Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Bacoor
Bacoor National High School
Villa Maria Annex
Molino III, Bacoor City
Tel. no. (046) 477-1337
Email Address: bnhsvillamaria@yahoo.com

ASSESSMENT OF LISTENING SKILLS IN ENGLISH AMONG FOURTH YEAR-PLATINUM

STUDENTS OF
BACOOR NATIONAL HIGH SCHOOL - VILLA MARIA ANNEX

A research paper
Presented to the faculty of English Department
Bacoor National High School
Villa Maria Annex

In partial fulfillment of the Requirements for the subject

English IV

By:
Lasquity, Marianne Rheadette T.
Umali, Haicy, A.
October 13, 2014

Chapter I

Introduction:

"The most basic and powerful way to connect to another person is to listen.Just listen.Perhaps the most
important thing we ever give each other is our attention".
-Rachel Naomi Remen

Studies have shown that 70 to 80 percent of our life is spent on communicating with other people.
Of the 80% spent on communicating, 45% is spent on listening. By identifying facts of listening, listeners
are able to recognize the importance listening plays in everyday life. (Thomas, Ina and Dyer, Brian. The
Problem of Poor Listening Skills. 2007)
 Of all the important communication skill, listening is often the least developed. Listening is rarely
taught because educators assume listening is synonymous to hearing. However, effective listening is a
skill. Like any other skill, effective listening is achieved through study and practice. Poor listening skills
make good communication almost impossible. As a person understands the function of listening and as he
or she practices the ways to improve listening skills, more efficient communication takes place. (Thomas,
Ina and Dyer, Brian. The Problem of Poor Listening Skills. 2007)

Many factors influence listening. Intelligence, vocabulary and background information plays an
important role in listening comprehension. Language facility,the ability to accurately and automatically
analyze speech, and speech registers, language styles used in different social contacts, are also very
important to be familiar with during the listening process(Thomas, Ina and Dyer, Brian. The Problem of
Poor Listening Skills. 2007)

Listeners can improve listening skills in different ways. A person must decide to become a better
listener because the mind process information much faster than the normal rate of speech. An effective
listener must concentrate. By keeping an open mind, a listener avoids jumping to conclusions and allows
the speaker to be completely heard out. Giving feedback by reaffirming or restating the speaker's message
improves listening skills and lets the speaker know that he or she is being listened to. By overcoming the
problem of poor listening skills, success will be achieved on the path to effective communication.
(Thomas, Ina and Dyer, Brian. The Problem of Poor Listening Skills. 2007)

Background of the study:

Hearing and listening are two very distinct activities. Hearing is done with ears. Listening is done
the head, eyes, heart and gut. Listening is the least understood element of effective communication.
People don't listen for many reasons. One reason is that they cannot concentrate. Their thoughts generally
wander during speeches and conversations. Other people learn better visually and they don't take in
information as well through auditory means. Also,other professionals like to take attention from a speaker
whenever possible.Some people only care about their own fulfillment and are basically insensitive to the
needs of others in a conversation (Brody, Learn to listen. Incentive, Vol. 17, 2004, pp 57-58)
.

Friedman (2004) defined listening skills as an art, not a science.Most people can usually hear but
not all can listen.Listening seems so easy.The problem is that listening isnot the same as hearing.Hearing
is one thing,but listening and mentally absorbing thoughts is another.This is why listening is an art and
not science.Although hearing what someone says is easy,great listeners began by developing their
listening skills.

Some listeners try to memorize every word spoken by a lecturer.These listeners are likely to be students
who are tense and overanxious.In their desire to listen well,they commit a listening fault and came out
remembering loss.Remembering everything a speaker says is impossible.When people try,they miss the
sense of the lecture and are much worse off.A person who displays this fault does so because he or she
has not been taught techniques for effective listening As a people listen,they should not get distracted by
new words. People need to listen to get the speakers main ideas and not try to remember every word.
(Hansan, Learners perceptions of listening comprehension problems. Language Culture. 2000)
 Duringa lecture, person is supposed to listen and to understand. If the subject is difficult,this can
be quite a challenge.Listening and understanding are two separate processes.This should be made clear
right from the beginning. Listening is a process which simply requires listening to the message and which
does not necessarily involve interpretation or reaction to the text. Listening comprehension is a process
which involves meaningful interactive activity for an overall understanding of the text. Listening
comprehension refers to the way listeners select and interpret information that comes from auditory and
visual clues in order to come to better understanding and comprehension of what speakers say. This view
of listening skill views listening to spoken language as an active and a complex process in which listeners
focus on hearing input, create meaning, and relate what they hear to existing knowledge. (Hansan,
Learners perceptions of listening comprehension problems. Language Culture. 2000)

Bacoor National High School - formerly known as Bacoor Municipal High School started is
operation on July 3, 1972 with an initial enrollment of 207 students in the first year with fivefaculty
members. The school occupied the old health center and three rooms of the old Presidential building. The
school was opened with Ms. AnselmaTesorero as the officer-in-charge who was then Principal of Bacoor
Central School.

