GUIMARAS STATE COLLEGE 1

GRADUATE SCHOOL

CHAPTER 1

INTRODUCTION

Background of the Study

Activities play an important role in the process of learning in the

classroom. Choosing the correct activities, or procedures, to use in the classroom

is not an easy task because these decisions can have both positive and

negative repercussions on the students; for instance, demotivation,

increasing anxiety, boredom, absenteeism, or even dropping out of class. The

preference students have for classroom activities might be influenced by many

factors in the language classroom such as students’ learning styles, motivation

for studying the language; perception of usefulness or importance of the

activity; anxiety, classroom environment, students’ personalities, students’

language level, or their goals in language learning, among others.

Deciding the sort of activities at times it goes beyond teachers’

decision. Teachers base their teaching on textbooks and heavily rely on

the activities, tasks and exercises suggested in the textbooks that institutions

decide to use in their programs. Additionally, many of the activities teachers

choose to use reflect their beliefs about teaching and their teaching styles;

deciding if the activity to be included in the lesson plan is useful, interesting,

necessary or motivating depends on what the teacher thinks students should

 GUIMARAS STATE COLLEGE 2
GRADUATE SCHOOL

learn. Similarly, many of the activities students prefer for the classroom reflect

their learning styles; however; very often this preference between teachers and

students do not coincide

Many factors influence preference for learning activities in the language

classroom; for example, learning and teaching styles, motivation, students’

perception of usefulness or importance, classroom environment, personality, or

language level. At times, teachers need to manage activities based on the

possibilities available within their particular context. Choices in teaching should

take students into consideration; however, it does not appear to be an easy task.

Choosing activities that should, could, or need to be used in the classroom goes

beyond a teaching style.

Activities might have positive and negative consequences. If teachers are

able to make use of appropriate activities in the classroom, these activities could

be the mediator to increase students’ motivation and to decrease their anxiety.

On the contrary, they might also bring consequences such as demotivation,

increasing anxiety, boredom, absenteeism, or even dropping out of class. When

activities were not motivating for students, it had a negative effect on learners’

motivation; the term activity refers to any kind of purposeful classroom

procedure that involves learners doing something that relates to the goals of the

course. For example, singing a song, playing a game, taking part in a debate,
 GUIMARAS STATE COLLEGE 3
GRADUATE SCHOOL

and having a group discussion are all different kinds of teaching activities. It is

important to take into consideration students' opinions for the selection of the

activities and that a good selection of classroom activities engages students,

facilitates learning, gives the teacher and students immediate feedback, and

raises interests and motivation.

Activities use in class has great influence in creating an enjoyable

classroom environment for learners. Activities in the classroom are necessary to

be included in order for learners to develop communication skills as well as self-

confidence and self belongingness. Since learners have different ways of

perception, levels of motivation and attitude towards teaching and learning. They

consistently differ from each other, when it comes in the preference of learning

and acquiring knowledge.

Therefore, I choose this study, as an English teacher because I want to

understand and to know the differences and perception of my students in

learning English and also to understand and meet the diverse learning needs of

my students.

Statement of the Problem

This study aims to determine the preferred classroom activities and

communication skills in English class of college freshmen students of Passi City

 GUIMARAS STATE COLLEGE 4
GRADUATE SCHOOL

College, Passi City, Iloilo, Philippines for the First Semester of the School Year

2019 – 2020.

Specifically, it seeks to answer the following questions;

1. What is the profile of the students in terms of age, sex, course, education of

mother and family income?

2. What is the preferred classroom activity in the areas of listening, speaking

and writing when the students are taken as a whole and classified according

to age, sex, course, education of mother and family income?

3. What is the level of communication skills in the areas of listening, speaking

and writing when the students are taken as a whole and classified according

to age, sex, course, education of mother and family income?

4. Are there significant differences in the preferred classroom activities in the

areas of listening, speaking and writing when the students are classified

according to age, sex, course, education of mother and family income?

5. Are there significant differences in the level of communication skills in the

areas of listening, speaking and writing and when the students are classified

according to age, sex, course, education of mother and family income?

6. Is there a significant relationship between the preferred classroom activities

and the level of communication skills of students?

 GUIMARAS STATE COLLEGE 5
GRADUATE SCHOOL

Null Hypotheses
The hypotheses of this study are:

1. There are no significant differences in the preferred classroom activities in

the areas of listening, speaking and writing when the students classified

according to age, sex, course, education of mother and family income?

2. There are no significant differences in the level of communication skills in

the areas of listening, speaking and writing and when the students

classified according to age, sex, course, education of mother and family

income?

3. There is no significant relationship between the preferred classroom

activities and the level of communication skills of students?

Theoretical Framework

This study will be guided by the different theories: Learning/Thinking

Style, and. Asa G.Hilliard describes “learning style” as the sum of the patterns of

how individuals develop habitual ways of responding to experience.

Learning/Thinking Styles refers to the preferred way individual processes

information. They describe a person’s typical mode of thinking, remembering or

problem solving. According to Hilliard, there are several perspectives about

learning- thinking style, the sensory perspective and global-analytic continuum.

In sensory preferences, individuals tend to gravitate toward one or two types of

 GUIMARAS STATE COLLEGE 6
GRADUATE SCHOOL

several inputs and maintain dominance in visual, auditory and tactile/kinesthetic

learners. Analytic thinkers tend toward the linear, step-by-step processes of

learning while the global thinkers lean towards non-linear thought and tend to

the whole pattern rather than particles elements.

The Linguistics approach is proposed by Noam Chomsky with his

Transformational Generative Grammar (TGG) which later is well-known with

Universal Grammar. Chomsky claims that human acquire language based on his

interaction with the environment surrounding and that learning is the result of

exposure to external sources, followed by modeling and practice. Chomsky states

that (1) humans are born with an already-established body of common

grammatical knowledge, or intelligence which can also be described as a

capacity, or a competence for language and (2) as interaction and new

languages are acquired, the LAD (Language Acquisition Device) in the brain,

allow individuals to use minimal rules and regulations of language to create more

words, and more sentences.

