimes.net, 2020). The pandemic causes a huge global health crisis
and impacts large-scale behavior and attitude (Van Babel, et al., 2020) and including that
of teachers’ attitude (Schaffhauser, 2020). .
Historically, the term ‘attitude’ has been defined in many ways (Maio & Haddock,
2014; Thibaut, 2018). Attitude is relatively rooted in one’s personality as cited by SAGE
Publication Inc., (2017) that personality is a stable set of behavioral and experiential
characteristics of an individual (American Psychological Association [APA], 2014). This
individual includes the teachers whose professional attitudes displayed matter a lot in the
educational process (Olubukola, 2018).
Because of the sudden loss of a “normal” schedule” (www.lexialearning.com,
2021), this presents new challenges and put new demands on our education system
including the transitioning to the “new normal” of learning in unpredictable times (Hew, et
al., 2020) or the shifting to a new education set-up which educators have to face and
endure. Further, this crucial situation faced by the academes contributes to what a lot of
scholars and researchers view about academic performance at the secondary schools as
a product contributed by the teacher factor, school factor, home factor, institutional factor,
and so on (Olubukola, 2018).
To emphasize, the teacher factor, as the activator of learning in the case of
Kalamansig National High School which is located in the Municipality of Kalamansig,
Sultan Kudarat. This school was established in 1993. For twenty-three (23) years, KNHS
teachers have served students of Kalamansig and nearby municipalities such as
Palimbang and Lebak. The National Achievement Test is a standardized set of
examinations taken in the Philippines by students in Grade 3, 6, 10, and 12. The test is
designed to determine their academic levels, strength and weaknesses, as well as their
knowledge learnt in major subjects throughout the year (Philippine Basic Education,
2020). According to a report published by The Manila Times (2019), the performance of
the students in the National Achievement Test (NAT) has been steadily declining in the
last three years, placing them at the “low mastery” descriptive level of the Department of
Education (DepEd). The 2018 NAT results showed that for the third straight year, the
national average mean percentage score (MPS) in the Grade 6 NAT continued its
downward trajectory at 37.44, the weakest performance in the history of the standardized
examination of the DepEd. The figures mean that the Grade 6 takers in the 2018 NAT got
less than four correct answers out of every 10 items, while the Grade 10 takers averaged
over four correct answers out of 10 items. Both scores, however, fall under the “low
mastery” level in the NAT. The descriptive equivalent of NAT scores are as follows: 35
below, very low mastery; 36 to 65, low mastery; 66 to 85, average mastery; 86 to 95,
moving towards mastery; 96 to 100, mastered. In the context of Kalamansig National High
School, the school obtained a Mean Percentage Schore (MPS) of 53.81%, 58.63% and
57.31% in the school years 2012-2013, 2013-2014, and 2014-2015 respectively. All the
mean percentage scores for the abovementioned school years all fall under the low
master bracket. Aside from the low performance in the NAT, another indicator that is
perceived by the researchers are the final grades of the learners in the English subject.
Moreover, a ranking published by Southeast Asia Primary Learning Metrics (2019),
students in the Philippines are falling behind their counterparts in some Southeast Asian
countries in reading and writing with a significant percentage of students still performing
at levels expected in early years of primary education, a regional study showed. Data
from the Southeast Asia Primary Learning Metrics (SEA-PLM) 2019 showed the
percentage of Filipino students who achieved minimum proficiency in reading and writing
was significantly lower than Vietnam and Malaysia. Graders in the Philippines were at par
or sometimes even worse than those in Cambodia, but performed slightly better than
those in Laos and Myanmar.
Another indicator that may help define the role of teacher’s attitude in the scholastic
achievement of the learners is the learners’ academic performance, which can be
represented by the learners’ grades. Grading practices have been a source of contention
for educators and academics for a long period of time. While grades are widely accepted
as a necessary and integral aspect of the educational system, there is some debate over
their precise function. There has been considerable controversy about whether grades
should be designed to express a student's success across multiple domains, such as
behavior and participation, or whether they should only reflect a student's skill in a
particular topic. Some educators have questioned the value of grades altogether, stating
that employing extrinsic rewards to enhance learning teaches students to care more
about their assessment performance than about the content they study (Andy, 2011).
Many teachers' grading procedures are intended to communicate students' performance
across a variety of domains, including academic success and behavioral criteria such as
effort, behaviour, and attitude (Allen, 2015). When teachers issue marks, particularly final
grades, they are conveying many messages to students through a single mark. According
to Zoeckler (2017), teachers frequently strive to transmit messages about expectations,
academic progress, encouragement, and disappointment. Educators frequently utilize
grades as a deterrent to bad behavior and a motivator for good behavior.
However, during the pandemic, little is known about specific extents and details of
the new education set-up which shapes the real scores of success or not of the role of
teachers’ attitude that explains its relationships with the academic performance of the
students. Since, attitude is an integral part of human activity (Blair, 2015) that could have
been very much affected by the difficulties and struggles during the pandemic. Given the
overwhelming influence teachers have on students and how teachers can begin to
establish a positive learning environment, this study therefore will investigate how
teachers’ attitudes affect students’ academic performance in English subjects in the new
education set-up.
Statement of the Problem
This study aims to determine the role of the English Teachers’ attitude in Teaching
English to the academic performance of students. Specifically, it is ought to answer the
following questions:
1.
What is the demographic profile of Junior High School English Teachers in terms
of:
a. gender,
b. age,
c. civil status,
d. position,
e. the highest degree earned,
f. length of professional experience, and
g. training and seminars attended relevant to English teaching?
2.
What is the level of attitude of the teachers in teaching English in terms of:
a. cognitive dimension;
b. affective dimension; and,
c. conative dimension?
d.
3. What is the level of academic performance of the Junior High School students from
KNHS in English?
4.
Is there a significant relationship between the attitude of English teachers in
teaching and the academic performance of students?
5. Based on the findings of the study, what program can be proposed?
Hypothesis:
There is no significant relationship between the teachers’ attitude in teaching
English and the academic performance of students in English.