The honorable Pablo G. Sarino, the municipal mayor of Bacoor, initiated the establishment of the
municipal high school to answer the growing need for a public secondary school in Bacoor, Cavite.

The following year, enrollment rose and in 1973, the Sangguniang Bayan adopted Resolution No.
61 directing that proper representations be made with the Bureau of Lands as regards acquiring atleast a
hectare of the reclaimed area at the back of Municipal Hall at TabingDagat, Bacoor,Cavite to serve as the
site of the Bacoor National High School. This led to the adoptions of further resolutions authorizing the
construction of building and appropriating the necessary for the purpose.

It was in the S.Y 1975-1976 that a complete 4-year secondary course was realized. From then on,
enrollment continuously increased and in July 1, 1983, Bacoor Municipal High School became a National
High School.

Time came when the school can no longer accommodate the huge population of students
enrolling. Years later, BNHS Molino Annex opened followed years later with BNHS Gawaran Annex.

Bacoor National High School-Villa Maria Annex started its operation in October 07, 2010 with an
initial enrollment of 334 students in the first year and 260 in the second year with eleven teachers. The
school opened with Mr. Ponciano G. Garrido as the Officer-in-charge who is the head teacher of the
Science Department.

The honorable Strike B. Revilla, the mayor of then the municipality of Bacoor, with the
coordination of Provincial Government; initiated the construction of a twelve classroom three-storey
building.Another four classroom two-storey building was added latter. The school has a total land area of
one thousand four hundred and four square meters (1,404 sq.m.) located at Barangay Molino III, Bacoor
City. The school begun with Dr.Leticia C. Hayag as principal and is currently headed by Dr.Anita M.
Rom.

The following year,enrollment rose and third year level was offered in S.Y 2011-2013 with a total
of one thousand one hundred thirty-two students.In S.Y 2012-2013,the first batch of fourth year
graduating class is exhibited.Also,it recorded the highest number of students enrolled with a total of one
thousand five hundred ninety-five (1,595).
 Bacoor National High School-Villa Maria Annex' mission is "To protect the right of every
Filipino to quality,equitable cultured-based and complete basic education wherestudents learn in a child-
friendly,gender sensitive,safe and teachers facilitate learning and constantly nurture every learner". Its
vision states that "We dream of every Filipino who passionately love their country and whose
competencies and values enable them to realize their full potential and contribute meaningfully in
building the nation" (BNHS-VMA student hand book SY 2011-2012).

In cognizance to this vision, the researchers conducted this study to improve the academic
standing of the school.

Statement of the Problem

The study aims to assess the listening skills in English among 4th year-Platinum students of
Bacoor National High School-Villa Maria Annex.

Specifically, this study seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

A. Age
B. Gender
C. Section

2. What is the level of listening skills of the respondents based on the monitoring tool?

3. Is there a significant difference between the level of listening skills of the respondents when
grouped according to age and gender?

Significance of the Study

The researchers believe that this study will be beneficial to the following:

Students. This study will serve as a guide to students who has problems and difficulties in
listening. This study will also enable students to determine their weaknesses in listening skills and
improve them in a more efficient and convenient way.

Parents. This study will enable parents to identify the level of listening skills of their children.
This study can also provide information on how to support their children that suffers from listening
difficulties.

Teachers.The study will help teachers understand the difficulties that the students face in
listening. This study will enable teachers to have a better idea on how they can deal with listening
problems of students.

School Administrators.This study will enable school administrators to plan and initiate
programs which aims to improve the listening skills of the students.

Future Researchers.The study will help researchers in conducting related studies in the future.
They may support or negate the variables of this study.

Scope and Delimitation

 The study is limited to gathered information from browsed books in the library of Bacoor
National High School-Villa Maria Annex and internet articles which helped the researchers determine the
levelof listening skills of students. The study will not touch other topics related to listening skills.

The respondents of this study are the forty eight (48) fourth year students under section Platinum
enrolled in school year 2014-2015.This study did not cover students from other year levels and sections.

The instrument used to determine the level of listening skills of the respondents is a self-made
questionnaire based on the theory of listening skills of Jack C. Richards.

Chapter II

Review of related Literature

Although listening is now well recognized as a critical dimension in language learning, it still
remains one of the least understood processes. During the 1980s special attention to listening was
incorporated into new instructional frameworks, that is, functional language and communication
approaches.Throughout the 1990s, attention to listening in language instruction increased dramatically.
Listening comprehension is now generally acknowledge as an important facet of language learning;
nevertheless, much work remains to be done in both theory and practice (Morley, Aural Comprehension
instruction: Principles and Practices. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign
language. Vol. 3, 2001, pp. 69-85.)

