THE IMPLEMENTATION OF INDEPENDENT LEARNING AND THE ACADEMIC
PERFORMANCE IN ENGLISH SUBJECTS OF SENIOR HIGH SCHOOL STUDENTS OF
ST. ROBERT’S INTERNATIONAL COLLEGE
A Thesis
Presented To
The Faculty of the College of Graduate School
NORTHWEST SAMAR STATE UNIVERSITY
Calbayog City
In Partial Fulfillment of the Requirements for the Degree
Master of Arts in Education
Major in English Language Education
By
CRIS E. LARIOSA
February 2023
APPROVAL SHEET
This Thesis entitled: THE IMPLEMENTATION OF INDEPENDENT LEARNING AND THE
ACADEMIC PERFORMANCE IN ENGLISH SUBJECTS OF SENIOR HIGH SCHOOL
STUDENTS OF ST. ROBERT’S INTERNATIONAL COLLEGE, presented and submitted by
CRIS E. LARIOSA, in partial fulfillment of the requirements for the degree of MASTER OF
ARTS IN EDUCATION Major in English has been examined and recommended for acceptance
and approval for ORAL EXAMINATION.
THESIS COMMITTEE
JAMES RUIZ KIM, PHD
Chairman
AZUCENA FALALES, PhD
Member
ROBERT F. GALINDEZ
Member
LENNY ARANETA, EDD
Adviser
PANEL OF EXAMINERS
JAMES RUIZ KIM, PHD
Chairman
AZUCENA FALALES, PhD
Member
ROBERT F. GALINDEZ
Member
LENNY ARANETA, EDD
Adviser
Accepted and approved in partial fulfillment of the requirements for the degree of MASTER OF
ARTS IN EDUCATION Major in English language Education.
Comprehensive Examination Passed on ___________.
JAMES RUIZ KIM, PHD
Executive Director
TABLE OF CONTENTS
Page
Cover Page
Title Page
i
Approval Sheet
ii
Acknowledgement
iii
Dedication
vi
Abstract
vii
Table of Contents
ix
List of Tables
xii
List of Figures
xiv
List of Appendices
xv
Chapter 1. The Problem and its Setting
Introduction
English is considered the world's lingua franca as it is the trade and political language of
many countries. It is systematically used to make communication possible between speakers of
different first languages. The Philippines is a country whose population of more than 14 million
speaks English. It is also one of the nation’s official languages aside from Filipino.
English language proficiency, which is embedded in the educational system of the country,
became a strong driving force of its economic growth. The use of the English language as a
medium of instruction in schools has helped Filipino students improve their English skills to
communicate, understand academic writings, produce scholarly works, and increase school
completion with higher proficiency examination rates.
As stated by Racca and Lasaten (2016), educators agree that proficiency in the English
language is the basis for success in academic pursuits. Reading, writing, and working with numbers
are tasks that are based on language skills, which describes this as the interplay between everyday
language skills and more advanced communication skills.
However, concern on the narrowing competitive advantage of the country was raised despite
that the country is doing fine in terms of English competency (Cabigon, 2015). Recent studies are
showing that the Filipinos’ grasp of the English language requires an area of concern. In 2018, A
Program for International Student Assessment (PISA) by the Organization for Economic
Cooperation and Development (OECD) also revealed that the Philippines was the lowest in reading
comprehension among 79 countries. Results showed that the Philippines only had an average
reading score of 340 – 100 points short of the OECD average of 487. The results of PISA 2018
National Report of the Philippines revealed that Filipino students obtained an average score, and
it was found out that one out of five Filipino students achieved at least the minimum proficiency
level in overall reading literacy. It was implied in the results that students have poor vocabulary
skills (PISA 2018, 2019). coined, reading difficulties are present in the world. The Philippines
shared a significant rate of low performers among all PISA-participating countries and economies.
That is, 80% of the Filipino students did not reach the minimum level of proficiency in reading.
Their poor scores in English, Mathematics, and Science are attributed to the students’ lack of
ability in basic reading and comprehension.
Results of an online Standard English Test (SET) also revealed a declining trend in the
English language skills of Filipinos (Education First, 2019). Philippine Institute for Development
Studies (PIDS) consultant, Brillante (2020) also claimed that some students struggle to write in
English.