Objectives of the Study
Generally, this study aims to determine the role of the English Teachers’ attitude
in Teaching in the New Education Set-up to the Academic Performance of the Junior High
School Students at Kalamansig National High School
Specifically, it aims to:
1. Determine the demographic profile of Junior High School English Teachers.
2. Determine the level of attitude of the teachers in teaching English in terms of:
a. cognitive dimension,
b. affective dimension; and,
c. conative dimension.
3. Determine the level of academic performance of the Junior High School Students
from KNHS.
4. Test if there is a significant relationship between the attitude of teachers and the
academic performance of the learners.
5. Develop a program to boost the teaching attitude of the teachers and the academic
performance of the students in English.
Theoretical Framework
The theoretical framework of this study will be focused on the Cognitive-AffectiveConative model theory of attitudes as proposed by Schiffman and Kanuk (2004), backed
by Behaviorist Theory by Baulo et al (2019), Behaviorist Learning theory by Watson and
Skinner, Cognitive Learning theory by Ulug (2011), Theory of Planned Behavior by
Damianus, et al (2019), Reasoned Action Theory by (Fishbein & Ajzen, 1975; Ajzen &
Fishbein, 1980; see Damianus, 2019) and so on. These theories will explain the meaning,
nature, and challenges occurring between the teacher’s attitude in teaching and its effects
on the students' learning. These theories will help us gain knowledge and a better
understanding of the unexplained existing phenomenon of this study. The knowledge and
better understanding we will gain will help us act in more informed and effective ways.
Being the second-highest determining factor in the development of individuals
aside from the family, teachers are the main driver of quality outputs in schools, and their
professional attitudes are displayed by matters a lot in the educational process
(Olubukola, 2018). Teachers are models to children while learning and that is why
perhaps the behavior and attitude of teachers, which they spend the most time with apart
from their parents, has an effect on their development and thus whether they will be
successful or not. In short, when education understanding is mentioned, education that
gives the child confidence, questions him/her, and gives him/her responsibility should
come to mind (Ulug, 2011).
Further, in another study by Olubukola (2018), in the educational system, the most
vital educational resources are the teacher.
Teachers are highly essential for the
successful operation of the educational system and serve as a key to educational
development. As the key actors, teachers being good role models should precede
classes because their views on life and behavior guide the student and would reflect the
change in behavior (Ulug, 2011). This change in behavior of students can be associated
with Cognitive Learning Theory which explains how an individual processes information
when learning. Linking back to school days, many could recall how they are taught in a
manner where the teacher in the classroom did lectures of a subject. Nearly every teacher
employs this method for practically every subject. And in almost the majority of situations,
a student’s success is dependent, as well, on how the teacher's attitude influences their
behavior. This type of teaching and learning, where the learner is mostly passive, sitting
down and listening, while the active participant – the teacher – imparts their knowledge
is linked to the Behaviorist Learning Theory. This theory reveals how the learners respond
to the external stimulus, the teacher.
With this discourse, the teacher’s attitude is also the focus of this study which can
be anchored on Behaviorist Theory. As cited by Baulo et al (2019), behaviorist theorists
believe that behavior is shaped deliberately by forces in the environment and that the type
of person and actions desired can be the product of design. In other words, behavior is
determined by others, rather than by one’s own free will. Just as how the learners will
behave and react to the teaching-learning process as brought and influenced by the
teacher’s attitude towards teaching shapes what particular performance and achievement
the learners will project in the classroom.
Complementary to this, Zhou, et al (2017) cited that behaviorism is primarily
concerned with observable and measurable aspects of human behavior. In defining
behavior, behaviorist learning theories emphasize changes in behavior that result from
stimulus-response associations made by the learner. Behavior is directed by stimuli. An
individual selects one response instead of another because of prior conditioning and
psychological drives existing at the moment of the action (Parkay & Hass, 2000).
To complicate further, this brings us to what Damianus, et al (2019) cited about the
theory of planned behavior. Theory of planned behavior (TPB) is an extension of the
theory of reasoned action to explain the relationship between attitudes and behavior
within human action. Reasoned Action Theory (RAT) argues that reason for action will
predict how individuals will behave based on their preexisting attitude and behavior
intention. The theory argues that an individual will behave based on the expected
outcome the individual expects to achieve as a result of performing such behavior
(Fishbein & Ajzen, 1975; Ajzen & Fishbein, 1980; see Damianus, 2019). For this reason,
this study may focus on the attitude of teachers toward the behavior whether the behavior
is favorable or not favorable or the society may evaluate whether the teachers perform
the act and is evaluated if favorable or not. If RAT focuses on the reason, the central
attention of the Theory of Planned Behavior or TPB is the individual’s intention to perform
a given behavior. It suggests that the more favorable the attitude and subjective norms
with respect to a behavior, and the greater the perceived behavioral control, the stronger
should be an individual’s intention to perform the behavior under consideration (Ajzen,
1993; see Damianus, 2019). In short, the theory of planned behavior argues that the
stronger people’s intention to perform a certain behavior, or the stronger people’s
intention to achieve their behavioral goals the more likely they engage in such behavior.
In this regard, the theories mentioned are coadjutors with the behaviorist theory
where this study will provide avenues to determine the attitude of teachers in the new
education set-up and how it influences the academic performance of students.
After mentioning the given theories, to emphasize further, this study is anchored
on the CAC Model. This model follows the Cognitive-Affective-Conative Model. In this
model, Jain (2014) mentioned what Schiffman & Kanuk (2004) suggested that attitudes
are constructed around three components: (1) A cognitive component (beliefs); (2) An
affective component (feelings); and (3) A conative component (behavior). These are the
components of attitude. Jain (2014) cited that it is generally accepted that attitude
represents the positive or negative mental and neural readiness towards a person, place,
thing, or event. It consists of three components: the Affective Component which deals
with the neural, feelings, or emotion; another is the Behavioral Component that pertains
to one’s readiness, and response or action to situations; and lastly, the Cognitive
Component which is about the mental, beliefs and evaluation of circumstances. The
affective component is the emotional response (liking/disliking) towards an attitude to an
object. Most of the research places emphasis on the importance of affective components.