Listening comprehension attracted little attention in terms of both theory and practice. While the
other three language skills (reading, writing and speaking) receive direct instructional attention, teachers
often expect students to develop their listening skill by osmosis and without the help (Mendelson, 1984
cited in Oxford, 1993). In the osmosis approach; also known as the Audiolingual method, it is believed
that if students listen to the target language all day, they will improve their listening comprehension skill
through the experience. The fact that listening has been neglected or poorly taught may have stemmed
from the belief that it is a passive skill and that merely exposing students to the spoken language provides
adequate instruction in listening comprehension (Call, Auditory short-term memory, listening
comprehension, and the input hypothesis, TESOL Quarlery, Vol. 19, 1985, pp. 765-781.)

The roots of audiolingualism lie in the early years of the 20th century, and had a significant
influence on theories of language teaching. Among these were: (a) the entrenchment of positivistic
pragmatism, (b) the blossoming of American structural linguistics and behaviorist psychology, and (c) the
expression of scientific thought through formalisms (Johnson, Encyclopedia Dictionary of applied
linguistics: A handbook for language teaching. Cambridge: MA:Blackwell; 1998.)

Behaviorists drew inspiration from Pavlovs conditioning experiments which promoted an

account of behavior in terms of stimulus and response and suggested that these could be expanded into an
ever-widening network through association and newly learned responses strengthened through
reinforcement. Language development was thought to be explained in a similar way; languages are
ultimately finite entities and might be learned through imitation and practice. This traditional approach to
listening, which treated it as an enabling skill for production oriented activities, has trapped students in a
frenzied Hear it, repeat it!, Hear it, answer it! or Hear it, translate it! (Meyer,Listening my children,
and you shall hear. Foreign Language Annals. Vol. 17, 1984, pp. 343-344.)

In addition to the American Audiolingual Approach, the English language teaching programs of
the British Situational Approach did not pay much attention to listening beyond its role in grammar and
pronunciation drills and learners imitation of dialogues during the 1940s, 1950s and 1960s (Morley,
Aural Comprehension instruction: Principles and Practices. In M. Celce-Murcia (Ed.), Teaching
English as a second or foreign language. Vol. 3, 2001, pp. 69-85.)

Review of Related Studies

According to the thesis by Melchor G. Reves (1995) entitled Mastery of Listening Skills of Grade
IV Pupils with English as Medium of Intruction in Central and Non-Central Schools of District Taytay I,
Rizal: An Assessment; listening well is crucial to effective communication. Reves(1995) states that
listening and speaking are always a part in every course of life.Hence giving more attention to listening
and speaking skills of pupils is a big challenge to teachers. An analysis of each student performance in
listening skills in terms of what he does know and what he doesn't know will help show the teacher, how
that student goes about learning skills in easy but effective ways.

Nobuko Osada (2004) mentioned in his research paper entitled Listening Comprehension
Research: A brief review of the Past Thirty Years, an interesting paradox connects second language
listening and reading: listening has enjoyed a theoretically eminent, if not preeminent, place in virtually
all approaches to the language teaching since audiolingualism, but research efforts have been devoted
largely to reading. He also states that for a long time, researchers believed that comprehension is a
general construct that applies to both reading and listening. However, it is now realized that listening is a
set of skills in its own right, and that research may not automatically transfer from reading to listening.

As stated by Randall L. Lund (1991) on his thesis entitled by A Comparison of Second Language
Listening and Reading Comprehension, a unique characteristics of listening comprehension is that it
exists in time, rather than space it is ephemeral in nature and that the sound system of the second
language poses a significant problem. He also added that we should bear in mind that listening
comprehension requires substantially different skills from those required for reading comprehension.

Heidei Brynes (1984) made mention on her thesis The Role of Listening Comprehension: A
Theoretical Base, that listening is now considered as an active skill which involves many process. She
also characterizes listening comprehension as a Highly complex problem-solving activity that can be
broken down into a set of distinct sub-skills.

Tony Lynch (1995) mentioned in his study Theoretical Perspectives on the Four Language Skills,
that in order to comprehend spoken messages, listeners may need to integrate information from a range of
sources: phonetic, phonological, prosodic, lexical, syntactic, semantic. Lynch concludes that listening is
complex, dynamic and fragile.

Theoretical Framework:

This study is anchored on the theory of Jack C. Richards which he mentioned in his study
Teaching Listening and Speaking from Theory to Practice. In this theory, he defined listening as the
mastery of discrete skills or micro skills, such as recognizing cohesive devices in texts, and identifying
key words in a text, and that these skills should form the focus of teaching. Listening drew on the field of
cognitive psychology, which introduced the nations of bottom-up and top-down processing and to the role
of prior knowledge and schema in comprehension. Listening came to be seen as an interpretative process.

According to Richard's Theory, listening can be considered from two different perspectives
namely "Listening as Comprehension" and "Listening as Acquisition".