To improve the literacy of the learners, there have been numerous educational approaches
being developed to motivate students to become active in learning. One of the strategies used by
modern schools is Independent Learning- a method in which learners have full autonomy over
their learning activities allowing them to set goals, make informed choices and decide how to fulfill
their academic needs.
Independent learning is vital in today’s world. People in developing countries now have
access to massive amounts of data and virtually ubiquitous access to information. This creates
conditions for rapid societal change and presents challenges for educational institutions to fully
prepare students for demands in the workforce. These demands extend beyond content knowledge
to include skill-based competencies such as problem-solving, curiosity and reflection, creativity,
written and verbal communication, collaboration, accepting and applying critical feedback,
applying knowledge to real-life problems, and managing and supporting constant change (ToitBrits, 2019). To survive in today’s workforce, individuals must know how to take charge of their
learning—to plan, develop, adapt, and change in a digital, interactive and global society.
Although the concept of independent learning dates back to the mid-1800s, it has emerged as
a major research area over the past 50 years (Hiemstra, 1994). Most research on self-directed
learning as a holistic concept comes from the fields of adult education and the study of informal
and experiential learning. Research in the fields of K-12 education and psychology focuses much
less on self-direction per se, although these fields do provide important contributions toward
understanding key dimensions of independent learning (e.g., self-regulation, motivation). Selfdirected learners have a heightened ability to adapt to changing social and contextual conditions
(Jossberger, Brand, Gruwel, Boshuizen, & Van de Wiel, 2010; Morris, 2019), feel more
empowered to take action when oppressed (Bagnall & Hodge, 2018), and are more likely to reach
self-actualization (Arnold, 2017). As adults, they are better equipped to learn new skills (Barnes,
2016), remain employed (Morrison & Premkumar, 2014), and nurture their own long-term career
success (Seibert, Kraimer, and Crant, 2001). Self-directed learning represents a process of learning
that is individual, purposeful, and developmental. The individual nature of self-directed learning
emphasizes autonomy, choice, and self-actualization. Learners are viewed as autonomous and
capable of smart decision-making, have a sense of responsibility to themselves and others, are
inherently good-natured, have a desire to reach self-actualization, and have a unique and unlimited
potential for growth (Elias & Merriam 1995; Morris, 2019). With independent learning, learners
empower themselves to take personal responsibility, choosing how they use information in the
construction of meaning.
Independent learning is also purposeful: Individuals initiate to find solutions to concrete goals
or real-world problems. For example, many real-world learning opportunities are initiated for
highly practical reasons, such as making a good decision, building something, or carrying out a
task related to one’s job, home, family, sport, or hobby (Tough, 1971). The learner assumes
responsibility for setting their learning objectives, managing tasks, and controlling the methods
and resources used to achieve personal goals, solve problems or meet perceived demands (Morris,
2019). Finally, independent learning is developmental: it is a vehicle for personal growth (Groen
& Kawalilak, 2014). Individuals develop deep conceptual understanding, solve problems, and
achieve goals by cyclically testing their ideas in real-world contexts, and applying personal
reflection and external feedback to develop and further refine these ideas (Morris, 2019). Using
this process, learners can solve problems, achieve goals, develop knowledge and skills, innovate,
and realize their potential. Moreover, a learner’s development is highly influenced by the
environment, including social interactions and other context-based factors (Tan, 2017). The
learning process happens as the individual interacts with, experiences, and interprets events
occurring in the world (Merriam et al., 2007).
This study aims to assess the proficiency levels of the learners through the implementation of
independent learning in teaching English subjects in Senior High School.
Theoretical Framework
There are two kinds of learners in teaching and learning process, they are dependent and
independent learners. The dependent learner is a passive recipient of knowledge, learners accept
the teacher as the explainer or expert in the learning process and sees his or her own role as
dependent. In the opposite, the independent learner is active in directing and regulating his or her
own learning and is him/herself a learning expert.
Independent learning skill is one of the secrets to be successful in secondary level learning. Meyer
et all (2008) told that the most common means independence learning is ‘self-regulated’ their
learning in which the students are having an understanding of their learning; being motivated to
take responsibility for their learning; and working with teachers to structure their learning
environment.
