CHAPTER 1
English is the “word language”, the lingua franca of the era today, Philippines
today, are the fifth largest English-speaking in the world and in Asia, second. Being
proficient in English is now considered as a phenomenon globally. English has
remained an absolutely popular language even in the world of Education.
English is the second language of Filipino wherein in school English is the most
emphasized thoughts inside the classroom especially the different subject areas.
Second language learning is an important factor in student’s reading development. If
there is a mismatch between the home language and school language, children may be
at a disadvantage for success in early reading task and thus spend many of their school
years trying to catch up (Foertsch, 198; Snow, Burn, &Griffin, 1998). There are studies
that affect English proficiency of every student especially their Parents involvement in
their everyday life.
Numerous studies have shown that the home environment has a powerful effect
on what children and youth learn, not only in school but outside the school as well. One
major reason that parental influence is so strong because the children spend more than
90% of their time from infancy throughout their childhood outside school under the
influence of their parents. Therefore, ultimately the parents are their first and most
important teacher. (Werstein & Walberg, 1983; Peng & Wright, 1994; Walberg & Paik,
1997) as cited by the Philippine Journal of Education (vol. LXXXIII Nov.8, 2005).
The home and family environment in which the student lives can greatly affect the
student’s academic success and educational experience. Parents are the first one who
will teach the child. Parents contribute a lot on every child’s development most specially
on their understanding aspects. Research has shown that the single most important
thing that a parent can do help their child acquire language, prepare their child for
school, and instil a love of learning in their child, is to read to them (Russ et al., 2007).
According to people for education (2011), financial support of parents to their child
is very important because basically, financial support is one of the most important
contributions of the parents to their child’s education. Supporting your child financially is
the proof that you can provide good education for them.
In the Philippines, Under the World Bank-funded Second Elementary Education
Project, four experiments addressed the problem of dropouts in low-income
communities: school feeding programs, use of multilevel learning materials, (Bautista,
2009)
In Sta. Maria National high school when the ranking for first grading was conducted,
results showed that the grade 6 pupils had low result in English proficiency which
signifies have poor reading comprehension.
These results prompted the researchers to conduct the study in order to determine
the effect of parental involvement like parent’s participation on their children’s academic
activities and parent’s financial support as factors that could motivate students actively
attend classes and to assess the performance of Grade 6 pupils in English proficiency.
Statement of the Problem
This study aimed to investigate parental involvement as factors that affect English
proficiency of the Grade 6 pupils in Don Marcelino Maruya Elementary School.
Specifically, it seeks to answer the following questions:
1. What is the level of parental involvement among grade 6 pupils in
terms of:
1.1 level of financial support that the child experiences in the family;
1.2 level of parent’s participation in the academic activities of their
child?
2. What is the level of English proficiency of the grade 6 pupils in Don
Marcelino Maruya Elementary School in terms of:
2.1 Listening skills;
2.2 Speaking skills;
2.3 Writing skills;
2.4 Reading skills?
3. Is there a significant relationship between the English proficiency and
the parental involvement of the grade 7 students in Sta. Maria National
High school?
Hypothesis of the study
Ho: There is no significant relationship between the parental involvement and
English proficiency.
Review of Related Literature
This chapter presents related literature on parental involvement that affects English
proficiency of Grade 7 students. It starts by discussing the various studies on English
proficiency and followed by a discussion on relationship between financial support and
English proficiency. It ends by discussing parent’s participation and English proficiency.
English proficiency
Second- language learning is an important factor in children’s reading development.
If there is a mismatch between the home language and the school language, children
maybe at the disadvantage for success in early reading tasks and thus spend many of
their school years trying to catch up (Foertsch, 1998; Snow, Burns, & Griffin, 1998).
According to the book of Educational Statistics (2004), 51% of language-minority
students who spoke English with difficulty did not complete high school compared to
31% of students from language-minority homes who spoke English without difficulty and
only 10% of monolingual English-speaking students less developed academic English
proficiency has also been linked to lower performance on standardized tests of
academic content area knowledge (abedi &Lord, 2002; August & Hakuta, 1994; Butler &
Castellon Wellington, 1999; MacSwan & Rolstand, 2009).