Listening as Comprehension or Listening for Understandingis the traditional way of

thinking about the nature of listening. This view of listening is based on the assumption that the main
function of listening is to facilitate understanding of spoken discourse.
On the other hand, Listening as Acquisition or Listening for Remembering states that the
goal of listening is extracting meaning from messages. In this assumed perspective, it enable listeners to
recognize and act on the general, specific or implied meaning of utterances and these include sequencing
tasks, true-false comprehension tasks, picture identification tasks, summary tasks, deco comp as well as
activities designed to developed effective listening strategies.

Listening as Comprehension

SPEAKER Message
Listening as Acquisition

RECEIVER
 Figure 1. Theoretical Framework (Theory of Listening as Comprehension and Acquisition by
Jack C. Richards)

Conceptual Framework

Figure 2 shows the outline used in this study to clearly assess the level of listening skills of 4th
year-Platinum students.

Figure 2. Conceptual Framework

Input Process Output

Gathering of Demographic profile Analysis of Gathered data
Level of listening skills of 4th year Platinum studen
Conducting listening skills test Tabulation of
Results

The figure shows the actions that took place on this study which is divided into three parts. First
is the input which involves the gathering of demographic profile of the students that includes the age and
gender. Conducting of listening skills test is also part of the input. After gathering the demographic profile
of the participants and conducting of listening skills test, the next step is the process. In this part, the
gathered data was analyzed in order to present the results. After the process, the output is the result of the
assessment which is the level of listening skills of 4th year-Platinum students.

Hypothesis

The null hypothesis is tested:

1. That there is no significant difference between the levels of listening skills of 4 th year-
Platinum students in terms of age and gender.

Definition of Terms

For better understanding of the study, the following terms were defined based on how it was used
in the study.
 1. Acquisition. Refers to the act to acquiring or gaining something in possession. In this study, the
term refers to the identifying of the listener in the key words in a certain text. The term is also
defined as remembering details.

2. Audiolingualism. Refers to the method of foreign language teaching where the emphasis is on
learning grammatical and phonological structure, especially for speaking and listening.

3. Comprehension. The act or state of including or compromising something. In this study, the term
refers on respondents capacity on listening.

4. Effective Listening. Pertains to the ability of a listener to actively understand information

provided by the speaker, and display interest in the topic discussed.

5. Effective Listening. Pertains to the ability of a listener to actively understand information

provided by the speaker, and display interest in the topic discussed.

Chapter III
METHODOLOGY

This chapter presents the research design, respondents of the study, research instruments,
construction and validation of the instrument, and the statistical tools used in the data analysis.
Research Design

This study utilized the descriptive of a quantitative research design. Descriptive design aims to
measure things as they are. Its emphasis is on describing rather than judging or interpreting (Hopkins,
2008 cited in Gelle, 2012). On the other hand quantitative research design is centered on the qualification
of relationships between variables (Hohmann, 2005 cited in Gelle, 2012).

The main instrument used in the study to gather the data and information was a set of self-made
questionnaires. The respondents were first oriented about the purpose of the study. Then, a recorded audio
story (The Giving Three by Shel Silverstein) was played for the respondents to listen. The questionnaires
were then distributed to the respondents. The first part of the questionnaire gathers the demographic
profile of the respondents namely the age, gender and level and section. The second part determines the
level of listening skills in terms of acquisition. The third part determines the level of listening skills in
terms of comprehension.

Statistical Tools

The statistical methods applied were percentage, mean, standard deviation, and t-test for
independent variables.

Percentage.A percentage frequency distribution is a display of data that specifies the percentage
of observations that exist for each data point or grouping of data points. It is a particularly useful method
of expressing the relative frequency of survey responses and other data. Many times, percentage
frequency distributions are displayed as tables or as bar graphs or pie charts (Shapiro, 2008)

Mean. The mean is regarded as the best measure of central tendency.It is considered as the
balance point in a distribution, the point around which all the deviations sum to 0 (Pyrczak , 1995 cited in
Tadulan, 2000).
The mean was used to describe the level of listening skills of the respondents.

Standard Deviation. The standard deviation or simply SD according to Pyrczak (1995), is the
most popular measure of variability or the differences among scores. It measures how much subjects
differ from the mean of their group.The larger the SD, the more spread out the subjects are.

T-test for independent variables.The independent-samples t-test (or independent t-test, for
short) compares the means between two independent variables. It determines if there is a significant
difference between two independent variables. (Lund, 2013)

Procedure for Data Collection

To determine and acquire the necessary information regarding the participants socio
demographic characteristics and level of listening skills of the respondents, the researchers will undergo a
series of procedure:

Phase 1 The researchers wrote a permit to conduct a survey to the participants approved by
their student teacher Ms. Kathleen delMundo and their subject teacher Ms. Kristienne Jane Sarto.
 Phase 2 After permission was given, the assessment to the respondents was conducted. The
researchers played a recorded audio story then the questionnaire will be distributed to participants. The
respondents are given approximately 10 minutes to answer the questionnaire and the gathering of the data
will take place within the classroom. After the said time limit, the questionnaires will be collected. The
researchers finished conducting the assessment just for one day.