An individual’s attitude towards an object cannot be determined by simply identifying its
beliefs about it because emotion works simultaneously with the cognitive process about
an attitude object. Agarwal & Malhotra, (2005) express that the affect (feelings and
emotions) and attitude (evaluative judgment based on brand beliefs) streams of research
are combined to propose an integrated model of attitude and choice. The behavioral
component is a verbal or overt (nonverbal) (Wicker 1969) behavioral tendency by an
individual and it consists of actions or observable responses that are the result of an
attitude object. It involves a person's response (favorable/unfavorable) to do something
regarding an attitude object. Attitudinal responses are more or less consistent. That is, a
series of responses toward a given attitudinal stimulus is likely to show some degree of
organizational structure, or predictability (Defleur & Westie 1963). Lastly, the cognitive
component is an evaluation of the entity that constitutes an individual's opinion
(belief/disbelief) about the object. Cognitive refers to the thoughts and beliefs an individual
has about an attitude object. Fishbein & Ajzen (1975) express that belief is information a
person has about an object; information that specifically links an object and attribute. The
cognitive component is the storage section where an individual organizes the information.
Research Paradigm
The research paradigm for the study is positivism. The research will be
based on the analysis of the teacher’s attitude in teaching English through surveyquestionnaire, and students’ academic performance data to obtain knowledge if
there is a significant relationship between the two. Quantitative- Descriptive
Correlational approach will be used.
INPUT
To determine the
relationship between the
Attitude of English
Teachers and the
Academic Performance of
students, the following
information should be
obtained and correlated:
1. Level of attitude of the
teachers in teaching
English in terms of:
PROCESS
Validation of SurveyQuestionnaire
OUTPUT
Develop a program to
boost the teaching attitude
of the teachers and the
academic performance of
the students
Survey
Student’s Final Grades
Statistical Treatment
a. cognitive dimension,
b. affective dimension,
c. conative dimension
Figure
1. Research paradigm of Successful or Not? The Role of Teacher's
2.Level of
Students’
academic in
performance
in
Attitude
the Academic
Performance of JHS English Students in Kalamansig
English
National High School, Mindanao: A Correlational Study
Figure 1 shows the research paradigm of the study. The input represents
the flow of data into the process which includes the level of the teachers’ attitude
in teaching correlated with the level of students’ academic performance in English.
The processing step includes survey questionnaire validation, survey, and data of
the student's final grades in English. The outputs are the data and the
questionnaire flowing out of the transformation process to determine the
relationship between the teacher’s attitude in teaching and the student’s
performance in English among the Junior High School Students.
This research titled “Successful or Not? The Role of Teacher's Attitude
in the Academic Performance of JHS English Students in Kalamansig
National High School, Mindanao: A Correlational Study” as seen in figure 1
will make use of the Input-Process-Output framework in approaching this topic.
Wherein, under Box 1(Input), the researcher will establish the level of
student’s academic performance in English and the level of teachers’ attitude in
teaching English and correlate them in order to know if there is a significant
relationship.
Box 2 (Process) will be validating the survey questionnaire, conducting a
survey to teachers, the gathering of final grades, and statistical treatment. A
validated survey questionnaire refers to a questionnaire that has been adapted,
modified, and developed to be administered among the English teachers to
determine the level of their attitude in teaching English. The validation of the
questionnaire will establish the reliability of the instrument to measure the attitude
of the teachers. The data of students’ final grades in English will determine the
level of their academic performance. The two variables will then undergo statistical
treatments.
Box 3 (Output) will be able to analyze the results and determine the
relationship between the two variables. The result will be able to develop a
program to boost the teacher’s attitude in teaching and the students’ academic
performance in English.
Conceptual Framework
Attitude of teachers
in teaching English
3 Dimensions of
Attitude:
-cognitive
Academic
Performance of
the students
-affective
-conative
Figure 2. Conceptual Framework of Successful or Not? The Role of Teacher's
Attitude in the Academic Performance of JHS English Students in Kalamansig
National High School, Mindanao: A Correlational Study
For the conceptual framework of this study, figure 2 shows the independent and
dependent variables of the study. As the figure presents, it will focus primarily on the
attitude of teachers in teaching English. To determine if there is an existing relationship
between variables the teachers’ attitudes in teaching English will be the independent
variable of this study which will be categorized into three namely: cognitive, affective and
conative.
As there are three dimensions of attitude that relates well with what has been cited
in the study of Jain (2014) which mentioned what Schiffman & Kanuk (2004) suggested
that attitudes are constructed around three components: (1) A cognitive component
(beliefs); (2) An affective component (feelings); and (3) A conative component (behavior).
These are the components of attitude as exemplified in the CAC Model advocated by
Gartner in 1993 (Agapito, 2013).
Meanwhile, the academic performance of the students will be the dependent
variable of this study. This academic performance relates to their performance in English
subject.
Significance of the Study
This study intends to determine the attitude of English Teachers in teaching in
Kalamansig National High School. The knowledge and information obtained would help
the school most especially school heads and teachers to reflect and make assessments
and evaluations of the attitudes towards teaching apart from assessing and evaluating
the academic performance of students alone. Determining the attitude, along with other
predictors of academic performance, allows educators and planners to plan for an
appropriate behavioral environment for teaching and learning so as to provide quality
education.
Further, the findings which this study will reveal may benefit certain groups and the
advantage they may be able to gain are as follows:
Students. This study could provide them benefits as their weaknesses would be
identified and improved and their strengths will be enhanced. The information about the
relationship between their teachers’ attitude in teaching and their academic performance,
which can help them appreciate and understand their teachers well in the process. It will
also help them establish connections with them to improve their performance as they
continue learning.
Teachers. The results of this study could provide information on how to determine
the strengths and weaknesses of learners in a certain developmental domain. Teachers
will have a basis on how they will personally manage their classes without personal biases
to influence students to stay in schools and stimulate learning. Upon knowing their
attitude and how it affects their learners’ performance, they could create a better learning
environment, craft clear plans, opportunities to enhance the activities for the improvement
of the program and attitudinal roadmaps for teaching-learning to take place with a more
productive approach for their students’ academic advantage.
School administrators. Outcomes of this study may serve as baseline
information for the Enhancement Training of Teachers in terms of teachers’ personal
development. The administrators may contemplate how the English teachers respond to
the needs of the new educational set-up and provide them professional assistance.