Independent learning is also known by a number of other terms: autonomous learning, self-directed
learning, independent study and self-regulated learning by Broad (2006). All these terms refer to
a concept where learners are involved in their own learning process.
A comprehensive audit of terms used to describe ‘independent learning’ was undertaken by Kesten
in James Broad (2006) ‘Autonomous learning, independent study, self-directed learning, student
initiated learning, project orientation, discovery and inquiry, teaching for thinking, learning to
learn, self-instruction and life-long learning’. The researcher can conclude that independent
learning’ is often linked with other approaches of learning such as ‘personalization’, ‘studentcenter learning’ and ‘ownership’ of learning. In addition, many experts mean that independent
learning provides opportunities for students to determine: learning objectives, learning resources
and learning activities according to their own needs, students take steps to decide what, when and
how to learn and try to use methods that support their activities learning. Learners recognize that
they are the learning experts for their own learning. In other words, independent learning is an
activity that is entirely under the control of the learner.
Model of Independent Learning
There are many theories of learning styles, some suggest that individuals have different
ways of learning, through written text or through imagery. This conceptualization of
learning has provided a useful basis for teachers and students to talk about learning.
1) Pintrich (2000) proposed a theoretical model of self-regulated learning that emphasizes
the importance to the learners of planning, self-monitoring, controlling and evaluating their
learning activities.
2) Zimmerman (2002) extended Pintrich’s model by emphasizing the importance of
motivation within self-regulation. Zimmerman 7 suggested that motivation influences the
three phases of self-regulation: forethought, performance and self-reflection.
3) The Greek writers Marcou (2005) suggest the importance of studying volition when
considering motivation within models of self-regulated learning. By volition they refer to
the knowledge and the skills necessary to establish and support an intention until goal
attainment.
So, it can conclude that individuals have different ways of learning and it has provided a
useful basis for development student’s independent learning.
Elements of Independent Learning
According to W R Meyer (2010) state the key elements of independent learning may
comprise factors that are internal and external to learners. The internal elements of
independent learning are the skills that individual learners have to acquire to progress
towards independent learning. These are cognitive skills, metacognitive skills and affective
skills:
1) Cognitive skills include memory, attention and problem-solving. Students need to have
reached a certain level in their cognitive development, such as being able to decode basic
information, before they can embark on independence learning. Teachers are able to
promote this cognitive development to encourage independence learning.
2) Metacognitive skills are skills associated with an understanding of how learning occurs,
such as students being able to state how they learn and students being able to identify other
people who help them with their learning. Metacognitive skills are necessary for students
to self-assess their learning.
3) Affective skills are skills that are relate to feelings and emotions, such as developing a
value system, then internalizing and acting on these values. Motivation is considered the
most important affective skill and is directly associated with an increased capacity for
independence learning and can also be an outcome of independence learning.
According to Benson in Hyland (2004) divides out of class learning into three categories:
self-interaction, where learners deliberately plan to improve the target language and search
out resources to help them to do this, for example by using self-study grammar books to
improve their grammar; naturalistic language learning, where they learn mainly
unintentionally through communication and interaction with the target language group, for
example when engaged in discussions with English speaking classmates or colleagues; and
self-directed naturalistic language learning, where learners create or seek out a language
learning situation, but may not focus directly on learning the language while they are in
that situation. For example, learners may subscribe to an English newspaper everyday with
the underlying aim of improving their vocabulary, but may read it mainly for the news
without undertaking any specific learning activities. As we shall see, the types of out of
class learning carried by students in this study encompass all three of these categories, but
focus mainly on the third category. The important thing is that they involve self-directed,
active and purposeful involvement with the language outside a formal learning context.
The external elements are the development of a strong relationship between teachers and
students and the establishment of an ‘enabling environment’. The first ‘physical
environment’ refers to the environment in which independent learning takes place, such as
a library or a classroom. The second, the ‘time environment’ may therefore refer to the
length of time teachers give students to work on specific tasks. Then, there is the ‘peer
environment’ whose norms and expectations may increase or decrease students’
willingness and ability to undertake independent learning. This is followed by the ‘material
resources’, which refer to study aids such as books and audio tapes. Finally, at the top of
the hierarchy are the ‘tutor resources’, which refer to the traits, knowledge and skills of
teachers, tutors and mentors.