The above theories will help the researcher to gather the necessary

information needed in evaluating the learners’ preferred classroom activities and

communication skills in English class of college freshmen students of Passi City

College.
 GUIMARAS STATE COLLEGE 7
GRADUATE SCHOOL

Conceptual Framework

This study aims to determine the, students preferred classroom activities

and communication skills in English of college freshmen of Passi City College,

Passi City, Iloilo for the first semester of the S.Y 2019-2020.

The independent variables listed are some of the factors wherein students

may differ in the way they choose their classroom activities and communication

skills.

Age according to Merriam-Webster (2018) dictionary refers to the length

of an existence extending from the beginning to any given time.

As used in this study, age refers to 18 & below and 19 & above.

Sex according to Merriam-Webster (2018) dictionary is either of the two

major forms of individuals that occur in many living things and are designated

male or female according to their role in reproduction.

As used in this study, it refers to the male and female. As a general

knowledge, male prefer different activities compared to the females.

Course according to Merriam-Webster (2018) dictionary a program of

instruction, as in a college or university a prescribed number of instruction

periods or classes in a particular field of study.

As used in this study, course refers to the Bachelor of Science in

Criminology and Bachelor of Information Technology.

 GUIMARAS STATE COLLEGE 8
GRADUATE SCHOOL

Communication skills according to Pascual (2016) it is the ability to

convey information and ideas effectively.

As used in this study, communication skills refer to listening skills,

speaking skills, and writing skills.

The research paradigm represents the independent variables which are

(a) age (b) sex, course, education of mother and family income; the dependent

variables are the classroom activities such as (a) Listening Skills retelling a story,

identifying words, sounds & stress, listening in recordings, oral interview, dual

dictation, brainstorming on a given topic (b) Speaking Skills debating on a given

topic, tongue twister exercises, impromptu speech, oral drills, poem recitation,

speech choir (c) Writing skills writing short passage and essay, rewriting ideas,

writing dialogue, writing summaries of what I read and communication skills

such as listening, speaking and writing among college freshmen students of Passi

City College for the first semester of the S.Y.2019-2020.

 GUIMARAS STATE COLLEGE 9
GRADUATE SCHOOL

Research Paradigm

Dependent Variables

Preferred Classroom Activities

a. Listening Skills
Retelling a story
Identifying words, sounds & stress
Listening in recordings
Oral Interview
Independent Variables Dual Dictation
Brainstorming on a given topic
Game on following directions
b. Speaking Skills
Profile of the Respondents Debating on a given topic
Tongue twister exercises
Impromptu Speech
Age Oral Drills
Sex Poem Recitation
Course Speech Choir
Dialogue on a given issue
Education of mother
c. Writing Skills
Family income Writing short passage and essay
Rewriting Ideas
Writing Dialogue
Writing summaries of what I read
Writing Journal and Diaries
Writing News about current issues

Communication Skills
 Listening Skill
 Speaking Skill
 Writing Skill

Figure 1.Schematic Diagram showing the relationships among variables of the

study.
 GUIMARAS STATE COLLEGE 10
GRADUATE SCHOOL

Significance of the Study

The study has both theoretical and practical implications in the field of

education for secondary school students. The theoretical contribution is bringing

the four distinct research areas of age, sex, course, education of mother and

family income of respondents and students preference of classroom activities and

communication skills in English class providing new perception and suggesting a

plan for further research in the field.

Results of this study will be beneficial to the following:

Teachers. This study will help them determine the students most preferred

activities in English class. This will help them to be aware of the different

techniques to be utilized in their teaching process. It is important for them to use

a variety of classroom activities which will best work for the teacher and to

learners’ learning effectiveness.

Students. This will help them to be aware of their preferred activities in English.

This will improve their interest in the subject which will improve their academic

performance.

Parents. Who are greatly concerned in the education of their children will be

aware of classroom activities of their children.

 GUIMARAS STATE COLLEGE 11
GRADUATE SCHOOL

Researcher. This will widen her ideas on learners preferred classroom activities

used in English. It will help her as being an English Teacher to be efficient and

effective teacher.

Future Researcher. The result and findings of this study will be used as

reference for future studies with similar problems and variables.

Commission on Higher Education (CHED). Results of this study will be of

great help as a basis in creating improvements, programs, sustaining plans and

strategies that needed of students for the improvement of their performance and

are needed by the teachers to enhance their method of teaching.

Definition of Terms
For clarity and better understanding, the following terms are conceptually

and operationally defined.

Students. A persons who studies at school or college.

In this study, students refer to BSCRIM and BSIT students.

The students age range from 12 to 20 years of age.

Classroom Activities. Classroom activities refer to a wide range of

skill-based games, strategies and interactive activities that support students'

educational development. The goal of all activities is to enhance students'

understanding, skill or effectiveness in a specific area by engaging multiple styles

of learning.
 GUIMARAS STATE COLLEGE 12
GRADUATE SCHOOL

In this study, classroom activities used in English class (a) Listening Skills

retelling a story, identifying words, sounds & stress, listening in

recordings, oral interview, dual dictation, brainstorming on a given topic

(b) Speaking Skills debating on a given topic, tongue twister exercises,

impromptu speech, oral drills, poem recitation, speech choir (c) Writing

skills writing short passage and essay, rewriting ideas, writing dialogue,

writing summaries of what I read.

English Class. English class refers to a group of students who meet

regularly to be taught an English subject or activity.

Communication Skills. Communication skills are the ability to use

language and express information.

In this study, communication skills refer to three areas such as listening

skills, speaking skills and writing skills.