According to John and Ehow (2011), stated that the problems of learning
English language derived from many different environments such as school resources,
class size, quality of teachers and the school attendance of the learners. Murray &
Christenson, (2010) observed that many students think English is only a school subject
and they don’t see its significance for their perspective employment to work with
multinational or national companies where English is employed. Hutchinson & waters
(1991); Susanna (2007), pointed out that the mismatch between the students’
conceptual or cognitive capacities and the learners’ English proficiency level often
cause problems for students because the students’ learning style and teachers’
teaching approach do not match.
English language is a global language which can be used for communication with
native-speakers and non-native speakers in the worldwide, especially in the education
section, all university students need it for their studies in order to search information and
obtain knowledge; therefore, a lot of the universities throughout the world need to
include English language as one of their educational tool requirements khader &
Mohammad, (2010).
Financial support of parents to their children
The home and family environment in which the student lives can greatly affect the
student’s academic success and educational experience. Students who have left by
their parents behind in their home countries may be unhappy. Students whose families
are experiencing financial and/or emotional difficulties may have trouble adjusting to the
new learning environment. Students whose parents stress the importance of education
may have well-developed learning skills. A research handbook, (2011)
Parents are the first one who will teach the child. Parents contribute a lot on every
child’s development most especially on their understanding aspect. “Research has
shown that the single most important thing that a parent can do help their child acquire
language, prepare their child for school, and instil a love of learning in their child, is to
read to them “(Russ et al., 2007).
Parental involvement in the form of ‘at-home good parenting’ has a significant
positive effect on student’s achievement and adjustment even after all other factors
shaping attainment have been taken out of the equation. In the primary age range the
impact caused by different levels of parental involvement is much bigger than
differences associated with variations in the quality of schools. The scale of the impact
is evident across all school classes and all ethnic groups Desforges, (2003).
Financial support of parents to their child is very important because basically,
financial support is one of the most important contributions of the parents to their child’s
education. Supporting one’s child financially is a proof that one can provide good
education for them. According to People for education (2011), every year, the provinces
Educational Quality and Accountability office surveys all the children’s in grade 3 and 6
(252,218 students in 2009-2010), all their teachers (15,804). And all their principal
(3466) to provide background information on the education system and individual
student (Education and Accountability office, 2010, pp.6-16, 22-31). According to the
children based on the study of people for education (2011), their parents don’t regularly
talk to them about school or read with them and most of them are not being supported
financially by their parents. Thus, this only shows that their parents have a big
implication on their studies.
Parents that are very busy with their work find hard time to be with their children.
The only way they can help their children is to support them financially. Financial
support is very important because at this present time money is the most need of many
students. If parents fail to support their children in terms of financial aspect, there is a
big possibility that the child will drop out from school. Poverty is the reason why many
children drop out from school and it is because their parents don’t have a stable job to
support their education and school needs Alford, B,J.,& Nino, M. C., (2011).
According to the United Nations millennium development goals, (2000), globally,
achieving primary education is a problem because of poverty. Reality showed that the
main problem of the drop out students around globe is because of poverty. In the
Philippines, many are suffering from poverty. Thus, this affects the performance of a
student in the school. Academic performance is connected with problem because
basically, the student cannot focus in studying because they are hungry. They are
hungry because they don’t have money to buy food; they don’t have money because
they are poor.
Participation of parents to their child’s academic activities
The increasing realization that family members can contribute to children’s literacy
development has given birth to family literacy programs designed to support immigrant
and refugee families’ participation in their children’s education. Elsa Auerbach, (2010)
critically analyzes those family literacy programs that focus on teaching parents to do
school-like activities in the home and to assist children with homework. She contends
that the theoretical stance of these programs is not based on sound current research.