Phase 3 Upon finishing the assessment, the researchers started to check and tally the scores of
the respondents.

Phase 4 After gathering the data, the researchers started writing the Presentation, Analysis and
Interpretation of data (Chapter 4) and Summary, Conclusion and Recommendation (Chapter 5) of the
research.

Data Analysis Procedure

The following descriptive statistics were utilized in this study. Frequency and percentage count
were used in a) Demographic profile of the students b) Tallying the answers to the questionnaire on the
assessment of listening skills.

1. Percentage Computation

Formula:

f
N= x 100
n

Where:

N = Percentage

f = frequency

n = Number of Respondents

This was used to get the frequency and percentage distribution of the number of respondents per
level.

2. Weighted Arithmetic Mean

Formula:

x
x=
N

Where:

x =is the mean

x = sum of data values

N = number of all data values

The mean score was used to determine the level of listening skills of the respondents.

Moreover, the four point liker scale was used to measure the level of listening skills. The scales
design is illustrated below.

Table 1. Scale for Individual Listening Skills

SCALE Verbal Interpretation

5.00-4.00 High
3.99-3.00 Moderate
2.99-2.00 Fair
1.99-0.00 Low

Table 2. Scale for Over-all Listening Skills

SCALE Verbal Interpretation
10.00-8.00 High
7.99-5.00 Moderate
4.99-2.00 Fair
1.99-0.00 Low

Table 1 and Table 2 illustrate the equivalent scale and corresponding verbal interpretation for the
level of listening skills of the 4th year-Platinum students.

3. T-test for Independent variables

Formula:

Where:

x 1 = mean of sample 1

x 2 = mean of sample 2

n1 = number of subjects in sample 1

n2 = number of subjects in sample 2

 ( x 1x 2 ) 2
s 21 = variance of sample 1
n1

( x 2x 2 ) 2
s 22 = variance of sample 2
n2

Chapter IV

DATA ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA

This chapter presents the data gathered in this study for purposes of descriptive and statistical
analysis and subsequently, interpretation of findings.
 Problem 1.What is the demographic profile of the respondents in terms of age and gender?

Table 3. Demographic Profile of the Respondents:

AGE Frequency Percentage

15 20 42
16 17 35
17 9 19
18 2 4
N 48 100

Figure 3. Profile of the Respondents according to Age

Age of Respondents

4%
15
19% 16
42% 17
18

35%
 Table 3 and figure 3 show the percentage distribution of the respondents according to age. It
shows that out of 48 respondents, most of them are aged 15 years old (42%). In addition, 35% are aged 16
years old while 19% were aged 17 years old and the rest are aged 18 years old (4%).

Table 4.Demographic Profile of the Respondents

Gender f %

Male 27 56
Female 21 44
N 48 100

Figure 4. Profile of the respondents according to Gender

Gender of Respondents

Male
44% Female

56%
 Table 4 and figure 4 show the percentage distribution according to gender. It shows that out of 48
respondents, 56% were males while the remaining 44% are females.

Problem 2. What is the level of listening skills of the respondents based on the monitoring tool?

LEGEND:
For Individual Listening Skills

SCALE Verbal Interpretation

5.00-4.00 High
3.99-3.00 Moderate
2.99-2.00 Fair
1.99-0.00 Low

LEGEND:
For Over-all Listening Skills
SCALE Verbal Interpretation
10.00-8.00 High
7.99-5.00 Moderate
4.99-2.00 Fair
1.99-0.00 Low

Table 5. Respondents level of listening skills based on gender

Male
Listening Skills Mean Verbal Interpretation SD
Listening for acquisition 3.48 Moderate 1.25
Listening for comprehension 1.67 Poor 1.00
Over-all 5.15 Moderate 1.73

Female
Listening Skills Mean Verbal Interpretation SD
Listening for acquisition 3.29 Moderate 1.15
Listening for comprehension 2.52 Fair 1.17
Over-all 5.81 Moderate 1.57
Table 6. Respondents overall level of listening skills

Combined (M & F)

Listening Skills MEAN Verbal Interpretation SD

Listening for acquisition 3.40 Moderate 1.20

Listening for comprehension 2.04 Fair 1.15

Over-all 5.44 Moderate 1.67

Figure 5.Percentages of respondents mean of scores

Mean of Scores
Listening for acquisition Listening for comprehension

3.48
3.29

2.52

1.67

Male Female

Table 5and 6 and Figure 5 shows the respondents level of listening skills. The computed mean
value for the male is 5.15 which were verbally interpreted as moderatewhile the females computed mean
value is 5.81 which were verbally interpreted as moderate also. The overall computed mean value is 5.44
which were verbally interpreted as moderate. The results calculated herein imply that the respondents
level of listening skill is moderate.

The computed Standard Deviation (SD) for Listening for acquisition is 1.20 while the computed
SD for Listening for comprehension is 1.15. The over-all computed SD is 1.67. This means that there is
very little difference in the answers of the respondents in both Listening for acquisition and Listening for
comprehension.
 Problem 3. Is there a significant difference between the level of listening skills of the
respondents when grouped according to age and gender?