Scope and Limitations of the Study

This study aims to determine the preferred classroom activities and

communication skills in English among college freshmen students of Passi City

College, Passi City, Iloilo for the first semester of the S. Y. 2019-2020.
 GUIMARAS STATE COLLEGE 13
GRADUATE SCHOOL

The independent variables in this study are age, sex, course, education of

mother and family income. The dependent variables mentioned are preferred

activities of students and communication skills in English class.

The researcher chooses college freshmen learners because she is a

college teacher and has experienced teaching freshmen learners. She uses the

independent variable sex because she wants to know if there is really a

difference in choosing classroom activities and level of communication skills

between male and female.

This will be conducted to all the freshmen students of Passi City College,

Passi City, Iloilo enrolled during First Semester of the S. Y. 2019-2020.

The data will have to go through both descriptive and statistical methods

for analysis and interpretation.

The statistical tools to be used are the frequency count, mean, t-test,

standard deviation, Pearson’s r.

 GUIMARAS STATE COLLEGE 14
GRADUATE SCHOOL

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with the literature and studies relevant to the

present research. This chapter divided into four parts: Conceptual Literature,

Foreign Studies, Local Studies and Relevance of Related Literature and Studies.

It also discusses reviews about Students’ Preferred Classroom Activities and

Communication skills in English class among college freshmen.

Conceptual Framework

On Learners’ Preferred Classroom Activities

Learning styles as described by Litzinger and Ozif (2016) refer to the

different ways in which children and adults think and learn. Ellis (2016) described

a learning style as the more or less consistent way in which a person perceives,

conceptualizes, organizers, and recalls information. Learning preferences can

help an individual begin to understand and choose strategies which work best for

him. Some learning inventors include preferences for learning visually, auditory,

or kinesthetically when working in groups or individually. One consequence of

studying learning styles is the recognition that teachers also have their own

approaches to the classroom. While this may have become habitual and while he

teacher may define the classroom according to theirs and not the students’

preferences, teachers have to acknowledge that their styles will not necessarily
 GUIMARAS STATE COLLEGE 15
GRADUATE SCHOOL

suit cluster of students in their classroom. As teachers attempt to modify their

classrooms, they need it begin by exploring their own styles. The extreme

importance of understanding individual differences, learning principles, factors

that affect motivation of students and trainees in learning situations, and the

variety of individual learning style models that teachers can consider in their

efforts. It should be evident to those responsible for teaching that an increased

understanding and use of learning activities data can provide them with

important information. Most importantly, each teaching endeavor will have

learners with disparate learning style preferences and a variety of learning

strengths and weaknesses that have been developed through earlier learning

experiences, analytical abilities, and a host of other experiences they bring with

them. To enhance learning and teaching must recognize that individuals learn

and teach differently, and what may be an optimal learning method for one may

discourage another. Indeed, teachers should make sure that a variety of learning

opportunities are presented to students to increase the likelihood of advancing

learning. Siemens (2014) describes key features of classroom management,

curriculum, instruction, and teacher–student relationships that create a social

context that prepares the way for successful use of the motivational strategies.

Those strategies are meant to be subsumed within an overall pattern of effective

teaching that includes compatible approaches to managing the classroom and

teaching the curriculum. Students will not respond well to motivational attempts
 GUIMARAS STATE COLLEGE 16
GRADUATE SCHOOL

if they are fearful, resentful, or otherwise focused on negative emotions. To

create conditions that favor your motivational efforts, you will need to establish

and maintain your classroom as a learning community—a place where students

come primarily to learn, and succeed in doing so through collaboration with you

and their classmates. You also will need to focus your curriculum on things that

are worth learning and to develop this content in ways that help students to

appreciate its significance and application potential.

Classroom activities have been receiving broad attention as active learning

strategy, which provides students with hands-on experience to practice their

communication skills. A number of studies have shown the advantages of

classroom activities. Moore (2015) thinks that classroom activities can (1)

engage students in learning activities, facilitate learning by doing, and practice

communication skills; (2) provide many benefits, give immediate feedback to

students, arouse a high degree of students’ interest and enthusiasm, meanwhile

allow teachers to work with a wide range of student capabilities, and allow

experimentation with a model of the real environment.

Games or activities have been considered to assist students with their

language learning. Firstly, they add interest to what students might not find very

interesting. Wright, et. Al (2015) claim that even if a game involves discrete

language items, such as spelling game and miming, meaningful communication

 GUIMARAS STATE COLLEGE 17
GRADUATE SCHOOL

takes place as students attempt to understand how to play the game and as they

communicate about the game before, during, and after the game. Games

stimulate students’ inner motivation and enhance the interest of the class.

Secondly, the variety and intensity that activities offer may lower anxiety and

encourage shyer learners to take part, especially when games are played in small

groups. It has been found that classroom activities with small groups have

become more popular as ways of encouraging students to learn. In a small

group, students can have more opportunities to involve themselves in face-to-

face interaction, share group responsibilities, and enhance their co-operative

relationships. In other words, incorporating such kind of social activities into the

classroom may not only improve students’ social skills, but it may help students

of lesser ability to learn from those who do not require as much instruction

(Cohen, 2015).

On Communication Skills

“Communication is a purposeful process of expressing, receiving and

understanding messages containing factual information, feelings, ideas and

needs by two or more individuals through common symbols”. Communication

also involves the exchange of ideas, opinions and information with a specific

objective. Communication has also been defined as sharing and giving meaning

occurring at the same time through symbolic interactions (Seiler & Beall, 2005).
 GUIMARAS STATE COLLEGE 18
GRADUATE SCHOOL

Communication has been said to start when a message or information is

transferred from the sender (the speaker, writer) to the receiver (listener,

reader) through an instrument or channel, and followed by the receiver giving

feedback (coding and interpreting the information).

Listening Skills

Listening skill is one of the four basis language skills in English beside

reading, writing, and speaking. Listening ability is needed by the students for

facing both local and national tests of English tested in written form, so that

listening should be learned earlier since kindergarten until the higher education

level. Listening is the activity of paying attention to the speaker and trying to get

meaning from something heard. Listening is often considered as the most

difficult skill. The learner cannot get the listening achievement which is the most

important aspect in listening comprehension, especially in English. This is the

duty of the teacher to solve the problem. They have to show the way how to

comprehend listening so the learners can understand the listening material

given.