Furthermore, she argues that in practice these programs function under a new version
of the “deficit hypothesis,” which assumes that the parents lack the essential skills to
promote school success in their children. Elsa Roberts Auerbach, (2010)
Parent involvement in a child’s education is crucial. When parents get involved in
their children’s education, students are more likely to do better in school, be better
behaved, have more positive attitudes toward school, and grow up to be more
successful in life Alford & Nino, (2011). Students at all grade levels do better academic
work and have more positive school attitudes, higher aspirations, and other positive
behaviours if their parents are knowledgeable, encouraging, and involved in their
education Epstein (1995).
According to Whitman Secondary School Parental Involvement policy (2003)
Parental involvement means the participation of parents in regular, two-way, and
meaningful communication involving student academic learning and other school
activities, including ensuring- that parents play an integral role in assisting their child’s
learning; that parents are encouraged to be actively involved in their child’s education at
school; that parents are full partners in their child’s education and are included, as
appropriate, in decision-making and on advisory committees to assist in the education
of their child; the carrying out of other activities.
While there is no quick fix program that will ensure effective parent involvement that
boosts the success of all children, more could be done to communicate with parents
how they can support their children’s education. Policy that includes outreach to all
parents about what they do at home may reach beyond those parents who are involved
at the school people for education, (2011).
A major study of 25,000 U.S children showed “home discussion” parents talking
with their children about school activities and programs had a greater impact on
academic achievement that a wide range of other parent actions. Simply talking with
kids about school was shown to have more of an effect than contact between parents
and the school and parental volunteering. Talking also had more of an impact that
various forms of parental “supervision” such as monitoring students homework, parents
being at home after school, or limiting internet exposure or the time students were
allowed to go out during the week Ho & Willems, (1996).
In fact, focusing on parents’ participation with their children in school may begin to
help address the current ‘achievement gap’ between high and low performing students,
which is often related to socio-economic status and race p. Willems, (2005).
The research on effective parent involvement emphasizes the importance of
parents’ attitudes, and their children’ success through high expectations, talking to their
children about school, and generally working to create a positive attitude about learning
and strong work habits. These things, along with enjoyable activities such as reading
together, and even watching television together and talking about what they’ve seen,
have that parents often feel they should undertake, such as helping with homework
(Hoover-Dempsey & Sandler, 1997; Steinberg, Lamborn, Dornsbush & Darling,( 1992).
Theoretical Framework
This study is anchored on Williams & Chavkin’s (1999) Theory of Parental Involvement
and Clark’s (1993) Family Participation in Education. Williams and Chavkin explained
that most students at all level- elementary, middle and tertiary- want their families to be
more knowledgeable partners about schooling are willing to take active roles in
assisting communication between home and school. When parents come to school
regularly, it reinforces the view in the student’s mind that school and home are
connected and that school is an integral part of a whole family’s life. They argued that
the general public believes that support from parents is the most important way to
improve the schools while lack of parental involvement is the biggest problem facing
public schools. Moreover, decades of research show that when parents are involved
students have: (1) higher grades. Test scores and graduation rates; (2) better school
attendance; (3) increased motivation and better self-esteem; (4) lower rates of
suspension; (5) decreased use of drugs and alcohol; and (6) fewer instances of violent
behaviour Williams & Chavkin, (1999). Moreover, Clark’s (1993) theory on family
Participation in Education claimed that family participation is twice as predictive of
student’s academic success as family socioeconomic status. He explained that the
more intensely parents are involved, the more beneficial achievement effects, the more
parents participate in schooling, in a sustained way, at every level- in advocacy,
decision- making and oversight roles, as fund raisers and boosters among others, the
better for student achievement Clark, (1993).
In this study, the independent variable is parental involvement that consist of two
indicators (1) Parent’s Financial Support; (2) parent’s participation in student’s academic
activities that will affect the dependent variable which is the English proficiency.
Conceptual Framework
Independent Variable
Dependent Variable
PARENTAL INVOLVEMENT


English proficiency
Parent’s financial

Listening skills
support

Speaking skills

Writing skills

Reading skills
Parent’s
participation in
child’s academic
activities
Figure 1. Conceptual Paradigm of the study
FFF
Significance of the Study
The outcome of the study would be useful to the following:
DepEd officials. This study would help us determine if the DepEd programs
are well- implemented. Through this, they can change or develop their existing
programs and they will able to maintain the education on the Philippines.