Hypothesis: There is no significant difference between the levels of listening skills of 4 th year-
Platinum students in terms of age and gender.

Table 7.Test for Significant difference between ages

t-test for independent variables

Groups N Mean SD df t-value Significance

Group 1 37 5.62 0.57
(15-16) 46 -1.38 0.005
Group 2 11 4.82 0.57
(17-18)

Table 7 shows the over-all computed t-value as -1.38 with 0.05 significant levels which is less
than the 0.05 level of significance. The null hypothesis that there is no significant difference between the
levels of listening skills of 4th year-Platinum students when grouped to age is ACCEPTED.

Table 8. Test for Significant difference between genders

T-test for independent variables

Gender N Mean SD df t-value Significance

Male 27 5.15 0.48
46 -1.38 0.005
Female 21 5.81 0.48

Table 8 shows the over-all computed t-value as -1.38 with 0.05 significant levels which is less
than the 0.05 level of significance. The null hypothesis that there is no significant difference between the
levels of listening skills of 4th year-Platinum students when grouped to gender is ACCEPTED.

CHAPTER 5
SUMMARRY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary and outcome of the conclusion drawn from
corresponding recommendations.
Summary
The aim of this study was to identify the level of listening skills as perceived by the 4 th year
students section Platinum of the Bacoor National High School Villa Maria Annex with the hypothesis of
there is no significant difference between the levels of listening skills the respondents in terms of age and
gender. The instrument utilized in this study was a set of questionnaire made by the researchers. It
composed of three (3) parts to gather valid information needed in order to answer the statement of the
problem. The first part was the demographic profile of the participants which includes the age, section,
level and gender. The second part was a set of questionnaires that assesses the respondents listening skills
in terms of listening for acquisition. The last part is also a set of questionnaires that also assesses the
respondents listening skills in terms of listening for comprehension. The researchers utilize the responses
of 48 participants that belong to 4th year students section platinum of BNHS Villa Maria Annex.
The researchers utilized the following statistical tools to answer the specific problems and to test
the hypothesis of the study: a.) Percentage, b.) Mean, c.) Standard Deviation,d.) T-test for independent
variables.
Findings
The findings were summarized as follows:
1. Based from the assessment conducted, 56% of the respondents are male while 44% are female.
2. Based on the study conducted, the computed mean of the respondents for listening for acquisition
is 3.40 which are verbally interpreted as moderate while their computed mean for listening for
comprehension is 2.04 which are verbally interpreted as fair.
3. The respondents computed standard derivation for listening for acquisition is 1.20 while their
computed SD for listening for comprehension is 1.15. The over-all computed SD of the
respondents is 1.67.
4. The null hypothesis that there is no significant difference between the levels of listening skills of
4th year-Platinum students in terms of age is ACCEPTED as shown in the over-all computed
mean value of t-test is 1.40 which is less than the value of df(=0.05) which is 2.021.
5. The null hypothesis that there is no significant difference between the levels of listening skills of
4th year-Platinum students in terms of gender is ACCEPTED as shown in the over-all computed
mean value of t-test is 1.40 which is less than the value of df(=0.05) which is 2.021.
Conclusions
From the foregoing findings, the following conclusions are drawn.
1. Most of the respondents 42% are aged 15 years old, 35% ages 16 years old, 19% are aged 17
years old, while the rest 4% are 18 years old.
2. The respondents were proven to be good at remembering details while listening but they are
having a hard time in understanding. This is based on the computed over-all mean.
3. There is no significant difference between the levels of listening skills of 4 th year-Platinum
students in terms of age and gender.
Recommendation
The following recommendations are offered based from the finding and conclusions of the study:

1. The school should regularly conduct listening test to students. The students must know the
level of their listening skills especially in terms of listening for acquisition and listening for
comprehension. By being informed of their level of listening skills, it will be easy for them to
be active inside and outside of the classroom. This research can also improve the students
listening skills.
2. The teachers should be aware about their students listening skills. They should know how to
improve the level of listening skills of their students by the means of their teaching styles.
3. Parents should be also aware about the difficulties that their children experiences in terms of
listening. They must provide enough attention for their children in order to develop their
listening skills.
4. The school administrators should initiate listening activities to improve their listening skills.
5. Future Researchers should consider the results of this study to conduct similar undertaking to
further improve the listening skills.
6. A follow-up study should be made regarding the topic. The respondents of the study should
be expanded to include the entire population of the school.

BIBLIOGRAPHY
A. Books

Hohmann, U. (2005). Quantitative Methods in Education Research. J Berry, Centre for Teaching
Mathematics.
.

Johnson, K., & Johnson, H. (1998). Encyclopedia Dictionary of applied linguistics: A handbook
for language teaching. Cambridge, MA:Blackwell.