Listening strategies are techniques or action that used by the students or

listener to comprehend and recall of listening input. The strategies of listening

can be classified by how the students or listener processes the input the listener

taps into background of the topic, context or situation, type of text, and
 GUIMARAS STATE COLLEGE 19
GRADUATE SCHOOL

language background information that they heard to interpret, and anticipate

what will appear next. Listening skill are important for learning since they enable

the students to get insight and get information, also to obtain success in

communicate with others. Listening is a communication skill that helps the

students to understand, translate, and assess what they heard. Have a good

ability to listen can improve personal interaction like reducing problems, fostering

understanding, and increasing cooperation.

Speaking Skills

Speaking is the one of the important parts in English skills that should be

mastered by students besides reading, writing and listening. The functions of

speaking skill are to express an idea, someone feeling, thought, and it express

spontaneously by orally. Speaking is one of the language arts of talk as

communication interaction with someone, and it is very difficult to master it.

Speaking skill is have a closely relationship with listening skill, in speaking act,

the students must be listening and then speak up, because speaking is not only

remembering and memorizing the sentences in written but speaking is

spontaneous to show the students idea by orally.

“Speaking is an activity to produce utterance to oral communication”. It

means that this activity involves two or more people in whom the participants

are both hearers and speakers having to react to whatever they hear and make
 GUIMARAS STATE COLLEGE 20
GRADUATE SCHOOL

their contribution a high speed, so each participant has intention or a set of

intention that he wants. So, the English teacher should active the students

speaking ability by providing communicative language activities in the classroom

and then giving them the opportunities to practice their speaking skill as much as

possible. In teaching speaking skill, teacher is giving instruction to their students

in order to communication. “Speaking is not merely speaking but it is more than

talking, therefore, language learners should be able to use their thought and

sensitivity”. The classroom activity that is suitable used in teaching speaking has

to make students to talk to each other in pairs or groups. They should more

active to stimulate discussion and information trading transaction. Such activities

may include role playing, games, problem-solving, songs, and discussion.

Writing Skills

Writing is one of the language skills is important in our life. Through

writing, we can inform others, carry out transactions, persuade, infuriate, and tell

what we feel. However, we know that writing or learning to write especially in a

second language is not simply a matter of “writing things down”. It is one of the

four basic skills that are very complex and difficult to learn. Writing is about

more than making our thoughts and idea visible and concrete (Ghaith, 2015).

Writing is a matter of elaborating text in accordance with what the writer can

reasonably assume that the reader knows and expects. And process of reading is
 GUIMARAS STATE COLLEGE 21
GRADUATE SCHOOL

a matter of predicting text in accord with the reader assumes about the writer‟s

purpose.

According to Klein (2016), writing is the ability to put pen and paper to

express ideas through symbols, this way, representations on the paper will have

meaning and content that could be communicated to other people by the writer.

Writing skills are specific abilities which help writers put their thoughts into words

in a meaningful form and to mentally interact with the message. Writing is not

just about conveying content but also about the representation of self.

Foreign Studies

According to Richard M. Felder (2016) of the Department of Chemical

Engineering at North Carolina State University states, “Students have different

learning styles, characteristics, strengths and preferences in the ways they take

in and process information. Some students tend to focus on facts, data, and

algorithms; others are more comfortable with theories and mathematical models.

Some respond strongly to visual forms of information, like pictures, diagrams,

and schematics; others get more from verbal forms written and spoken

explanations. Some prefer to learn actively and interactively; others function

more introspectively and individually. When we take the time as educators to

become familiar with how our students learn as individuals, we are better

prepared to design learning environments accommodating their unique needs. If

 GUIMARAS STATE COLLEGE 22
GRADUATE SCHOOL

time and resources do not allow individualized instruction, we can vary at the

very least. According to Felder, students preferentially take in and process

information in different ways: by seeing and hearing, reflecting and acting,

reasoning logically and intuitively, analyzing and visualizing, steadily and in fits

and starts. Teaching methods also vary. Some instructors lecture, others

demonstrate, and lead students to self- discovery; some focus on principles and

others on applications; some emphasize memory and others understanding. It is

commonly believed that most people favor some particular method of interacting

with, taking in and processing stimuli or information.

Rao (2015) also studied students’ perception of communicative

activities in a Chinese university. Students reported communicative activities

difficult to perform. Rao (2015) concluded that communicative and non-

communicative activities should be included more frequently in non-English

speaking classrooms in order for students to find communicative activities

more productive. In some social contexts, the role of the teacher and the

student is so strict that students are not often taken into account in deciding

what processes or methods teachers should follow in the classroom. Therefore,

teachers do not have the freedom to include other than the activities suggested

on textbooks.

In contrast, in a study carried out in Iran, Eslami-Rasekh and

Valizadeh (2016) found that students prefer communicative activities, however,

 GUIMARAS STATE COLLEGE 23
GRADUATE SCHOOL

teachers are not aware of these preferences; therefore, teachers do not

usually include communicative activities in their practice. McDonough (2015)

states that “Activities valued by teachers are not the same valued by

learners”; nowadays, there is a gap between teachers’ and students’

perceptions of the usefulness in communicative activities. According to

this, Kumaravadivelu (2015) states that there is an inevitable gap between

teaching and learning styles; nonetheless, this gap can be shortened when

teachers use activities that fulfill students’ expectations of the class, thus,

generating an adequate environment and the preference for activities.

Concurrently with Eslami-Rasekh and Valizadeh (2016), in a Vietnamese

context, reported that students like having communicative group work

activities, however, they also reported that anxiety, linguistic limitations,

and classroom atmosphere inhibited their active participation in class. In

communicative language teaching, anxiety provoking activities, along with

the classroom atmosphere, might hinder the performance of students in

communication. Eslami-Rasekh (2016) concluded that although participation is a

clear objective in the language class, activities could encourage or discourage

students to do so, and that the variation in the participation of students in class

is the result of how students perceive the activity.