Principal. The principal could make use of the result of the study to guide, plan and
monitor the English proficiency of the Grade 7 students. The result may also serve as a
means of strengthening teacher performance in teaching.
Teachers. Results of the study would help teachers aware on the performance level of
their students. They can plan some techniques on how to remediate their poor
performers in academic aspect. This would also serve as their reference on planning a
program for the students to improve their ability to read and comprehend especially in
the English subject.
Parents. Parents would be informed about the performance of their child in
English proficiency. The result of the study may give information on the basic English
proficiency needs of their children and would encourage them to help the teachers to
improve the English proficiency of their children.
Students. Students would be able to benefit from his study because they are
the subject of the improved English proficiency program of the school, once the result of
the study would come out. This result may help them improve their English proficiency
performance.
Definition of terms
To help understand this study, the following terms are defined operationally:
English proficiency- This is the focus of the study that will help to determine if
financial can really affect student’s English proficiency. Students are identified as having
limited English proficiency if they do not speak English as their primary language and
have limited ability to read, speak, or understand English Bui, (2011).the number of
these students in public schools has increased substantially over time. Friesen &
Krauth, (2011) estimate the effect of the home language and other characteristics of a
student’s same-grade classmates on the achievement of that student.
Listening skill. It refers to the receiving of language through the ears. Listening
involves identifying the sounds of speech and processing them into words and
sentences (English club.com).
Speaking skill. It refers to the delivery of language through the mouth (English
club.com).
Reading skill. It refers to the process of looking at a series of written symbols
and getting meaning from them (English club.com).
Writing skill. It is the process of using symbols (letters of the alphabet,
punctuation and spaces) to communicate thoughts and ideas in a readable form
(English club.com).
Parental involvement- refers to the amount of participation a parent has when it
comes to schooling and her child’s life. In home education the parents facilitate their
child’s learning, usually from a home base, and assume primary responsibility for their
child’s educational programmed Jacob, (1991).
CHAPTER II
Methodology
This chapter of the study deals with the various processes and procedures which
the researchers conducted in order to successfully conduct the study. It starts by
discussing the research design and followed by a discussion on the respondents of the
study, sampling procedure, measures and data gathering procedure. The chapter ends
by discussing the statistical tools employed in order to analyse the data gathered.
Research Design
The study employed a descriptive-correlative design. According to Preto, (2007),
this type of research design aims to describe the variables and the relationship that
occur naturally and among them. It involves the systematic investigation of the nature of
relationship among the variables. It is a correlational study because it aimed to
determine if there is significant relationship between English proficiency and the
parent’s participation in the academic activities of their child. The study is descriptive in
nature because it describes the levels of financial support, parent’s participation and
English proficiency of the respondents.
Research Subject
The respondents of the study were the grade 7 students of Sta. Maria National
high school.
Research Instrument
To quantify the level of parental involvement of the grade 6 pupils in Don
Marcelino Maruya Elementary School, the researcher constructed 2 separate
questionnaires one for each variables. The survey instrument was composed of 40
items adopted test and 20 items test for the parental involvement among the grade 6
pupils and 40 items for the English proficiency of the grade 7 pupils in Don Marcelino
Maruya Elementary School.
The first rating scale below showed how the respondents rated the parental
involvement among them in terms of financial support and their parents participation in
their academic performance and the second rating scale described the level of English
proficiency of the grade 6 pupils in Don Marcelino Maruya Elementary School.
To evaluate the English proficiency of grade 6 pupils, the researcher constructed
40-item multiple choice test which were adopted from the thesis proposal of Abule et al
(2013); 10 items
for reading comprehension(the students read a short story by
answering the questions provided); 10 items for speaking skill. 10 items for listening
skill (the teacher will dictate a short story then the students will identify the correct
answers in the question provided); 10 items for writing skill (the students will identify
the erroneous words and correct patterns use in the sentence provided).
Data Gathering Procedure
In order to gather the needed data, the following procedures were followed:
1. The researcher secured a letter from the teacher Education division to conduct a
study.