Pyrczak, F. (1995). Making sense of statistics: A conceptual overview. Pyrczak Publishing, Los
Angeles.

B. Electronic Sources

Brody, M. (2004, May). Learn to listen. Incentive, Vol. 17, pp 57-58. Retrieved September 19, 2014,
from Proquest database.

Friedman, N. (2004, May). Improving listening skills. Newslinks. Vol. 5, pp. 21-25. Retrieved
September 19, 2014, from EBSCOhost database.

Hasan, A. (2000). Learners perceptions of listening comprehension problems. Language Culture

and Curriculum. Vol.13, pp. 137-53. Retrieved September 19, 2014, from EBSCOhost database.

Lund, R. J. (2013). Retrieved September 26, 2014, from www.statistics.laerd.com

Shapiro, J. (2008). Percentage frequency distribution. Encyclopedia of survey research methods.

Retrieved September 19, 2014, from http://dx.doi.org/10.4135/9781412963947.n372.

Thomas, I. et.al (2007, October 8). The Problem of Poor Listening Skills. Retrieved September 19,
2014, from http://lectureug4.files.wordpress.com/2011/11/listening-skills-for-turn-it- in.pdf

C. Magazines and Newspaper Articles

Brynes, H. (1984). The role of listening comprehension: A theoretical base. Foreign Langauge Annals.
Vol. 17, pp. 317-329.

Call, M. E. (1985). Auditory short-term memory, listening comprehension, and the input hypothesis,
TESOL Quarlery, Vol. 19, 765-781.

Hopkins, W. G. (2008). Research Designs: Choosing and Fine-tuning a Design for your Study.
Spotscience. Vol.12, pp.12-21.

Lund, R. J. (1991). A comprehension of second language listening and reading comprehension. The
Modern Language Journal. Vol. 75, pp. 196-204.
Meyer, R. (1984). Listening my children, and you shall hear. Foreign Language Annals. Vol. 17,
pp.343-344.

Morley, J. (2001). Aural Comprehension instruction: Principles and Practices. In M. Celce- Murcia
(Ed.), Teaching English as a second or foreign language. Vol. 3, pp. 69-85.

D. Thesis

Comparative Study of the Entrance Examination Results of Incoming Freshman Students.

Multi-disciplinary Research Journal. Gelle, V. (2012).

Listening Comprehension Research: A Brief Review of the Past Thirty Years. Nobuko, O.(2004).

Mastery of Listening Skills of Grade IV Pupils with English as Medium of Intruction in Central and
Non-Central Schools of District Taytay I, Rizal: An Assessment, Reves, M. (1995).

Teaching Listening and Speaking from Theory to Practice. Richards, J.

APPENDIX
 A. Letter to the Respondents

Dear Sir/Madam,

We, Marianne Rheadette T. Lasquity and Haicy A. Umali, are students of IV-Gold and presently
doing research paper on Assessment on Listening Skills in English among 4 th year Platinum of Bacoor
National High School-Villa Maria Annex in our English IV. This is about the different levels of listening
skills and how does it affects the listeners.

We request you to kindly fill in the questionnaire below and be assured that the data generated
shall be kept confidential.

Thank you,
God Bless

B. Assessment Test

Name: ___________________________ Age: ________________

Section:___________________________ Gender:______________
Part I: Select the best answer. Check ( ) the provided space below for your answers.
The Giving Tree The Baring The Old Tree
Tree
What is the title of the story?

Parrot Girl Boy

Who would come always to the tree?

Mango Tree Apple Tree Guava Tree

What kind of tree is in the story?

Female Male Not Given

Is the tree a female or a male?

At the trees At the roof At the

Where does the main character of the story stump branches
sleeps after eating the fruits from the tree?

Part II: Select the best answer. Check ( ) the provided space below for your answers.
 Sharing is not The true Patience is a
only a way of beauty is virtue that
giving but also inside of our leads anyone
What is the lesson of the study? a form of hearts that to a great
spreading love signifies our success.
and happiness attitudes.

An equal A unique A friendship

friendship for friendship for that was taken
What kind of friendship do the main character
both parties. everyone. for granted
and the tree have?

Because the Because the Because the

tree is not tree tree knows
Why do you think the tree loved the main selfish. considered her how to
character of the study at the beginning? friendship appreciate
with the main friends.
character.

Because she Because she Because he

Why do you think the tree is not happy after hates the main just wanted to wants to give
giving the main character her trunk? character. give. everything.