KNHS School. This study could benefit the school in creating better images of
teachers and establishing a more friendly school and in guiding curriculum planners by
considering the results. Accounting these will also bring more successful students.
Parents. This study could give information on the importance of the program and
be able to help guide their children for a better higher learning grade level. It will help the
parents in building more open, strong, and friendly relationships with teachers as they do
the monitoring and observing of their children’s academic performance. The result of the
study could provide parents encouragement to collaborate with teachers as they generate
ideas to properly guide their children, as well.
Future Educators. This study could provide them clear directions in dealing with
their learners as they build their relationships in the teaching-learning process for their
students to improve their academic performance. Upon knowing the results of the study,
future teachers will be guided with how to address and respond to situations they will
face.
English Language Planners will be provided ideas as to how they are going to
create their own methods and techniques on how to deliver and execute words using the
English medium.
DepEd Curriculum Planner will be aware of the possible content to be included
in teaching and learning of teachers and learners in English undertaking the present
curriculum, the K-12 Curriculum which includes the learning outcomes, learning
competencies, learning content, and pedagogies.
Future Researchers. The findings of this study could serve as reference material
and a guide for future researchers who wish to conduct studies related to teachers’
attitudes in teaching and students’ academic performance. Researchers will be given a
basis to have a study similar to this study using more variables and wider scope.
Scope and delimitations:
This study will be focused only at Kalamansig National High School located in the
Municipality of Kalamansig, Sultan Kudarat. Roughly 109 km away from Mindanao State
University-Graduate School campus and traversing a mountainous national highway
connecting the municipalities of North Upi, South Upi, and Lebak. The school is situated
at Notre Dame Avenue, Poblacion, Kalamansig, Sultan Kudarat. It stands in a plain
13,000 square meter land area and adjacent to Datu Guiabar Pilot School and Sultan
Kudarat State University-Kalamansig Campus. The school was established in 1993. For
twenty-three (23) years, KNHS has served students of Kalamansig and nearby
municipalities such as Palimbang and Lebak.
The population of the study will be all the twelve (12) English teachers as the
respondents of the study and will cover all the 1803 students enrolled from grades 7 to
10 of Academic Year, 2020-2021. The data is focused only on the respondent's locale.
The basis of the data for the academic performance is the final grades of the students in
English. The final grade will be the average grade from the first to the fourth quarter period
of the academic year. The data is not based on the grading systems and school
protocols. Future researchers can include the other internal and external factors that can
affect the academic performance of the students in English in their research.
Definition of Terms
The following terms are defined operationally:
Academic Performance. It refers to the final grades obtained by individually
enrolled students in an English subject in Grade 7 for Academic Year 2020-2021.
Affective. It refers to teachers’ feelings or emotions towards teaching English in
the new education set-up.
Cognitive. It refers to the perceived attitude during the new education set-up of
teachers towards the use of English to aid learning and to better understand the lessons.
Conative. It refers to the teacher's behavior and responses towards teaching
English in the new education set-up.
Correlational Study. It refers to the study that will describe the relationship
between the teachers' attitudes and students’ academic performance in the new
education set-up.
JHS English Students. It refers to all the Junior High School students of
Kalamansig National High School taking the English subject in the School year 20202021.
Role. It refers to the significance of teachers’ attitudes to the academic
performance of the students in the new education set-up.
Teachers’ Attitude. It refers to the disposition and beliefs of the English teachers
towards the new normal educational set-up. This will be measured through a survey
questionnaire adopted from a conducted study.
Chapter2
Review of Related Literature
English Language in the Philippines:Learning Overview
With the arrival of the world Englishes (WE) paradigm to Filipino academics and
English teachers in the 1990s, concerns about the 'native speaker' model's dominance in
Philippine classrooms began to emerge. This was followed by a boom in interest in
Philippine English (PE) research and, as a result, calls for the promotion of language
variety in ELT. Borlongan (2011), for example, argues for teacher retraining, the
production of new instructional resources based on existing texts of Philippine English,
and a reimagining of instructional leadership as it relates to managing advances in
English language teaching in the country. He advocates for these minor sacrifices that
must be made in order to finally elevate Philippine English to the level of established
Englishes, alongside American, British, and Australian Englishes.' (2011, Borlongan).
Friginal (2011) argues for pedagogical applications of his findings when he presents data
on the frequency of the use of the modal would in Philippine English: 'It appears that using
educated PhilE as a target English in the national setting for public and private schools
(as opposed to teaching American English) is more suitable because, in the first place,
PhilE is grammatically and semantically correct. Borlongan and Friginal are not alone in
their advocacy for the promotion of non-native English variations in the classroom.
The Philippine Human Development Development (IHD) continues to improve year
after year, moving from 118 in 2012 to 115 in 2014 with a 0.67 index. This advancement
is facilitated by the designation of English as a second language (ESL), despite the fact
that some refer to the Philippines as a "semi-English-speaking country" (Ozaki, 2011).
According to Cabigon (2015), the Philippines is one of the largest English-speaking
countries in the world, with the majority of its citizens holding at least a passing familiarity
with the target language. This is not a question because English has been utilized as a
lingua franca in the Philippines due to the country's great linguistic diversity (Wa-Mbaleka,
2014). English, as a lingua franca, is one of the Philippines' official languages, alongside
Filipino, the national language, and is spoken by more than 14 million Filipinos (Cabigon,
2015). It is the commercial and legal languages, as well as the primary medium of
instruction in all levels of education from primary to university (Cabigon, 2015).
English language education was encouraged in the Philippines following Spain's
defeat by the United States in 1889, and since then, English has become the predominant
mode of communication (Ozaki, 2011). This indicates that English can be effectively
spoken and understood if people are exposed to both oral and written discourses.
Meanwhile, Martin (2014) observes that "among ASEAN countries, the Philippines is
unique in that English was introduced to the country by Americans, not the British." Three
hundred years of Spanish occupation did little to elevate the Spanish language to the
same level of prominence as English does today” (p. 475). These remarks demonstrate
unequivocally that the English language development in the Philippines has managed to
thrive and develop.
