Communication Arts English
Basic Education Department
Academic Year 2019-2020
GRACE PRE-TEST AND POST TEST
OF GRADE 7 STUDENTS S/Y 2018-2019
An Action Research of English Area
BENEDIC V. BALUYOT
SHAIRMANE R. MAGISTRADO
KENNETH SAPINOSO
MALANIE M. DE NAVA
MARICON P. CORPORAL
HIZEL B. MALINAO
BIA MAE TRESREYES
March, 2020
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TABLE OF CONTENTS
Title Page
Table of Contents
List of Tables
Chapter I – Introduction
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Statement of the Problem
Chapter II - Methodology
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Research Design
Respondents
Sources of Data
Research Instrument
Statistical Treatment
Chapter III – Results and Discussion
GRACE PRE TEST and POST –TEST
PROGRESS CHART
Suggestions and Recommendations
Conclusions
Bibliography
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8-10
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LIST OF TABLES
GRACE PRE TEST and POST –TEST
PROGRESS CHART
Suggestions and Recommendations
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CHAPTER I
INTRODUCTION
The present curriculum contains content and performance standards and competencies, in
which the lesson objectives are draw from, prepared and used in every school or institution, be it
public or private. Content Standards define what students should know and be able to do. These
are benchmarks, which identify the target or expected knowledge and skills for a content
standard of a certain grade level. Hence, Performance Standards provide a description how well
students need to achieve in order to meet the target or expected content standards.
La Consolacion College of Rinconada –Iriga Campus, as the name reaches the line of
schools in the region that provide quality education, continues to dig deeper and more on
effective instruction and assessment to meet the current and continuous demands of the globally
competitive society. With this in context, the school welcomes and embraces assessment tools
such as GRACE Pre-Test and Post – Test to help assess the school’s academic standard
practices, the administrator’s supervisory program as well as the teachers’ instructional
competencies.
The researchers, with the collaborative efforts of the Principal, English Teachers, and
Student Development Center Staff, have chosen to work on a COMPARATIVE STUDY OF
GRACE PRE-TEST AND POST TEST OF GRADE 7 STUDENTS S/Y 2018-2019 to assess the
progress attained by the students focusing on the mastery of the skills and competencies in
English, set forth by the current curriculum in the Philippines.
The researchers’ goal is to determine the effectiveness of the strategies and instructions
used by the English teachers in the different content areas and programs and evaluate the
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school’s level of attainment in English Proficiency. This is to assess particularly Grammar,
Listening Comprehension, Literature, Reading Comprehension, Viewing Comprehension,
Vocabulary Development, and Writing Composition.
STATEMENT OF THE PROBLEM
This study aims to determine the significant relationship of the GRACE PRE TEST and
POST TEST Result in English by Grade 7 students. Specifically, it aims to answer the following
questions:
1. What language and literature areas are the respondents proficient?
2. What language and literature areas are the respondents weak at?
3. What remedial interventions can be given to the respondents to achieve proficiency?
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CHAPTER II
METHODOLOGY
This chapter briefly describes the methods, procedures, sources of data, respondents of
the study, data gathering procedures and the data gathering technique used in the conduct of the
study.
Research Design
The study used the descriptive-comparative method. Sanchez ( 1980 ) defines descriptive
research as a method that describes and interprets what is. It concerns certain conditions,
practices, beliefs and that are currently developing. This particular method was used to allow
quantitative and qualitative descriptions of current statistical analysis of the result of the GRACE
PRE – TEST AND POST TEST result in English. Thus, using descriptive method, a comparative
analysis was employed to describe how GRACE Pre-test and Post-Test result differs when it
comes to curriculum standards, content and specific competencies.
Respondents
This study employed 84 Grade 7 students as the chosen respondents who took a Pre-Test
last July 23, 2018 and a Post –Test last February 26, 2019 respectively. The area considered
Grade 7 students due to the fact of diverse learners coming from other schools.
Sources of Data
The main source of data were taken from the result of the Global Resources for
Assessment Curriculum and Evaluation ( GRACE ) . This is a subscription from Phoenix
Publishing House which informs the test takers themselves, their parents, the teachers and the
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school of their academic performance. The data gathered are the pre-test results compared to its
post- test in English.
Research Instrument
A test questionnaire coming from GRACE was used intentionally to gather information
in comparing the results from pre-test and post-test. The said test is administered twice a year to
compare the performance level of the respondents in Grammar, Listening Comprehension,
Literature, Reading Comprehension, Viewing Comprehension, Vocabulary Development, and
Writing Composition.
Statistical Treatment
To analyze and interpret the data gathered, the following formulae were used.
Percentage
Weighted Mean
% = f/N x 100
where, x – weighted mean
where,
f – frequency
Σ x – summation of the number of respondents
N – Total no. of respondents
n – total number of respondents
Standard Deviation
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Chapter III
RESULTS AND DISCUSSION
`
This chapter presents the presentation, analysis and discussion of results gathered through
the standardized test of the Global Resources for Assessment Curriculum and Evaluation
( GRACE ).