Because he is Because she Because the

madly in love provides the tree is so
Why do you think the main character loved the with the tree. things that the beautiful in
tree? main character his eyes.
wants.
 C. Tally
Mean Scores of the Respondents

Respondents Listening for Listening for TOTAL

Age
(Control No.) acquisition comprehension SCORE

B1 16 4 4 8
B2 15 5 2 7
B3 15 1 3 4
B4 16 3 3 6
B5 15 3 1 4
B6 16 2 1 3
B7 15 4 1 5
B8 15 5 2 7
B9 15 5 2 7
B10 17 1 1 2
B11 15 4 0 4
B12 18 3 1 4
B13 17 4 3 7
B14 16 2 1 3
B15 15 5 3 8
B16 17 3 2 5
B17 17 3 2 5
B18 17 3 1 4
B19 15 5 1 6
B20 16 5 3 8
B21 17 2 1 3
B22 16 3 0 3
B23 18 5 1 6
B24 15 3 2 5
B25 16 5 1 6
B26 16 3 1 4
B27 17 3 2 5
G1 16 2 2 4
G2 16 5 4 9
G3 16 1 4 5
G4 15 4 2 6
G5 16 3 3 6
G6 15 2 4 6
G7 15 4 3 7
G8 15 5 3 8
G9 15 2 5 7
 G10 15 4 2 6
G11 16 4 2 6
G12 15 3 0 3
G13 16 3 3 6
G14 15 2 1 3
G15 15 4 2 6
G16 17 4 3 7
G17 15 4 1 5
G18 16 2 2 4
G19 17 3 2 5
G20 16 3 2 5
G21 16 5 3 8
Mean 3.40 2.04 5.44
SD 1.20 1.15 1.67

Test for Significant difference between ages

R R
# A A^2 # B B^2
1 7 49 1 2 4
2 4 16 2 7 49
3 4 16 3 5 25
4 5 25 4 5 25
5 7 49 5 4 16
6 7 49 6 3 9
7 4 16 7 5 25
8 8 64 8 7 49
9 6 36 9 5 25
10 5 25 10 4 16
11 6 36 11 6 36
12 6 36 12 0
13 7 49 13 0
14 8 64 14 0
15 7 49 15 0
16 6 36 16 0
17 3 9 17 0
18 3 9 18 0
19 6 36 19 0
20 5 25 20 0
21 8 64 21 0
22 6 36 22 0
23 3 9 23 0
24 3 9 24 0
25 8 64 25 0
26 3 9 26 0
27 6 36 27 0
28 4 16 28 0
29 4 16 29 0
30 9 81 30 0
31 5 25 31 0
32 6 36 32 0
33 6 36 33 0
34 6 36 34 0
35 4 16 35 0
36 5 25 36 0
37 8 64 37 0

A= 208 B= 53
Mean Mean
A= 5.62 B= 4.82
A^2= 103 B^2= 24
N1= 37 N2= 11

SDx 0.57
t= 1.40
df= 46

value of df(=0.05): 2.021

ACCEPT
test for t/Decision: HYPOTHESIS
NOTE: If t>the value of df(=0.05), REJECT the Null Hypothesis, otherwise ACCEPT
the Null Hypothesis

Test for Significant difference between genders

R R
# A A^2 # B B^2
1 8 64 1 4 16
2 7 49 2 9 81
3 4 16 3 5 25
4 6 36 4 6 36
5 4 16 5 6 36
6 3 9 6 6 36
7 5 25 7 7 49
8 7 49 8 8 64
9 7 49 9 7 49
10 2 4 10 6 36
11 4 16 11 6 36
12 4 16 12 3 9
13 7 49 13 6 36
14 3 9 14 3 9
15 8 64 15 6 36
16 5 25 16 7 49
17 5 25 17 5 25
18 4 16 18 4 16
19 6 36 19 5 25
20 8 64 20 5 25
21 3 9 21 8 64
22 3 9 22 0
23 6 36 23 0
24 5 25 24 0
25 6 36 25 0
26 4 16 26 0
27 5 25 27 0

A= 139 B= 122
Mean Mean
A= 5.15 B= 5.81
A^2= 77 B^2= 49
N1= 27 N2= 21

SDx 0.48
t= -1.38
df= 46
 CURRICULUM VITAE

\
Marianne Rheadette T. Lasquity
Blk 02, Lot 33, Ph 03, Marigold Street, Mary Homes Subdivision, Molino 4, City of Bacoor

PERSONAL DATA
Birthday: December 05, 1998
Place of Birth: Sta. Cruz, Manila
Religion: Roman Catholic
Fathers Name: Marino M. Lasquity
Occupation: Tricycle Driver
 Mothers Name: Editha T. Lasquity
Occupation: House Wife

EDUCATIONAL BACKGROUND

Elementary: Likha Molino Elementary School 2011

Secondary: Bacoor National High School 2014 - Present

Villa Maria Annex
 CURRICULUM VITAE

\
Haicy A. Umali
Blk 14, Lot 18, San Miguel 1, Molino 4, City of Bacoor

PERSONAL DATA
Birthday: September 18, 1998
Place of Birth: Dasmarias, Cavite
Religion: Christian
Fathers Name: Bonifacio C. Umali
Occupation: Jeepney Driver
Mothers Name: Hermiia A. Umali
Occupation: House Wife

EDUCATIONAL BACKGROUND

Elementary: Salawag Elementary School 2011

Secondary: Bacoor National High School 2014 - Present

Villa Maria Annex