Elements of Independent Learning
Benefits of Independent Learning
Benefits of independent learning according to Meyer et.al (2008) are:
1) Improving academic performance;
2) Increasing motivation and confidence;
3) Increasing students’ awareness of their limitations and their ability to manage them;
4) Enabling teachers to provide different tasks for students; and
5) Foster social inclusion by countering alienation.
The Role of Teacher
There is key role of teachers in assisting students to become independent learners by ensuring that
students were actively involved in learning. Some of strategies that supported students’
independent learning including:
1) Scaffolding: this refers to the supportive structure provided by skilled others, in this case
teachers, which aids students in their learning. The objective is the gradual transfer of
responsibility from the teacher to the student step by step, the teacher responding flexibly to
students’ responses rather than following a predetermined teaching path.
2) Providing students with opportunities to self-monitor: the review suggested self-monitoring
depends on the two processes of establishing goals and receiving feedback from others and from
oneself. Teachers encouraged students to self-monitor by helping them use internal and external
feedback to see whether the strategies they were using were effective for achieving learning goals.
3) Offering models of behavior: independent learning was promoted by encouraging students to
model the behavior of their teachers, including, for example, teachers showing students how
categorizing information made it easier to remember.
4) Developing communication that included language focused on learning: this helped students
become more aware of the steps involved in learning, understanding their own learning styles and
helped students and teachers share their thinking.
5) Providing feedback on homework: this was found to improve students’ confidence in working
independently and to help them develop the reflective aspect of independent learning.
Conceptual Framework
The figure below aims to provide an overview of the implementation of independent learning
and the variables involved to discover its effectiveness and impact on the learners’ academic
performance in English subjects.
Independent Variables
Dependent Variable
Academic Performance in English
Subjects:
Independent Learning
Activities (LMS
worksheet, quiz, games)



Written Works
Performance Task
Quarterly Exams
Figure 1. Conceptual Framework
Statement of the Problem
This study aims to determine the impact of implementation of independent learning in English
classes of Grade 11/12 learners in St. Robert’s International College.
Specifically, it sought to answer the following question:
1. What is the academic performance of senior high school students in English subjects?
1.1. Written Works
1.2. Performance Task
1.3. Quarterly Exams
2. Is there a significant difference in the students’ performance and the kind of independent
learning activities provided to them.
3. Is there a significant relationship between the implementation of independent learning period
and the academic performance of senior high school students in English subjects?
Null Hypotheses
1. There is no significant difference in the students’ performance and the kind of independent
learning activities provided to them.
2. There is no significant relationship between the implementation of independent learning and
the academic performance of SHS students in English subjects.
Significance of the Study
Independent learning is the process whereby someone manages their own learning, rather than
their learning being managed by a teacher. It also fosters an environment that allows students to
employ their own creativity, wide-open opportunities for collaboration, and seek overall
development. The positive acceptance of this study along with effective implementation, will lead
to the benefit of the following:
Learners. Acceptance and promotion of independent learning as it is noteworthy to arm them with
soft skills that will help them be more successful in other areas of their lives, such as better time
management, proactivity and initiative, organization and discipline and independence, The
following benefits are directly related to the student’s academic performance: Boosted student
motivation and confidence; Improved student performance; Better understanding of the student’s
own strengths and weaknesses; Freeing teacher time to concentrate on different tasks and
remediation
Teachers. Independent learning can give aid to teachers for varied approaches in teaching
processes and assessing students learning. It gives opportunities for professional growth and
development for teachers to become more competent and efficient in delivering lessons catered to
the different learning styles of students.
The Education industry. This study will widen the perspective of the importance of the
education sector. This leads the ministry of education to an open mind in terms of new
innovations that can be helpful and transformational to the monotonous system that schools are
applying at present. This study provided insight to the ministry of education to new approaches
to meeting objectives and reaching goals in a more varied dynamic setting catering to diverse
learners and teachers.
Contribution to the field. This study will be helpful in creating change in science education.
The outcome of this study will inspire future researchers to explore deeper guidelines for the
effective implementation of gamification. And will inspire future innovators to create and
discover unique and wide-ranging approaches and strategies to focus on the total development of
learners and improve the entire education system as a whole.