Table 1
Grade 7 English Pre Test and Post Test Comparative Table
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The graph shows the performance progress of the respondents during the Pre-Test and
Post - Test administration. From the graph, the result indicates a developing performance in
grammar with 38% performance percentile. For listening comprehension, a significant difference
was also diagnosed. From the Pre -Test, the respondents performed a 20 % performance
percentile compared to the Post – test result, difference of 41% or 0.05 differential mean thus
classifying them under Proficient level. This means, the teacher made a remarkable intervention
in listening skills through SRA Reading Skill Builder session on a weekly basis. Under literature,
a differential percentile of 9% or 0.05 was also determined. This means the respondents still need
reinforcement lessons in literature to be proficient. As for Reading Comprehension, a differential
percentile of 13% or 0.05 differential mean is established from the Post - Test. This finding is the
result of the weekly SRA Reading Skill Builder sessions and other reading comprehension
activities integrated in each lessons. Vocabulary Development likewise has a differential
percentile of 17 % or 0.05 differential mean. Significantly, the respondents improved their
vocabularies due to the weekly spelling bee sessions and vocabulary builder activities integrated
in SRA Reading Skill Builder and literature lessons. In writing composition, a differential
percentile of 14 % or 0.05 differential mean is indicated. The result calls for more writing lessons
on the part of the teacher to achieve proficiency level. Generally, the respondents have a
significant performance improvement of 14 % or 0.05 differential mean. The findings implicate
that the respondents really have weaknesses in English Grammar. This is due to the lack of
reinforcement lessons in usage while the respondents were in their grade school years. Also,
there is a probability that the respondents were not provided with adequate materials and
resources like textbooks, workbooks, kits and the like. There is also a chance that the students
were not exposed in different language media like based films conversations and other oral
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communications situations. Also, the school from which the respondents came from might not
have reinforced the use of English as a medium of communications. These reasons should be
taken into consideration for the respondents have different social and ethnic backgrounds.
Tan ( 2008 ) in her study entitled “ Grammar Competence of Senior Students of Ateneo
de Naga University showed similar findings. Her studies postulate that the grammar competence
of the respondents was found to be very low. The common errors were verbs, particularly from
the formation of tenses, use of tenses, use of passive voice to verb moods. The students were also
weak in subject verb agreement and pronoun reference.
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CHAPTER IV
RECOMMENDATIONS
This chapter presents the significant recommendation of the data gathered through the
GRACE Performance Progress chart and interviews from parents, teachers and administrators.
Table 2
Recommendations for Improvement
Item
Weighted Mean
Qualitative Description
1. Use of Language Intervention
4.25
Strongly Agree
4.15
Strongly Agree
4
Strongly Agree
Module at the start of the school
year
2. Use of Interactive Language
applications using tablets or
cellphones
3. Reinforcement of the use of
English as the primary medium
of communication in the school
Table 2 shows suggestions/recommendations for Improvement. Item no. is on the
facilitation of Language Intervention Module by the English teachers at the start of the school
year. It has a weighted mean of 4.25 and a qualitative description of SA ( Strongly Agree ). Item
no. 2 is on the use of Interactive Language applications using tablets or cellphones. It has a
weighted mean of 4.15 and a qualitative description of SA ( Strongly Agree ). Item no. 3 is on
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the reinforcement of the use of English as the primary medium of communication in the school.
It has a weighted mean of 4 and a qualitative description of SA ( Strongly Agree ). This findings
is due to the enthusiasm of the respondents to improve their language skills. The respondents
being one of the pillars of progress must really strive to be competent in all aspects especially in
communication. There is also a probability that the students are just waiting for chances in order
for them to voice out their needs and try to overcome their weaknesses in language usage. The
students might really want to supplement the input their teachers give them. Maybe they want to
try innovative and interactive approaches, methods and techniques in learning grammar. Due to
the changes in resources, the respondents want to taste the innovations technology offers.
Datar ( 1999 ) in the recommendation of her study states that errors committed by the
students must not be seen as signs of failures bust as a revelation of the learner’s transitional
competence. Also her study suggested that every teachers must see to it that only comprehensible
input and materials that can stir the interest of the students must be used.
Tan ( 2008 ) recommended that teachers should give more essays to provide
opportunities to apply grammar rules; give focus on the teaching of verbs, encourage students to
write diaries and journals, write their own textbook addressing students need and strictly
implement English rule. The respondents also need to develop positive attitude to learn the
subject; constantly practice the use of the English language in and out of the English classes; and
expose themselves to a variety of standards in English media.
As an immediate action to the findings of this study, the English teachers will be writing
a Language Intervention Module to be used at the start of the school year to properly address the
needs of the respondents.
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Conclusion
English is truly an interesting language to learn and to use. It has many features that only
human can comprehend and manipulate. The researcher finds the result of the study as a priority
of the administration particularly those who a deigned to enhance the delivery of instruction.
Language and Literature Proficiency should be attained by a student so that he or she can express
his or her thoughts well. Language is a living subject. As years pass by, there would always be
changes and innovations. Such should be well taken in mind with regards to language learning
and usage. Hence, there is a need for constant review and assessment of student learning and
language instruction.
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BIBLIOGRAPHY
Books
Aquino, Fe O. ( 2002 ) Communicative English Plus.
Quezon City:Katha Publishing Co., Inc.
Calderon, Jose F. and Expectacion C. Gonzales. ( 1993 ) Methods of Research and Thesis
Writing. Mandaluyong City: National Bookstore Inc.
Ellis G. ( 1996 ) Testing Communicative Competence.
New York: McMillan Publishing Company, 1996.
Kishore, B.R. ( 19? ) 3000 Common Errors in English.
Goodwill Publishing.
Sanchez, Custodiosa A. ( 1980 ) Methods and Techniques of Research.
Manila: Rex Bookstore, Inc.
Villamin, Aracelli M. et al. ( 1994 ) Innovative Startegies in Communication Arts.
Quezon City: Phoenix Oublishing House, Inc.
Theses
Datar, Hotencia V. ( 1999 ) Common Errors in the Aptitude Test in English: Basis for English
Plus Instructional Materials. MA Thesis: University of Saint Anthony.
Tan, Janet V. ( 2008 ) Grammar Competence of Senior Students of Ateneo de Naga University.
Unpublished Masteral Thesis, Ateneo de Naga University.