Yorio (2016) conducted research in a Canadian university; he

discovered that students in basic levels of language learning have a tendency to

 GUIMARAS STATE COLLEGE 24
GRADUATE SCHOOL

like traditional and controlled activities because they feel safe and secure such

as grammar explanations or learning vocabulary lists. Controlled activities

usually help students realize that language can be learned, and they give

students a feeling of self-confidence in managing a new language. In a similar

study, Garret, et.al (2017) conducted research with students at different

language levels; they explored students’ perception for communicative

activities; they discovered that students preferred interactive activities more as

they moved up through learning levels. In other words, the lower the level, the

more mechanical and controlled activities are, consequently, students get a

feeling of comfort when they use the language.

When students become aware of the learning process, activities or

materials teachers use in the classroom, they become conscious of their

attributes; then they are able to evaluate the importance or usefulness

they have for their learning. Students usually know what weaknesses they

have; though, at times, they are not able to identify their strengths.

Horwitz (2015) investigated the beliefs of language learning of foreign

language university students at the beginning stage; these students

perceived activities such as error correction, translation, grammar rules,

vocabulary lists, and pronunciation as important. As stated before, it might also

be influenced by their feeling of security and comfort in basic stages of learning

the language. Bada and Okan (2016) explored the usefulness of teachers’
 GUIMARAS STATE COLLEGE 25
GRADUATE SCHOOL

activities in the classroom. They found that students believed that those

activities in which there is student-to-student interaction are more beneficial or

useful. Bada and Okan (2016) suggest that Interaction among students is

crucial to the process of learning, just as interaction between teacher and

students making course activities more memorable. Harmer (2017) claims that

pair and group work immediately increase the amount of student talking time.

Activities in which students interact with one another such as information-gap,

question-answer interviewing, mingling and so on will work well in classrooms

where students are able to practice the use of English as the means of

communication. Such activities are used to promote fluency and to give a

contextualized practice of grammatical structures, functional exponents, and

items of vocabulary. Not including these activities from one’s teaching would

hinder students the opportunity to use the language they are learning. Group

work gives students the opportunity to communicate with each other and

to share suggestions hypothesis, insights, feedback, successes, and even

failures. A few studies have reported finding a match between students’

preferred activities and their teachers’ perceptions of usefulness of activities. For

instance, Spratt (2015) conducted research with 997 students in Hong Kong.

She used a 48-item questionnaire to explore the preferences learners have

for classroom activities, she discovered that students’ and teachers’

preferences match in a 54% of accuracy. In her study, Spratt found that

 GUIMARAS STATE COLLEGE 26
GRADUATE SCHOOL

students had a preference for communicative activities. Findings suggested

no differences between what students like or prefer in the classroom and the

teachers’ awareness of their preference.

Ilmeideh et al. (2015) communication skills should be cultivated in

every course and lecturers must play a more significant. Lecturers must give

constructive feedback on students’ presentations and communication skills

wherever possible. On the other hand, students must actively participate in

every activity that develops their communication skills. Attitudes towards

communication skills among university students are high. This means that it is

easier for universities to develop their communication skills through appropriate

activities. Positive environments for communication provide opportunities for

students to practice their communication skills and participate in active learning.

With this, lecturers should create as many learning activities as possible to

stimulate the provide opportunity for students to practice and horn their

communication skills.

Local Studies

Kang et.al (2016), conducted research with teachers’ and students’

perception of usefulness of different activities. They stated that students

preferred traditional learning activities over communicative activities. His findings

indicated that students consider grammar exercises, pronunciation, and error

 GUIMARAS STATE COLLEGE 27
GRADUATE SCHOOL

correction more useful. In contrast, teachers did not consider very useful the

traditional activities students perceived as useful; instead, teachers perceived

pair and group work, and communicative tasks as more useful. They claims that

this mismatch between what students and teachers perceive might have

undesirable consequences not only on the progress of the learner but also on

their satisfaction with the class and their confidence in their teachers. They

suggest that teachers include activities that they considered useful based on

different factors; for example, the perception they have of their students, their

teaching styles or their teacher’s beliefs.

Manarang (2015) researched students’ preferences for learning

English. They also explored the extent of teachers’ awareness of their students’

preferences. They discovered a gap between teachers’ and students’ perceptions

and they suggested that both teachers and students need to cooperate as to

how learning activities should be implemented. In order to lower teacher-

student style conflicts, some researchers of learning styles suggest that

teaching styles should concur with learning styles.

What students prefer to do in the classroom could also depend on

many factors that range from motivational factors to environmental factors.

However, an important factor is the goal learners have for learning the language.

Learners’ goal in learning English might not be clear for students. That is to say,

when language classes are compulsory, learners attend classes to fulfill

 GUIMARAS STATE COLLEGE 28
GRADUATE SCHOOL

requirements rather than an intrinsic desire to communicate efficiently in

a foreign language. Consequently, they do not realize the importance

activities have for their communicative proficiency; they might prefer some

activities over others because of the enjoyment that such activities produce

in learners. Perhaps, if teachers explained learners the benefits they would gain

by using communicative activities, learners might increase their preference for

such activities.

Sanchez (2017) students' preferences are not met by language

instruction. It indicates that teachers frequently do not include activities that

students would prefer having in class. It also demonstrated that learners prefer

activities in which the teacher provides and facilitates knowledge. Observing the

preference for traditional or communicative activities; however, it became quite

clear that students still feel comfortable with traditional student-centered

methods. Where language can be an immediate need, students do not see

speaking activities as something they like having more frequently in class to

improve their speaking skill. However, teachers seem to realize that learners

need more communicative practice with the language and they include more

activities that promote communication and interaction between students in their

daily practice. It is necessary to understand that what students like is not always

what they teachers need seem to choose activities based on what they perceive

students lack and need. Therefore, the task of the teachers is to modify those
 GUIMARAS STATE COLLEGE 29
GRADUATE SCHOOL

activities students do not prefer into something they would enjoy having in their

learning experience, especially if such activities are considered beneficial or

useful for students.