Scope and Limitations of the Study
This study focuses on exploring the impact of independent learning to provide solutions
for concerns in education. The system’s goal is to positively transform the current conventional
education system into a structure that is motivating and active in nature where diversity and
individual differences of students are highly prioritized.
This study is limited to testing the effectiveness of independent learning during a fourmonth period of implementation in the 1st Semester of School Year 2022-2023. The flow of
independent learning implementation and its basis of school curriculum is customized according
to the nature of the research environment and to the standards the school is adapting. Lastly, the
most evident limitation of independent learning is embraced not for the purpose of replacing a
school’s existing curriculum but only as an added feature that supplements the current practices of
the school.
Definition of Terms
The following terms are defined operationally:
Independent Learning. Independent learning is autonomous learning, self-directed learning,
independent study and self-regulated learning. It is a concept where learners are involved in their
own learning process.
St. Robert’s International College. Formerly St. Robert’s International Academy; This academic
institution offers basic education from Kindergarten to Grade 12.
Chapter 2. Related Literature and Studies
Independent Learning
Learning activity is often associated with teaching activity. Sometimes, people utter the
term "teaching and learning". Many people think that both of the activities are closely related.
However, it is not always true that in order to learn there should be a teacher there. It means that
the teacher is not the only one of information source. If teacher is the only source of information,
conventionally, majority students become passive listeners in the classroom for most of the time
(Hussain & Safdar, 2008). Teachers often spoon feed by giving lectures even though students
participate actively in the class. This statement is contradictory with independent learning where
learning process is not necessarily conducted by the teacher in the class.
In the 21st century, independent learning should be introduced to students. Kenny 1993,
Dickinson 1995, and Lamb 2009 have the same point that they need to manage, organize and
understand their own learning. This activity is useful because students are able to get information
that they cannot catch it in the class especially in big size of class teacher cannot check the students
one by one whether they understand the materials or not. Moreover, there are a lot of information
resources for the students to improve their learning process such as print, DVD/video, digital
resources and web resources. Importantly, independent learning ‘is a goal, not a starting point’
(Knight, 1996, p.35). So that, the expectation of this activity is the students will be an independent
learner. Meyer, Haywood, Sachdev & Faraday (2008) state that being an independent learner does
not mean ‘learning on your own’ or in isolated way. It means that student is not only learn by
himself but also, they can learn together with their friends. The development of learning will be
seen if students can position themselves as independent learners. Therefore, the most common
descriptor of independent learning is ‘self-regulated learning’ (Meyer et al, 2008, p. 2). For
students in this era, there is no reason for students not to do 'independent learning' since they can
find many supporting facilities for doing this activity.
The Role of Website for Independent Learning
Over the last decade, there is some changing in education system such as the roles of
teacher. In Indonesia, some teachers explain the material or teacher center. The other role of
teacher is as a learning facilitator considering a lot of resources which the students can find.
Arguably the most important impetus for these changes has been the emergence of new
information and communication technologies, particularly the World Wide Web (Web) (Sheard,
Ceddia, Hurst & Tuovinen, 2003). The web is the primary information source and outlet for
millions of people in today’s connected world (Owoyele, 2017). The information or material from
website can support learning process. In order for independent learning to happen, it needs to go
along with the advancement of information and communication technology. For example, from
internet students can take many advantages. This approach makes students more active to find
their own information directly outside the learning process in the classroom. Based on this
information, website has important role for a student who does independent learning. Independent
learners need to get a facilitation to get an information easier. The website acts as a delivery
mechanism for service that facilitate various tasks student needs to perform (Owoyele, 2017).
There are a lot of information which learners get on the website such as audio visual, documents
and a game. Those are the media which easily produced and shared on the website. So independent
learners can develop their skill and ability.
In educational institutions, there are a lot of website used for learning process. This is an
opportunity for independent learners, to access the resources of the institution as an information
service provider. This site is used to facilitate the learning process and obtain an information.
Nowadays, a website including a learning management system exists to support learning process.
In another word, the site also serves as a platform which facilitate the independent learners to
enhance their knowledge. To sum up, teachers nowadays should shift their roles as a facilitator for
the students than being the only one source of information. This function is replaced considering
many sources of information obtained through a website. Based on the statement, it is concluded
that website gives the big contribution for the independent learners to get the information
effectively.