The Teacher as an Agent of Learning
It is clear that the 21st-century classroom needs are very different from the 20th-century
ones. In this century classroom, teachers are facilitators of student learning and creators
of productive classroom environments, in which students can develop the skills they might
need at present or in future (Kirin, 2012). However, before we get into the shifting function
of an ESL instructor, let's take a look at some of the most common teacher
responsibilities. According to Harmer (2012), it makes more sense to identify various
teacher positions and explain their use rather than making value judgments about their
performance. Thus, the following are some of the most frequently encountered teacher
roles:
To begin, the Controller. The teacher has entire control over the class, including what
pupils do, say, and how they say it. When a new language is introduced and accurate
replication and drilling procedures are required, the teacher assumes this position. In this
classroom, the teacher is primarily the focal point of attention. While the teacher may
possess the gift of instruction and can inspire students with their own knowledge and
skills, does this role allow for adequate student discussion time? Is it truly pleasurable for
the students? Additionally, there is a sense that this role may lack variation in its activities
(Brown, 2014).
Second, there is the Prompter. The teacher encourages pupils to participate and
offers options for how they might proceed with an activity. The teacher's role should be
limited to assisting students as necessary. When pupils are actually 'at a loss for words,'
the prompter might encourage them by gently nudging them. Students may occasionally
lose the thread or become unclear of how to proceed; in this case, the prompter may
prompt, but always in a supportive manner. then there is the Resource. The teacher acts
as a walking resource center, ready to offer assistance or provide learners with whatever
language they may be missing while engaging in communicative activities. The teacher
must make herself/himself available to students so that they may consult her/him only
when absolutely essential. As a resource, the teacher can guide learners in utilizing
available resources, such as the internet, for themselves; however, spoon-feeding
learners is not necessary, as this may result in learners being dependent on the teacher
(Brown, 2014).
The teacher then assumes the job of Assessor to determine how well students are
performing or how well they performed. We coordinate and carry out feedback and
rectification. There are numerous ways to grade students; the position of an assessor
enables teachers to correct students. However, if not expressed sensitively and with help,
it may work against a student's self-esteem and confidence in learning the target
language (Broussard, 2015).
The organizer is the next most critical duty of a teacher. Perhaps the most
challenging and critical function a teacher must play. Numerous exercises are successful
only when they are well-organized and when students understand exactly what they are
supposed to perform next. Instructions and activity setup are critical in this function.
Additionally, the organizer can act as a demonstration; this role enables a teacher to
become interested and engaged with students. Additionally, the teacher is responsible
for initiating and concluding exercises neatly, as well as providing subject feedback
(Guay, et.al., 2011).
Finally, but certainly not least, is the Tutor. When pupils are engaged in project
work or self-study, the teacher serves as a coach. The instructor counsels and guides
students, assisting them in clarifying ideas and defining duties. This position can be an
excellent opportunity to provide one-on-one attention to a student. Additionally, it enables
an instructor to design a course to meet the unique needs of individual students. However,
it can also result in a pupil becoming overly reliant on or even too comfortable with a
single teacher and teaching method or style (Kirin, 2012).
Filipino English Teachers in Action
While EFL course rates in the Philippines are generally more affordable, certain
English language providers in the country are not afraid to boast about their high-quality
learning facilities, which include small group instruction lasting between eight and twelve
hours per week (Cabrera, 2012; Taipei Times, 2017). Their marketing pitch also includes
the use of English as the medium of instruction (EMI) and an English-only learning
environment (Ozaki, 2011). Ozaki's (2017) small-scale (n=19) pilot study on learners'
perceptions of Filipino EFL teachers' expertise (i.e., language abilities, instructional skills,
and knowledge of English) also reveals a favorable response, indicating that Filipino
teachers (FTs) from a private university were perceived to be exceptionally competent
EFL teachers. Ozaki (2017) noted that the FTs' language abilities were rated "highly," and
he surmised that the Philippines' position in the outer circle, "where English is used as an
official, second, and/or educational language on a daily basis" (n.p. ), explains why the
FTs have a strong grasp of English language skills. However, possessing superior
grammatical abilities does not always correspond to superior pronunciation abilities.
Ozaki argues that students' low ratings of FTs' pronunciation and speaking abilities are
due to their perception of good pronunciation as having a native-like (sic.) pronunciation,
which he compares to Butler's (2007 in Ozaki, 2017) finding that Korean students' concept
of exceptional English pronunciation is similar to American-accented English. Both the
FTs' strong Philippine-English (PhE) accent and their use of regional colloquial idioms
received negative marks. This is due to the learners' familiarity with the colloquialisms
used by native English teachers and their lack of exposure to PhE linguistic traits and
phrasal expressions (Dita & De Leon, 2017; Ozaki, 2017).
Kobayashi's (2018) research participants expressed similar issues, stating that
"Filipino teachers are excellent, but their accents are distracting" and that they "would
have preferred professors with an L1 accent" (p. 90). Additionally, the learners perceived
the gap in accent adversely and commented on how the variances in pronunciation, such
as rolled "r" sounds and an unaspirated /p/ that sounded like a /b/ to them, occasionally
resulted in breakdowns in communication and misunderstandings. Despite the learners'
complaints of PhE, FTs earned favorable ratings for their "pedagogical traits, such as
readiness to adjust the speed to the learners' level" (p. 93), and they performed well when
compared to native teachers from the "inner circle." The qualitative study conducted by
de Guzman, Albela, Nieto, Ferrer, and Santos (2016) examined the sociolinguistic
competence, motivation, and cultural factors affecting Korean students' English language
learning. They discovered a number of pedagogical factors that made class discussions
difficult to understand for the Koreans. For instance, they cited FTs' continuous code
switching, the use of difficult terminology and vocabulary, incorrect pronunciation, a lack
of competence in English, a rapid speed of instruction, and the usage of topics unfamiliar
to Koreans (Rosario & Narag-Maguddayao, 2017). Additionally, they highlighted some
aspects of the FTs' teaching approaches that the Koreans found objectionable: the
absence of handouts, the absence of group activities, and the concentration on lecturebased learning (p. 155). According to De Guzman et al. (2016), these classroom
pedagogical problems "complicate the subjects' grasp of the teachings" (p. 155).