Teachers choose activities based on two main aspects: 1) their teaching styles,

and 2) teachers' beliefs about teaching, learning, and the textbook. It is often

not explicit or sufficiently clear why teachers choose activities, but most English

teachers have certain preconceived ideas or beliefs about how best approach

English teaching. It is equally important to note that preference is subjective and

it constantly varies during a lesson or a course; factors that enhance preference

are always fluctuating and depend on each individual.

Cedullo (2015) the constructs and sub-constructs of communication

skills are skills that students should equip themselves with before they venture

into the working world. These three skills can be combined and incorporated into

the learning process. Students not only get to develop their communication skills

through discussions and presentations in class, but also get to familiarize with

communication situations in the real world. Therefore, we must all keep pushing

and improving ourselves to help our university students to develop and horn

their communication skills that is essential towards their future career

development.

Bernardo (2015) research on preference for activities has

demonstrated that learners tend to prefer activities on both sides of the

 GUIMARAS STATE COLLEGE 30
GRADUATE SCHOOL

continuum. A few studies have reported finding a match between students'

preferred activities and teachers' perceptions. The author found a 54% of match

accuracy between students' preferences for activities and teachers' perception of

these preferences. Students, unlike other studies, reported a preference for

communicative activities. Prior studies have reported mismatches in learners' and

teachers' perceptions and preferences. Both teachers and learners see activities

differently. It can be difficult to please students' preferences for activities;

however, teachers' expertise and knowledge about their classes can help in

choosing activities that can create an environment where most learners feel

motivated to participate and learn.

Relevance of the Review of Related Literature and Studies

In the study of Samperio (2017) activities used in the classroom are

important to learning in many ways. In compulsory classes, these factors might

influence the decision of willingly attending class. The importance of knowing the

activities that students like to have or do in the classroom will bring about

students' enjoyment within the classroom environment, thus leading to attentive

participation.

Zhu (2016) found that interesting activities for students such as

classroom games, for instance, guessing games, picture games, miming,

debates, jigsaw activities, and role plays can improve students' communicative
 GUIMARAS STATE COLLEGE 31
GRADUATE SCHOOL

ability. He demonstrated that adult learners could have positive attitudes towards

appealing activities.

In the same way, Csizer (2016) proposed a list of activities which

stimulate students' interests as one important factor for motivating language

learners. Including a wide variety of activities and tasks in the classroom that

learners prefer can create a more interactive environment in which students will

be more willing to participate. In this sense, both teachers and students can

enjoy the learning experience. It is necessary to understand that what students

like is not always what they teachers need seem to choose activities based on

what they perceive students lack and need. Therefore, the task of the teachers is

to modify those activities students do not prefer into something they would enjoy

having in their learning experience, especially if such activities are considered

beneficial or useful for students.

The Studies mentioned above are related to the present study in a way,

that it looked into the students preferred classroom activities and communication

skills in English.
 GUIMARAS STATE COLLEGE 32
GRADUATE SCHOOL

CHAPTER 3

RESEARCH METHODOLOGY

This chapter provides and discusses the details about the research design,

respondents of the study, data gathering instruments, validity and reliability of

the instruments, data gathering procedure, data analysis procedure and

statistical tools to be used.

Research Design

The study will make use of descriptive method of investigation. It is

descriptive in the sense that is describes and interprets “what is”. The true

meaning of data collected should be reported from the point of view of the

objective and basic assumption of the project. This follows a careful clarification

of data. The aim of descriptive method is to describe the nature of the situations,

as it exists at the time of the study and to explore the cause of a particular

phenomenon.

This study will ascertain the learners’ preferred classroom activities and

communication skills in English class among college freshmen. It will take place

in the City of Passi, Iloilo which will be conducted within the school year 2019 to

2020.
 GUIMARAS STATE COLLEGE 33
GRADUATE SCHOOL

The statistical tools to be used are the frequency count, mean, standard

deviation, t-test, and Chi- square.

All statistical computation will be processed using the Statistical Package

for the Social Sciences (SPSS) software.

The Respondents of the Study

The population from which the subjects of the study to be drawn will be

comprised of male and female learners among college freshmen of Passi City

College, Passi City, Iloilo enrolled during the first semester of the school year

2019 to 2020.

The total population of the study will be chosen from the college freshmen

and the sample size for the respondents will be taken using the Slovin’s formula

with the total population (N) to be based from each grade level total number of

population with a confidence level of 95% so the margin of error (e) is set to

0.05.

The distribution of the respondents will come from all college freshmen

taking up Bachelor of Science in Criminology and Bachelor of Science in

Information Technology of Passi City College, Passi City, Iloilo enrolled for the

first semester of the S.Y. 2019 to 2020. Since there are 7 sections in Bachelor of

Science in Criminology and 3 sections in Bachelor of Science in Information

Technology in Passi City College, Passi City, Iloilo, the participants of the study
 GUIMARAS STATE COLLEGE 34
GRADUATE SCHOOL

will be drawn through a stratified random sampling technique. This method

depends on the number of population in each course.

Table 1. Distribution of Respondents

Category Frequency Percentage (%)

Age
18 & below
19 & above
Sex
Male
Female
Course
BSCRIM
BSIT

Total

Data Gathering Instruments

The primary research instrument to be used in gathering empirical

data to answer the specific questions is a researcher-made survey questionnaire

consisting of two parts. Part I of the questionnaire will be on the personal

information of the respondents in terms of: age, sex, course, education of

mother, and family income. Part II, this study use the Likert Scale in which the

respondents will be asked to check the column that corresponds to their answer

as indicated in the descriptive scale with the corresponding weight; most like (5),

like (4), neutral (3), dislike (4), most dislike (5).