Benefits of Independent Learning
According to E.H Carson (2012) Independent Learning has been found that students have
a greater academic achievement and students take their own learning. P.L Linder (2013) stated that
students has a capacity in learning process and identified themselves as independent learners.
Independent learning empowers students to become more self-directed, facilitate their own
understanding and minimize their efforts for successful outcomes. Learners control their own
learning by self-regulating and self-reflecting, thus, it has this capacity to take ownership of their
learning and identified themselves as self-directed learners. Metacognition, self-regulation and
learner control were observed and in positive way it is relative to academic success. In the study
of J.B Canipe (2001) Independent Learning points out that learners are more prepared in any modes
of learning. Students process and combined are observed at a time in any learning styles. B
Rajashekar (2015) cited that the use of Independent Learning as tool is very evident today as
teachers deal in 21st century learners. Students with good class standing and has an excellence
cognitive skill are more potentials in greater learning that’s the reason why implementing
Independent Learning as a strategy needs to be more systematic. According to J. D Gresham (2019)
independent learning has an authentic learning that can be develop, provide direct experiences,
and individual learning experiences. It also gives confidence to students to overcome their fear of
failing as external motivations. Learners preferred to students centered and self-directed where
teacher will serve as a guide to encourage them to become more independent.
Perception of Teachers to Independent Learning
Gencel and Saracalogu (2018) investigated that teachers who have a capacity of elevated
readiness for independent learning always ask themselves on what are the best approach, methods
and strategy to be applied in teaching in order to enhance students interest. Thus, teachers need to
innovate and upgrade their skills as an alternative way of being an educator. Teachers has an
important role in learning and should promote critical thinker and blacksmith independent learners.
In this sense, teachers can be a lifelong learning and through independent learning as they can be
gaining new knowledge and skills that could be useful in improving their professional career and
able to shift from traditional system to 21st century innovations in teaching. M.K.L. Hutton (2011)
stated that proficiency of teachers plays an important role in independent learning. Educators are
labeled as independent professional learning, their length of experiences in teaching, trainings,
seminar and workshops attended are subject for effective mode of learning. Most of experience
teachers are more on coaching opportunity knowing and connecting their students not just giving
and instilling information but diagnosing students’ readiness. C. Lai, D. Gardner and E. Law
explained teachers’ aptitudes towards independent learning were inspired based on student’s
outcome being a self-directed learner. Most of educators valued independent learning because it
promotes development of self-confidence on students and initiative. N. Dina, S. Haronb and R.M
Rashidc (2015) Students become independent learners if the quality of teaching is being observed.
Educators should plan, control and implement learning environment which is more on strategized.
Through these, teachers can create self-directed environment that allows learners to learn
independently and they will benefit from it for future activities and better learning.
Perception of Students to Self-Directed Learning
Sears (2016) cited that experiential learning can motivate learners. The most natural and
powerful form of learning is experience. Students are responsible for static learning as their
experiences being used in a situation to understand and form concepts to become lifelong learning.
There are conditions to be considered of students to independent learning. The first one is
education is the child’s responsibility. If they believed that they are responsible, they take initiative
to take into account but if they believed that somebody is responsible for education, they do what
is being told and in minimum way. The second condition is unlimited opportunity in learning.
They have unlimited time to try out different things, well if they are bored we can’t tell them what
they wanted to do, we cannot expect them to develop passion. The third one is the gadgets culture,
today they loved to play computers, and mobile games, it become their extensions of new
explorations and self-directions. The last one is, the role of adults in blacksmithing their learning.
They need these people with expertise in learning not to be judge by them but to be their helper in
establishing democratic community free from mixing age because it is their nature to educate
themselves. N. Saeid and T. Eslaminejad (2016) stated that independent learning can enhance and
expand students’ readiness. The goal of many educational institutions on how to diagnosed
learning based on performance, potential and readiness. Understanding the use of independent
learning is very important in assessing learner’s readiness. In this, educators are not diagnosing
learners needs but they also improved self-efficacy for students. H.H Kidane, H. Roebertsen and
C.P.M Vleuten in concluded in their study that independent learning is an appropriate strategy in
preparing learners’ readiness to become a lifelong learning. Students should be free from teacher’scentered culture, though some of them has the power to decide on what appropriate learning to
implement in the class. Learning should not rely more on the content covered in lectures and exams
which does not influence independent learning. F. Du (2013) found out that students preferred
more on collaborative self-learning directed and it develop self-efficacy that contributed learners’
differences in independent learning.