According to one student, "teachers are unable to properly utilize English and
occasionally talk English, Tagalog, or both...ahh...they mix the languages, which makes
me uh...understand difficultly...it makes me difficult to grasp."
Teacher’s Attitude vs. Academic Performance
Munir (2011) defined an attitude as an emotional and neutral state of readiness
that has been structured by experience and exerts a directive or active influence on the
individual's response to all issues and situations with which it is associated. Garrett (2019)
also notes that attitudes are more strongly associated with accomplishment than other
variables, particularly when attitudes about learning a second language are themselves
complex. Thus, teaching a foreign language can be facilitated if the teacher adopts a
positive and constructive attitude toward the language, i.e., if the attitude is positive,
language learners will acquire the language rapidly; however, if the attitude is negative,
language learners will acquire the language slowly (Shams, 2018).
As English instructors, teachers evaluate their achievements and failures in
comparison to standards established by others in our field (Wu, 2011). Nonetheless, we
are all aware that our profession does not wield a powerful influence over sentiments
regarding this language, English. It is not the responsibility of any professional association
or faculty staff to determine what we as English instructors should do or believe regarding
English language instruction. Rather than that, we are left to fumble in the dim light of our
own understanding, seeking our own solutions and techniques (Ely, 1986). Attitudes
about language will be as adaptable as our profession allows. As a result, the factors
influencing instructors' attitudes are numerous. These variables are dependent on both
the individual's role and the environment's involvement.
Over the last decade, research has established that teachers have a sizable
influence on their students' academic and life performance (Chetty, Friedman, & Rockoff,
2014). Additionally, recent research has found some features of good classroom
environments, such as teachers' organizing abilities and relationships with pupils (e.g.,
Grosmman, Loeb, Cohen, & Wyckoff, 2013; McCaffrey, Miller, & Staiger, 2013). However,
in order to maximize the effectiveness of policy tools such as evaluation and professional
development
aimed
at
improving
the
teacher
workforce's
quality,
additional
considerations about the nature of effective teachers and teaching must be addressed:
Which content-specific techniques are most effective at increasing student achievement?
Are teachers who have an effect on test scores and those who have an effect on noncognitive outcomes the same? How are instructional techniques related to "non-cognitive"
or "untested" outcomes? Can these "untested" outcomes be utilized to generate
estimates of teacher effectiveness that are valid? (R. Chetty, J. N. Friedman, and J. E.
Rockoff 2014). Measuring Teachers' Impacts II: Teacher Value-Added and Adult Student
Outcomes American Economic Review, vol. 104, no. 9 (September), pp. 2633–2679.
Kurgat and Gordon (2014) used a field survey to investigate the influence of
teacher traits and attitudes on student accomplishment in the KCSE economics
examination. The study was done in secondary schools in Kenya's Rift Valley Province
that offered economics courses. To get a representative sample for the investigation,
Simple Purposive Sampling was used. The representative sample included all fourth-form
economics students in all secondary schools in Kenya's Rift Valley province, school
inspectors in areas where economics was offered, and teachers from those schools.
There were 187 kids, 32 teachers, and four district inspectors in attendance. A
questionnaire was used to obtain data from the sample. The data was evaluated using
the Excel spreadsheet tool. The questionnaire's many items were analyzed using
fundamental statistical techniques. These include averaging, frequency distributions,
percentages, and totals. These statistical techniques were utilized to conduct
comparisons across the various data sets gathered. The study suggests that because
teachers have a favorable opinion about the subject, low performance may be attributed
to causes other than teacher attitudes.
Akinfe, Olofimiyi, and Fashiky (2012) investigated teacher qualities as predictors
of Osun State students' academic achievement. The study employed a survey approach
to ascertain students' perceptions of teacher attributes in connection to academic
success. Purposive sampling was used to choose 16 secondary schools (10 public and
6 private) and 100 SS3 students were randomly picked from each school, yielding a
sample size of 1600 students. To elicit information, a questionnaire marked "teachers"
characteristics and students' academic achievement (TCSAP) was employed.
Percentages were used to assess the data. The Pearson Product Moment Correlation
and Chisquare tests were employed to evaluate the study's hypotheses. The findings
indicate that academic performance of students is positively and significantly related to
teachers' attitudes toward teaching and learning in the classroom, as well as their subject
matter expertise and teaching skills.
Hooley and Jones (2016) also conducted a study on “The Influence of Teachers’
Attitude on Student Performance in a Programmed Learning Situation”. The study was
aimed at establishing whether or not instructor attitude influenced student performance
when learning a program. Mathematics program was presented to three matched groups
of students. They were given an introduction to their task in such a way that one group
felt that the instructor was favourably disposed towards programmed instruction, the
second group felt that the instructor was neither favourable nor unfavourably disposed to
programmed instruction and the third group felt that the instructor was not favourably
disposed to programmed instruction. Analysis of variance between the groups indicated
that no significant differences existed between the groups in respect to their achievement,
as measured by a criterion test administered at the end of the program.
Academic Performance of the Students
According to Kimani, Kara, and Njagi (2013), education's objective is to provide
citizens with the values, skills, and information necessary to alter their society and
eradicate inequality. This is because education enables an individual to develop socially
acceptable capabilities, attitudes, and behaviors. The benefits of having a high-quality
education include that it enables a country to adapt to changing needs as the world
evolves and to spearhead the development of its people resources and economy.
Educational institutions are tasked with the responsibility of using education as a catalyst
for social change. A school's success is determined on the caliber of students it
generates. Any educational institution's success is determined by its students'
performance on both academic and non-academic assessments. Yusuf (2018) argues
that success should be measured not just in terms of test and examination scores, student
ability to apply what is learned, and the rate at which students progress to higher
institutions of learning, but also in terms of whether students have developed survival
skills. Despite this, the use of students' academic performance to determine a teacher's
efficacy has gained traction. Academic performance as a proxy for school success dates
all the way back to the Victorian era (Bell, 2013). Academic achievement has been used
to assess schools and, more crucially, to define career paths since that time. The 'good
schools' are those that are seen as capable of grooming students sufficiently to meet
established requirements. This is quantified through the use of pupils' academic
performance at the high school level and at the national level. The public, policymakers,
educators, students, and the ministry of education have all recognized the critical nature
of students' outstanding performance. The degree of student achievement has an effect
on the responsibilities that education stakeholders play. Numerous factors influence
students' achievement. The goal of this study is to analyze in detail aspects such as
school leadership, teacher quality, parental support, and pupils. According to research,
school leadership, teacher quality, family support, and students all have an effect on
students' academic achievement, whether it is high or low (MacNeil &Maclin, 2015).
