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PROBLEM 1 What is the profile of the respondents in terms of: age; gender; highest educational attainment of parents; and monthly family income?

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Presentation on theme: "PROBLEM 1 What is the profile of the respondents in terms of: age; gender; highest educational attainment of parents; and monthly family income?"— Presentation transcript:

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3 PROBLEM 1 What is the profile of the respondents in terms of: age; gender; highest educational attainment of parents; and monthly family income?

4 FINDINGS/CONCLUSIONS Majority of the respondents were years old. Pupils in hinterland at young age are obliged to work and help their parents earn a living. That is the reason within this range of age they are still in elementary.

5 Majority of the respondents were female. This is due to the fact that there are more female pupils enrolled in this school year than male for both schools. Male children are expected to help their parents in the farm for a living in a remote area. So, less of them go to school.

6 Majority of the mothers of the respondents were elementary level/graduate. It implies that most of the mother cannot really facilitate their child learning efficiency in English. Children are not totally confident asking from their mothers since they know that they are not well educated to answer questions correctly.

7 Majority of the fathers of the respondents were elementary level/graduate. Similar with the mother, the father is incompetent in assessing the needs of their children in terms of English works and assignments.

8 Majority of the respondents had a monthly family income of P to P Parents in the hinterland do not have stable job. They usually depend on their farm and extra works which they earned only just enough or sometimes insufficient for all of them. It implies that parents could not provide materials to enhance their children skills and improve comprehension in English.

9 PROBLEM 2 What are the pretest scores in English of the respondents between the traditional and realia approach group?

10 FINDINGS/CONCLUSION Respondents in traditional group got 0% under very good level of performance while the respondents in realia approach group got 4.2% very good level of performance in their pretest result. It reveals that the scores in pretest for both groups were very low because the lessons are not being introduced or discussed by the teacher yet.

11 PROBLEM 3 What are the pretest-posttest scores in English achievement of the respondents among in the traditional approach and realia approach groups?

12 FINDINGS/CONCLUSION There is an increase of scores from pretest to posttest of traditional approach group. However, just half of the respondents increase their scores for at least 75% & above. So, even traditional approach in teaching was employed; if the teacher really handle classes and exert effort to it the pupils can still learn something.

13 There is an immense increase of the respondents from realia approach group on their level of performance in regards with their pretest and posttest result. 100% of the respondents increase their scores for at least 75% & above. With the use of realia approach, teaching – learning English would be easier, effective and enjoyable at the same time.

14 PROBLEM 4 What are the posttest scores in English achievement of the respondents in the traditional approach and realia approach groups?

15 FINDINGS/CONCLUSION Most of the respondents from realia approach group obtained excellent result in their posttest and have sufficient evidence of increased in their English achievement than traditional approach group.

16 PROBLEM 5 Is there a significant difference on the pretest scores of the respondents between the traditional approach group and realia approach group?

17 FINDINGS/CONCLUSION There is a significant difference on the mean pretest scores of the respondents between the traditional approach and the realia approach group since a p- value of does not exceed at the 0.05 level of significance.

18 The null hypothesis which states that there is no significant difference on the pretest scores of the respondents between the traditional approach group and the realia approach group was rejected at the 0.05 level of significance.

19 PROBLEM 6 Is there a significant difference between the pretest and posttest scores of the respondents in the traditional approach group and in the realia approach group?

20 FINDINGS/CONCLUSION There is a significant difference on the mean pretest and posttest scores of the respondents on the traditional approach group since a p-value of does not exceed at the 0.05 level of significance.

21 The null hypothesis which states that there is no significant difference between the pretest and posttest scores of the respondents on the traditional approach group was rejected at the 0.05 level of significance.

22 There is a significant difference on the mean pretest and posttest scores of the respondents on the realia approach group since a p-value of does not exceed at the 0.05 level of significance.

23 The null hypothesis which states that there is no significant difference between the pretest and posttest scores of the respondents on the realia approach group was rejected at the 0.05 level of significance.

24 PROBLEM 7 Is there a significant difference on the posttest scores of the respondents between the traditional approach and realia approach groups?

25 FINDINGS/CONCLUSION There is a significant difference on the mean posttest scores of the respondents between the traditional approach and the realia approach group since a p- value of does not exceed at the 0.05 level of significance.

26 The null hypothesis which states that there is no significant difference on the posttest scores of the respondents between the traditional approach and the realia approach group was rejected at 0.05 level.

27 PROBLEM 8 Did the realia approach in teaching English significantly affect the English achievements of the respondents?

28 FINDINGS/CONCLUSION There is a significant effect of pretest scores performance of the respondents on the English achievement of their posttest scores since the p-value of does not exceed at the (or 0.01 or 0.05) level of significance.

29 The null hypothesis which states that the realia approach in teaching English has no significant effect on the English achievement of the respondents by controlling their pretest scores was rejected at 0.05 level.

30 PROBLEM 9 What proposed teachers development plan can be designed to develop their abilities in using realia teaching approach?

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32 1. The school administrators must plan for trainings and seminars on English Intervention Program in teaching of their staff and teachers especially those handling English subjects, in this manner, there will be effective teaching – learning situation and higher academic achievement of the pupils.

33 2. School administrators should encourage the parents of the learners to have a parent – teacher association for monitoring on their childs achievement and performance at school. 3. Teachers should attend seminars and trainings on teaching strategy so that they will know how to handle, motivate, boost the interest of the pupils and bring the classroom discussion to life with the use of realia approach.

34 4. Parents should provide their children's need as well as their projects in school for the enhancement of their performances. 5. Parents should appreciate their child if they would have achievements in school because this will motivate them to perform the tasks given to him/her especially on English.

35 6. Pupils should participate in classroom activities and in school activities because this will help them enrich their skills on English.

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