2. After the principal’s approval called the adviser of the Grade 6 for the
administration of the research instrument to the Grade 6.
3. In gathering the grades of the pupils, the researchers also asked permission
from the principal and the adviser to get the grades needed for the study.
4. The data gathered were interpreted and analysed to find out if there is a
significant relationship among the research variables.
QUESTIONAIRE
Part I. Level of the financial support of parents to their child.
DIRECTION: Please check the appropriate indicator using the following skills
Level
Indicator
Description
5
Always
This means that my Parents always provide me
with support.
4
Often
This means that my Parents provided me with
support almost of the time.
3
Half of the time
This means that my Parents provide d me with
support almost half of the time.
2
Sometimes
This means that my Parents provided me with
support sometimes.
1
Never
This means that my Parents never provided me
with support.
Statement
A. Financial support of parents to their child
Item
Statement
1
My parents me enough money for my
snacks in school.
2
My parents provided me enough money for
my lunch.
3
My parents provided me with enough money
for my projects.
4
My parents provided me money for my fare.
5
My parents provided me with enough money
for my school dues.
6
My parents provided me enough money for
my books.
7
My parents provided me enough allowance
for my photocopying.
8
My parents provided me money for my extra
expenses in school.
9
My parents provided me money for special
celebration in school.
10
My parents provided me enough money for
my test papers.
5
4
3
2
1
B. Participation of parents to their child’s academic activities
Items
Statement
1
My parents are very participative during
school activities.
2
My parents provided me a lot of reading
materials.
3
My parents ask every night if how was my
performance in school especially in English
subject.
4
My parents help me answering my
assignments.
5
My parents help me in accomplishing my
projects.
6
My parents cooperate with my teacher
about my performance in the class.
7
My parents support me in every activity in
school.
8
My parents have time to teach us.
9
My parents can read well that’s why they
can help me to read.
10
I have reading materials at home.
5
4
3
2
1
Part II.
Name: _____________________________________
grade/Section: ___________
This part requires you to answer the 40-item test under each component contains
ten (10) items in multiple choice of test. Please go through each item and answer as
best as you can.
PART I- TESTING LISTENING
A. Directions: Listen to the following passages and then answer the questions
given. Choose the letter only and write it in your own answer sheet.
Young people whose lives are always full of physical activity need a
sufficient supply of carbohydrates. Carbohydrates supply the fuel necessary to
provide energy in the body activities and body heat.
Plants are the best sources of which may be in the form of starch or in the
form of sugar. From bread and the other cereals, and rice products like “suman”,
“puto”, and “bihon” and other starchy roots and tubers, we can get our supply of
starch.
From molasses, jams, preserves, cookies, and candy, we can also obtain
our supply of sugar and carbohydrates. Fruits, however, are the recommended
sources of sugar.
Persons who lack carbohydrates are generally underweight and suffer
general body weakness. When the deficiency is severe, a person is apt to faint or
collapse.
1. Which of the following is not directly stated but is a reasonable conclusion from
the reading material?
a. Carbohydrates are very important to life processes.
b. Carbohydrates supply the fuel needed for the body.
c. Plants are the best sources of carbohydrates.
d. all of the above
2. This article as a whole is about_______________.
a. the activities of young people
b. the importance of carbohydrates
c. vegetables are the best source of carbohydrates
d. the importance of plants and fruits
3. Animals do not supply us with carbohydrates.
a. yes
b. no
c. maybe
d. does not tell
4. Which sentence is not true?
a. only young people need carbohydrates.
b. general body weakness may be caused by lack of carbohydrates.
c. carbohydrates come in the form of starch and sugar.
d. fruits contain carbohydrates in the form of sugar.
5. What is the role of carbohydrates in our body?
a. It gives structural support to our body and defense against germs.
b. It supplies the fuel necessary to provide energy in the body activities and
body heat.
c. it helps the body grow past
d. all of the above
Christie was the most successful writer in the history. She wrote seventy-eight crime novels,
six other novels, one hundred fifty short stories, four non-fiction books and nineteen plays. That
represents two billions books sold more than William Shakespeare!