Education is critical as a means of achieving upward social mobility and avoiding
downward social mobility. High-quality schools are widely viewed as critical components
of achieving a high level of education achievement (Ye, 2015; Tang, 2015); As a result,
parents frequently go to great lengths to ensure their children attend better primary and
secondary schools. Numerous terms related to entrance exams have been coined during
the process of preparing school enrollment, including occupying pits, excellent student
cultivation, pinching the top, school choice, co-construction, and school district housing.
These terms reflect fierce competition for high-quality education. The competition
generates a flurry of debates on educational equity and school effectiveness. According
to some studies, high-quality schools typically have more abundant material resources,
more skilled faculty, and superior students, and thus their exceptional performance is
attributed to an unequal distribution of educational resources or enrollment policies (Liu
et al. 2012), rather than to school effectiveness.
Dimentions of Attitude
The quality of education in schools is largely determined by the teachers'
competencies. Measurement and evaluation (MaE) are two of these competencies .
Assessment of students' cognitive, emotional, and psychomotor development
necessitates the acquisition of skills and information regarding a variety of measurement
tools and techniques (Dylan, 2012). Each stage of the teacher education process
necessitates MaE monitoring students' developmental stages and modifying their
educational level accordingly. MaE, which is a critical component of teachers'
competency, plays a critical role in the improvement of teaching for the educational
system, the teacher, the learner, the parent, and the administration. The quality of an
education system is directly related to the qualifications and education of its teachers. To
be successful, teachers must be able to assess and evaluate pupils' needs (Gencel and
Ozbasi, 2013). The genesis of attitude can be questioned: where does it come from?
According to Ajzen (2012), an individual may develop such an attitude as a result of
watching television or other types of exposures or experiences. However, Abun (2017)
expanded on that subject in regard to his thesis about how to overcome environmental
problems. According to him, environmental problems are a result of human conduct, and
damaging human behavior is a product of culture; consequently, the solution to
environmental problems requires revisiting the culture that shaped people's attitudes
toward the environment. He maintains that an individual's attitude is formed by the culture
in which he or she is reared.
Cognitive
The cognitive component encompasses one's views and thoughts regarding a
subject, an object, a person, an institution, or an event. It is concerned with the individual's
perception and information of a subject, object, or person (Ajzen, 2012). The cognitive
component is concerned with the role of cognition in a person's attitude toward a
psychological object, such as technology concepts and thoughts. The affective
component, on the other hand, is composed of a person's good or negative sentiments
about technology, such as the pleasant versus unpleasant dimension stated previously.
Interest is a subset of the affective dimension; it is conceptualized analytically as an
emotional schema but incorporates cognitive elements in actuality. This also implies that
interest can evolve and alter over time in response to new knowledge, allowing for a
transition from situational to individual interest (Reeve et al. 2015).
Affective
Affective attitude is an emotional response to a subject, object, or person. It is the
sensation one has when confronted with a subject, item, person, or institution. It remains
a psychological reaction that may be expressed verbally or nonverbally as an expression
of one's feelings toward a subject, object, person, or institution. This type of reaction might
be either negative or favorable (Ajzen, 2012). The emotional response associated to an
attitude. An emotion formed in response to a person, object, or event. The emotion or
feeling toward a person or item is the affective component of attitudes. It deals with
sensations or emotions that are raised to the surface concerning something, such as
dread or hate. Using the aforementioned example, someone can hold the attitude that
they adore all infants because they are cute or that they dislike smoking because it is bad
to health. The affective component of consumer attitude is the emotive component. The
affective component of attitude refers to one's subjective sentiments regarding another
person, which can be good, neutral, or negative. Three research models are used to
describe the factors that influence affective responses. Consumers purchase as a result
of one of four psychological functions: adjustment, ego protection, value expression, or
application of prior information, according to the functional theory of attitude. The Fishbein
model establishes a connection between customer beliefs and evaluations and affective
responses: when consumer beliefs are strong and desirable, affective responses are
positive. Affective responses to rival brands are analyzed using a belief importance
model.
Conative
The conative component of attitude refers to the effect of an individual's attitudes
on a behavioral goal, or how an attitude affects one's action. These may include intents,
plans, and promises to carry out a desired conduct. As a result of these three
components, attitude is a multidimensional entity (Ajzen, 2012). Conation is a psychology
concept that refers to the realm of behavior or mental processes connected with
purposeful action (Azman, 2013). It is the dedication of an individual to put energy in his
or her work in order to accomplish a specified objective. It is considered that the more an
individual's willingness to act sustainably and care for the environment, the more
sustainably he or she will consume. The behavioral (conative) element is associated with
an individual's overt actions toward the attitude object. This one considers the potential
that an individual will exhibit a specific behavior in response to the attitude object.
Synthesis
The Department of Education (Kagawaran ng Edukasyon) is the executive branch
of the Philippine government entrusted with ensuring basic education access, equity, and
quality (RA 9155). It is the major agency in charge of regulating and governing the
Philippine elementary education system. It is the main education policymaker in the
Philippines and oversees the country's elementary and secondary schools. The
Philippines' basic education system consisted of ten (10) years of study: six (6) years of
elementary school and four (4) years of secondary school (Adarlo, et. al., 2017). The fight
against COVID-19 pandemic threats had a huge impact on almost every aspect of human
life. Travel restrictions (Chinazzi et al., 2020), school closures (Viner et al., 2020), global
economic recession (Fernandes, 2020), political unrest (Barrios & Hochberg, 2020),
racism (Habibi et al., 2020), and fake news and disputes (Habibi et al., 2020) have (Enitan
et al., 2020). The Philippine Human Development Rating (IHD) improved from 118 in 2012
to 115 in 2014 with a 0.67 index. Despite some calls for the Philippines to be a "semiEnglish speaking country," English as a Second Language (ESL) certification helps this
progress (Ozaki, 2011). According to Cabigon (2015), the Philippines is one of the world's
largest English-speaking countries, with most residents knowing the language. Because
of the country's linguistic variety, English has been used as a lingua franca (Wa-Mbaleka,
2014). English is one of the official languages of the Philippines, along with Filipino, the
national language, and is spoken by about 14 million people (Cabigon, 2015). It is
apparent that classroom demands in the twenty-first century are substantially different.