Effects of Independent Learning
Jaleel (2017) stated that learning experience is better if students learn while they can control
their learning or when they are independent learners. Curriculum implementers should have
prepared learners which is not easy to predict so that independent learning become more essentials
for 21st century learners. Kayacan and Ektem (2014) their study prove that there is a significant
effect on students’ independent learning content. It found out their study based on the post test that
the experimental group’s level of self –directed proficiency was significantly higher compared to
other groups. Fyall (2016) stated that the participants did not have the same level of acceptance as
other’s knowledge claim or use the information as a technique to independent learning. This
independent learning is responsible for the constructions of knowledge and meaning. A learner
integrates new ideas, concepts, and moreover develop new knowledge. Turan and Ko (2018) Every
individuals needs to be aware of their metacognitive as they learn in their daily life. Furthermore,
the goal of education is to raise individuals who continually learn and practiced their skills and
ideas which significantly contributed their readiness and general self-efficacy. M. Mahzan (2018)
stated that independent learning can be integrated as motivation. It involves interactive learning,
critical thinking and problem solving. It found out that independent learning is suitable to use by
teacher as strategy in teaching to improve students' motivation in learning in line with the 21st
century learning.
Chapter 3. Methodology
Research Design
This study will apply descriptive research to analyze the effects of the implementation of
independent learning. The study will compare the learners’ performance before and after the
implementation of independent learning. An adopted questionnaire will be administered to
evaluate the respondents’ perception of the extent of implementation of independent learning.
Gathered data under the dimensions will be statistically analyzed together with the academic
achievements of the learners to determine the effect on the learners’ academic performance.
Locale and Time of the Study
This study will be conducted in St. Robert’s International College located in E. Lopez Street,
Jaro, Iloilo City. This study will be based on the data of the 1st Semester of School Year 20222023.
Respondents of the Study
The respondents of this study will be the 117 Grade 11/ 55 Grade 12 learners enrolled in
SY 2022-2022.
Table 1 Distributions of Respondents
Grade 11 Strands
Population
Respondents
(30%)
GAS
86
26
ABM
54
16
HUMSS
105
32
STEM
113
34
31
9
389
117
Population
Respondents
GAS
41
12
ABM
35
11
HUMSS
53
16
STEM
38
11
ICT
15
5
182
55
ICT
Total
Grade 12
Total
Instrumentation
An adapted questionnaire will be used as the instrument to collect data on the extent of
implementation of independent learning in teaching English subjects. The main source for data
collection will be the survey elaborated in Google Forms because it has been highly recommended
in literature (Jiménez et al., 2020; Neumann et al., 2020; Vidergor, 2021). A 5-point Likert scale
consisting of 26 items distributed in three dimensions: (1) Accomplishment (2) Challenge (3)
Competition. This scale has the following range: (1) strongly disagree, (2) disagree, (3) uncertain,
(4) agree, and (5) strongly agree will be chosen because 5-point scales are easy to understand by
participants, require less effort to answer (Nemoto & Beglar, 2014), and maximise reliability
(Bendig, 1954; Chang, 1994).
Data Gathering Procedure
A permit letter will be secured to conduct the research among the Grade 11/12 learners of
St. Robert’s International College. After the permission is obtained, the researcher will send the
instrument in Google Form to the respondents.
The researcher will tally and tabulate the gathered data.
Statistical Treatment
The following statistical tools will be used to analyze the data collected:
The profile of the respondents will be drawn using the following descriptive statistic:
frequency, percent and mean.
The mean to review the answers based on the demographic variables: age, sex, and grade
level.
The Analysis of Variance (ANOVA) will be used to compare more than two variables.
t-Test result will be used to determine significance differences in the participants’ level
implementation of independent learning in the teaching of English subjects and academic
performance of learners in St. Robert’s International College.
Pearson’s r will be used to determine the relationship between the subject grade and
students’ independent learning performance. The 0.5 alpha degree was used as the criterion for
the acceptance or rejection of the null hypothesis.
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