Christie becomes a writer by accident. She was bored when her husband was away in the
First World War. Agatha was working in a hospital dispensary (which is where she learned all the
information about poisons that she used in her books.) She decided to write a novel to pass the
time Christie loves travelling. When she became rich she could go all over the world. She used her
travels in her writing. Agatha Christie died in 1976, but her stories are still immensely popular.
Many have been adapted for film or television.
She chose a detective novel because she loves reading them. Her first novel, The
Mysterious Affair at Styles, was an instant success. Each book had a new ingenious plot. Readers
6. Who was “Christie”?
a. a famous singer
b. a famous writer
c. a famous car driver
d. a famous actress
7. What was her first name?
a. Sarah
b. Agatha
c. Sandra
d. Angatha
8. What novel did she choose to write?
a. crime novel
b. funny novel
c. detective novel
d. mysterious novel
9. Why did Christie become a writer?
a. because it was her favorite hobby and passion
b. because she was inspired by William Shakespeare
c. because she was bored when her husband was away in the First World
war and that she became a writer accidentally.
d. because she felt inspired with the different experiences that she had
10. Why did she know a lot of things about poisons?
a. because she was ill
b. because she is a doctor
c. because her father was a doctor
d. because she worked in the hospital during
PART II – TESTING SPEAKING SKILLS
PART III –TESTING WRITING SKILLS
A. The sentence below contained errors in idioms, grammar, word choice, and
English usage. You have to detect each error by writing the letter of your
answer on your answer sheet.
1. Because of the high interest rate on instalment schemes, it is advice to pay
A
B
C
D
things in cash. No error
E
2. The man who is living the pavement needs immediate medical attention.
A B
C
D
No error
E
3. Neither Jose or Mark handed in his resignation letter yesterday.
A
B
C
D
No error
E
4. More experimental data is required before we can accept the theory. No error
A
B
C
D
E
5. Choosing between you and she is very difficult, both of you are qualified.
A
B C
D
No error
E
B. Identify the patterns used in each sentence below. Choose among the
choices and write the letter in your answer sheet.
a. S-V (subject-verb)
b. S-V-O (Subject-Verb- object)
c.
S-V-L-C (Subject-linking Verb- Complement)
d. S-V-IO-DO (Subject-Verb- Indirect Object-Direct Object)
e. S-V-O-OC (Subject-Verb-Object-Objective Complement)
_________ 1. They won in the game.
_________ 2. The errors in the test are noticeable.
_________ 3. Princess Diana was very kind and generous.
_________ 4. Sir Isaac Newton formulated the laws of gravity.
_________ 5. The Junior Students voted Venus as the president of Math Club.
PART IV – TESTING READING SKILLS
Read the selection silently. Answer the question that follows by writing the letter of the
correct answer in your answer sheet.
Have you ever seen a falling star? Most of us have, and we have watched with
great interest as it flew across the sky, living a trail disappearing light behind it. The
“falling star” is, of course, not real star. If the real star struck the earth, there would be
no more earth. These “falling star” are objects, much smaller than stars, travelling in
various directions in space. The true name is meteor.
These meteors are of different sizes. Most of them are as small as an apple or
an orange. Some are larger than an automobile, and other are as large as a house.
Happily for us, most meteors which strike the earth are very small. The meteors which
we see as “falling stars” are as close to the earth. They cannot be seen until they
reach the air which surrounds them. At this point they begin to get hot, and most of
them burned up before they reach the earth. When they get very, very hot, we see
the light and say that we have seen a “falling star”. Once in a while one of those
meteors not entirely burned up falls to the ground.
1. The true name for the “falling star” is
a. Meteor
b. Asteroid
c. Comet
d. Planet
2. Why is it a good thing for us that most meteors are small?
a.
b.
c.
d.
So many large ones would make the air hot
People would stay up all right
Large ones would do much damage when they strike the earth
The air would be full of dust.
3. This story is mainly about?
a.
b.
c.
d.