 GUIMARAS STATE COLLEGE 35
GRADUATE SCHOOL

Table 2. Distribution of Respondents in each College Freshmen at Passi City

College during S.Y 2019-2020.

BSCRIM and BSIT college Population Sample size Percentage

freshmen at Passi City College (N) (n) (%)
BSCRIM 315 156
BSIT
90 45
Total (N)
405 201

Validity of the Research Instrument

The instrument is regarded valid if it measures what it purports to

measure (Ardales, 2018). For the validity of the survey instrument, it will be

subjected to face and content validation by five (5) expert jurors. The jury

members will be requested to input necessary corrections and recommendations

which will be integrated into the instrument before it will be tested for reliability

and eventually, it will be administered to the respondents.

The criteria set by Good and Scates, will be used to measure the validity of the

instrument.

Reliability of the Research Instrument

Joppe (2017) defines reliability as the extent to which results are

consistent over time and an accurate representation of the total population

under study and if the results of the study can be reproduced under a similar

methodology, then the research instrument can be considered reliable.

 GUIMARAS STATE COLLEGE 36
GRADUATE SCHOOL

The reliability is an extent to which a questionnaire, test, observation or

nay measurement procedure produces the same results on repeated trials. Since

this study habits survey is self-administered, a test- retest will be applied and will

be pilot-tested to a specific number of respondents.

Data Gathering Procedure

After the process of selecting the respondents, a letter requesting the

permission to conduct the study will be submitted to Passi City College. The

College Administrator of the school will inform the Program Heads of every

courses and the researcher will coordinate with them for the schedules of

examinations for the selected students.

Since this study will be dealing with the human respondents, a consent

form will be sent to the parents to inform, clarify, and ask their consent to let

their child participation in the study.

The researcher will distribute the questionnaires personally in order that

she could explain the procedures in answering the questionnaire to avoid

confusion and misunderstanding. They will be given ample time to answer the

questions in the questionnaire. The respondents will be asked to make a check

mark on the column opposite the statements which corresponds to their answer.

Once the respondents accomplish answering the information sheet,

questionnaire and survey, the data will be gathered, tallied, scored and
 GUIMARAS STATE COLLEGE 37
GRADUATE SCHOOL

interpreted. The analysis and interpretation of the data obtained will be

performed and the findings will be used for further research.

Data Analysis Procedure

The data that will be gathered will be scored, tallied and given the

corresponding verbal interpretation. For the survey technique, frequency and

percentage will be used. For the correlation technique, frequency and

percentage will be used to determine the learners preferred classroom activities

used in English class. Statistical data will be computer processed using the

Statistical Package of Social Sciences (SPSS).

The data obtained will be presented in the form of related statistical

measures including means, standard deviation and independent sample t-test.

Pearson correlation coefficient (Pearson’s r) will be used to measure the

statistical relationship between the dependent variables. One-way analysis of

variance (ANOVA) will be used to determine the differences between the means

of two or more independent groups.

Through the t-test, Oneway- Anova, Pearson’s r, hypotheses will be

tested; the learners preferred classroom activities and communication skills in

English class among College freshmen of Passi City College, Passi City, Iloilo for
 GUIMARAS STATE COLLEGE 38
GRADUATE SCHOOL

S.Y 2019 to 2020 according to their age, sex, course, education of mother and

family income will be known and determined.

Statistical Tools to be used in the Study

Frequency count and percentage. Frequency count and percentage

will be used to determine the preferred classroom activities of the respondents.

Mean. Mean will be used to describe the preferred classroom activities

of the respondents according to age, sex, course, education of mother and

family income.

Standard Deviation. Standard Deviation is a measure that is applied

to quantify the amount of dispersion or how spreads out numbers are. The

variation depends on how far the scores are between each data point relative to

the mean and how they are closely related with each other.

t-test. T-test will be applied to identify if there is a significant difference

in the score of the respondents with two sample means after the study is

conducted.

Oneway- ANOVA. Oneway- Anova will be used to conclude which has

the most number between BSCRIM and BSIT preferred the classroom activities.
 GUIMARAS STATE COLLEGE 39
GRADUATE SCHOOL

Pearson’s r. Pearson’s r will be used to measure the learners preferred

classroom activities and communication skills in English class among College

freshmen of Passi City College.

If the statistical value or P-value will be obtained from test statistics, the

researcher will reject the null hypotheses and accept the alternative hypothesis.
 GUIMARAS STATE COLLEGE 40
GRADUATE SCHOOL

REFERENCES

Bachman, J.P. & Palmer, M.J. (2006). Essentials of Educational Research

Methodology Design. Engle Wood Cliffs, New York; Prentice Hall
Bada, E. & Okan, Z. (2016) “Students Language Preferences’.
Barbierra, K. O., (2006). Business Communication Building Critical Skills.
Andriana Printing Co. Inc.
Bargo, D., (2016). English Plus: An Intensive English Grammar. Great Books
Trading
Diaz, R., (2014). Speech and Oral Communication. National Book Store
Eslami-Rasekh, Z., & Valizadeh, K. (2016). Classroom activities viewed from
different perspectives: Learners' voice vs. teachers' voice. TESL-EJ, 8(3),
1-13.
Felder, R. (2016). “Learning and Teaching Styles in Foreign and Second
Language Education”.
Garret, P.(2015). Learners Evaluations of Teacher Fronted and Student Centered
Classroom Activities.

Kang, S. (2016). “Teachers and Students Perception of Usefulness of Different

Activities”.
Kumaradivelu, (2015). Language- learning tasks: Teacher intention and learner
Interpretation”.

Manarang, M. (2015). “ Students Preferences for Learning English”.

Mcdonough, S. M. (2015). “Strategy and Skills in Learning a Foreign Language”.