Teachers nowadays are facilitators of student learning and designers of productive
classroom environments where students can develop skills needed now or in the future
(Kirin, 2012). But first, let's look at some of the most frequent teacher responsibilities.
Identifying multiple teaching positions and explaining their purpose makes more sense
than evaluating their performance, according to Harmer (2012). An overpowering
Philippine-English (PhE) accent and the use of regional colloquialisms were criticized.
The learners' familiarity with native English teachers' colloquialisms and lack of exposure
to PhE linguistic features and phrasal expressions (Dita & De Leon, 2017; Ozaki, 2017).
The last decade has shown that teachers have a significant impact on their pupils'
academic and life outcomes (Chetty, Friedman, & Rockoff, 2014). Recent studies has
indicated successful classroom environments have teachers who can organize and
relationships with students (e.g., Grosmman, Loeb, Cohen, & Wyckoff, 2013; McCaffrey,
Miller, & Staiger, 2013). Kurgat and Gordon (2014) claim that low performance may be
due to factors other than instructor attitudes.
A school's success is determined by its students' performance on both academic
and non-academic assessments. Education enables an individual to develop socially
acceptable capabilities, attitudes, and behaviors. Yusuf argues that success should be
measured in terms of survival skills as well as test scores. The degree of student
achievement has an effect on the role education stakeholders play. The quality of
education in schools is largely determined by the competencies of teachers.
Measurement and evaluation (MaE) are two of these competencies. MaE plays a
critical role in the improvement of teaching for the educational system. To be successful,
teachers must be able to assess and evaluate pupils' needs. The cognitive component is
concerned with the role of cognition in a person's attitude toward a psychological object,
such as technology concepts and thoughts. The affective component of attitude refers to
one's subjective sentiments regarding another person, which can be good, neutral, or
negative. The behavioral (conative) element is associated with an individual's overt
actions toward the attitude object. These may include intents, plans, and promises to
carry out a desired conduct.
CHAPTER 3
METHODOLOGY
This chapter presents the procedure of the study to explain all the necessary
information and the instruments to be used. It shows the procedure in collecting the data
to the respondents and the statistical tool to interpret the meaning of the data to be
collected.
Research Design
This study employs a descriptive quantitative research design.
Quantitative
research attempts to collect quantifiable information for statistical analysis of the
population sample. It is a popular market research tool that allows the collection and
description of the demographic segment’s nature (Baht, 2020). This dominant research
framework in the social sciences refers to a set of strategies, techniques, and
assumptions used to study psychological, social, and economic processes through the
exploration of numeric patterns. Quantitative research gathers a range of numeric data.
Some of the numeric data is intrinsically quantitative (e.g. personal income), while in other
cases the numeric structure is imposed (Coghlan, D., Brydon-Miller, M. (2014).
The purpose of quantitative research is to generate knowledge and create an
understanding of the social world. Quantitative research is used by social scientists, including
communication researchers, to observe phenomena or occurrences affecting individuals. Social
scientists are concerned with the study of people. Quantitative research is a way to learn about a
particular group of people, known as a sample population. Using scientific inquiry, quantitative
research relies on data that are observed or measured to examine questions about the sample
population (Allen, 2017).
Research Methodology
Descriptive research is defined as a research method that describes the
characteristics of the population or phenomenon studied. This methodology focuses more
on the “what” of the research subject than the “why” of the research subject. This
research method primarily focuses on describing the nature of a demographic segment,
without focusing on “why” a particular phenomenon occurs. In other words, it “describes”
the subject of the research, without covering “why” it happens (Baht, 2020).
This study will utilize a descriptive correlational research method. The descriptive
correlational study describes the variables and the relationship that occur naturally
between them. To determine the attitude of teachers in teaching and the academic
performance of the students, descriptive statistics will be used. At the same time, it will
employ a correlational method of research to examine if there is a significant relationship
between the teachers’ attitude in teaching and the academic performance and to
investigate if the teachers’ attitude is significantly related to academic performance.
Data Gathering Procedures
To attain the objectives of this study, the researcher will first ask permission from
the administration of Kalamansig National High School for the approval of the conduct.
Upon approval, the researcher will get the total population of the Junior High School
English teachers and students to determine the required sample respondents. Then,
sample respondents will be selected using simple random sampling.
After the identification, the researcher will conduct a virtual orientation to the
English teachers. Then, the survey questionnaire will be administered to them through
Google form. The final grades of students will also be requested from the English
teachers.
Research Instrument.
This study will utilize a questionnaire that consists of two parts. The first part will
determine the profile of the respondents. The second part will contain researcher-made
questions... adopted from the questionnaire of the study conducted by Alieto and
Somblingo (2019) to determine the respondents’ attitudes in teaching English. To fit the
items from the questionnaire to the respondents in this study the instrument will be
modified. This questionnaire will further be validated by a language teacher, research
expert, and psychometrician, according to the objectives of this study. After validation,
the researcher will encode the questionnaire on Google form for ease of answering of the
respondents.
Population and sampling
To emphasize, the teacher factor, as the activator of learning in the case of
Kalamansig National High School which is located in the Municipality of Kalamansig,
Sultan Kudarat. This school was established in 1993.
To establish a relationship between the variables, the researcher will use a
probability sampling technique and select the entire population of English teachers in
Kalamansig National High School. This study will have a total number of twelve (12)
English teachers as respondents and 1803 students from Grades 7 to 10 of Kalamansig
National High School.
Statistical treatment
To determine the profile of the respondents, frequency and percentage will be
used, while mean and standard deviation will be used to determine the teachers’ attitude
towards teaching English. Meanwhile, Spearman method will be used to determine if
there is a significant relationship among the variables under study. The data will be treated
statistically using statistical software.
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