Stars at night
The reasons falling stars disappear in the air
Meteors or falling stars
The size of meteors
4. Meteors are all in the same sizes.
a.
b.
c.
d.
S
Yes
No
Maybe
Does not tell
The Neanderthals were a group of people who lives some 230,000 years ago. It is believed that they lived
mainly in Europe where most of their bones were found by modern scientist. They probably had their own families as
many of their remains were found together. Since then, scientists have tried to understand the lives of the
Neanderthals from these discoveries.
The first Neanderthals remains were discover in the Neander Valley, located in Germany, in 1856. Following
that, other Neanderthals remains have been found in many countries such as Britain, Spain and in the Middle East.
The generic diversity of the Neanderthals suggested that their numbers dwindled, possibly due to climate
change. Even though they increased in numbers again, they become extinct eventually.
In the days of the Neanderthals man, two such as the bow and arrow had not been even invented yet. Thus,
to hunt animals, which were strong dangerous, for food, these muscular people probably had to work in groups to be
successful. a few hunters would have to go close enough to the animals to kill them with spears with have sharp stone
tips.
Some of those bones that were examined by modern scientists that the Neanderthals man had to deal with a
lot injuries. Modern scientists speculate that these injuries were sustained due to violent acts during hunting.
It is also believed that the Neanderthals had some kinds of language. since they were intelligent enough tools
and hunt in groups, they were likely to be smart enough to talk too. However, scientists believe that their language was
much simpler than ours.
5. The Neanderthals lives in Europe ______________.
a. in isolation
b. with their families
c. with wild animals as companions
d. in captivity
6. The height of a Neanderthals helped him to ______________.
a. hunt wild animals for food
b. keep warm as less heat was lost
c. reach for fruits in trees
d. make tools for hunting purposes
7. Being muscular enabled the Neanderthals to ______________.
a. run faster than the animals
b. swim rivers to catch fish
c. hunt big and strong animals for foods
d. eat more and grow faster
8. The Neanderthals hunted in groups as _____________.
a. that was their culture
b. they had not invented the bow and arrow yet
c. they were close to one another
d. it was the law that they laid down
Rice is the staple food of the Filipino and most of the other people in Asia. It is
an energy giving food. It is generally sold as polished, unpolished, partially polished or
enriched.
When rice is unpolished, it has all parts of the kernel intact. The kernel is made
up of a thin brownish outer covering called bran and starchy portion is called the
endosperm which is the main source of the energy. The bran is riched in vitamin B or
thiamine which cures and prevents beriberi a disease of the nerves.
The B vitamins and other nutrients in nice maybe lost though polishing, washing
and certain methods of cooking. One or two gentle, quick washing will help save some
of the vitamins. During cooking, some of the thiamine is lost and other vitamins are
destroyed by the heat. It is best to keep the pot of cooking rice covered and to use only
the amount water needed to cook the rice to save its nutrient content.
The bran is rich in vitamin B or thiamine which cures and prevents beriberi, a disease of
the nerves.
The B- vitamins and other nutrients in rice maybe lost through polishing, washing
and certain methods of cooking. One or two gentle, quick washing will help save some of
the vitamins. During cooking, some of the thiamine is lost and other vitamins are
destroyed by the heat. It is best to keep the pot of cooking rice covered and to use only
the amount of water needed to cook the rice to save its nutrient content.
9. Which statement is not directly stated but is a reasonable conclusion of the article?
a.
b.
c.
d.
polished rice is inferior in nutrient content to unpolished rice
rice bran contains thiamine which helps prevent beriberi
always cover the pot when cooking
all of the above
10. The article as a whole is all about _____________________.
a.
b.
c.
d.
the production of rice
the marketing of rice
the cooking of rice
none of the above
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Parental Involvement and English Proficiency of Grade 7 Students in
Sta. Maria National High School
A Research Paper Outline
Presented to the Faculty of the College Education Program
University of Mindanao
Digos City
In Partial Fulfilment of the Requirements for English 51 (Language Research)
Bachelor of Secondary Education
Major in English
By
Genessa B. Calibay
Sharlen Rose N. Lapeňa
Carol Mae S. Domingo