Nordquist, R. (2014). Grammar and Composition Guide. Great Books Trading

Rao, Z. (2015). Chinese students' perceptions of communicative and non-

communicative activities in EFL classroom. System, 30, 85-105.
Sanchez, S. ( 2017). “Discovering Students Preferences for Classroom Activities
and Teachers of Activity Used”.
 GUIMARAS STATE COLLEGE 41
GRADUATE SCHOOL

Sevilla, C., (2016).Research Methods. Rex Book Store

Yorio, C. (2016). “ Consumerism in Second Language Learning and Teaching”.

Zhu, D. (2015). Using games to Improve students communicative Ability. Journal
of Language Teaching & Research.

https://www.teachstarter.com/au/blog/10-activities-for-speaking-and-listening/
GUIMARAS STATE COLLEGE 42
GRADUATE SCHOOL

APPENDICES
 GUIMARAS STATE COLLEGE 43
GRADUATE SCHOOL

Appendix “A”
Research Instrument of the Study

PREFERRED CLASSROOM ACTIVITIES AND COMMUNICATION SKILLS

IN ENGLISH CLASS OF COLLEGE FRESHMEN

I. PERSONAL INFORMATION

Direction: Please indicate your responses by putting a check mark (√) on

the space provided.

Name: (Optional) _______________________

Age: ____
Sex: Male ___
Female ___
Course: BSCRIM ___
BSIT ___
Mother’s Educational Attainment: Elementary Graduate __
High School Graduate __
College Graduate ___
Family Income: 100, 000 and below ___
100, 00 – 200, 000 ___
200, 00 and above __
II. Instruction: Read each statement carefully. Please check (/) under
the column of your choice or preferred activities.
Indicate your response to each item using the scale below.
Response Weight
Most like 5
Like 4
Neutral 3
Dislike 2
Most Dislike 1
 GUIMARAS STATE COLLEGE 44
GRADUATE SCHOOL

Activities 5 4 3 2 1
a. Listening Skills

Retelling a story

Identifying words, sounds & stress

Listening in recordings

Oral Interview

Dual Dictation

Brainstorming on a given topic

Game on following direction

b. Speaking Skills

Debating on a given topic

Tongue twister exercises

Impromptu Speech

Oral Drills

Poem Recitation
Speech Choir

Dialogue on current issues

c. Writing Skills

Writing short passage and essay

Rewriting Ideas

Writing Dialogue

Writing summaries of what I read

Writing journal and diaries

Writing news about current issues
 GUIMARAS STATE COLLEGE 45
GRADUATE SCHOOL

III. Instruction: Read each statement carefully. Please put a check (/) on the
selected answer that applies to your Level of Communication Skills
 GUIMARAS STATE COLLEGE 46
GRADUATE SCHOOL

1- Never (N)
2- Rarely (R)
3- Sometimes (S)
4- Often (O)
5- Always (A)

N R S O A
(1) (2) (3) (4) (5)
d. Listening Skills

Recognize cohesive devices, such as

sequencing, comparison and contrast etc.

Retain chunks of language in short-term

memory
Recognize stress, rhythm, tone and intonation
Recognize forms of words

Distinguish word boundaries

Recognize typical word order pattern
Detect key words, such as those identifying
topics and ideas
Guess meaning from context
Recognize grammatical word classes and basic
syntactic patterns
Look up dictionaries and textbooks to learn new
words and sentences
e. Speaking Skills
Pronounce the distinctive sounds of language
clearly enough so that people can distinguish
Uses stress and rhythmic pattern, and
intonation pattern of the language clearly
enough so that people can understand what is
said.
Use the correct forms of words ( e.g., changes
in tense, case and gender)
Do exercises, drills and dictation to improve
pronunciation
Put words together in correct word order
Use vocabulary appropriately
Recognize pitch, tempo, vocal quality, and
volume
 GUIMARAS STATE COLLEGE 47
GRADUATE SCHOOL

Make the main ideas stand out from supporting

ideas or information
Use the register or language variety that is
appropriate to the situation and the relationship
to the conversation partner
Make clear to the listener the main sentence
constituents, such as subject, verb, and object,
by whatever means the language uses.
f. Writing Skills

Use the style appropriate to the genre and

audience
Recognize sentence functions, structure and
pattern
Use charts, story webs and graphic organizer to
help develop ideas in writing
Put more attention on grammar, punctuation,
syntax and neatness.

Make the main ideas distinct from supporting

ideas or information
Make the text coherent, so that people can
follow the development of the ideas.
Put words together in correct word order
Make the main sentence constituents, such as
subject, verb, and object, clear to the reader

Appendix “B” – Letters

Letter to Validators

Guimaras State College

GRADUATE SCHOOL
BUENAVISTA, GUIMARAS
 GUIMARAS STATE COLLEGE 48
GRADUATE SCHOOL

________________
________________
________________

Dear Sir/Madame:

Greetings!

I am presently conducting a research entitled “Students Preferred Classroom

Activities and Communication skills in English Class” among College Freshmen, as
course requirement in the degree Master in Educational Management.

Knowing your expertise along the field, I respectfully requesting your help as one
of my validators. In this connection, I am hoping that you can assist me by over
going and assessing the relevance of each item in the questionnaire. Please feel
free to make necessary correction to improve the instrument. I will be available
at the time of your convenience for any comment that you would like to give
personally.

Your valuable assistance is highly appreciated.

Thank you very much.

Sincerely yours,

CRIZA MAE D. CASTOR

The Researcher

Noted by:

FE ABELLA- PANES, Ph. D.

Adviser
Letter to the College Administrator

Guimaras State College

GRADUATE SCHOOL
BUENAVISTA, GUIMARAS

College President
Passi City Collge
 GUIMARAS STATE COLLEGE 49
GRADUATE SCHOOL

City of Passi

Dear Madam:

Greetings!

I, the undersigned would like to conduct my research study entitled, “Students

Preferred Classroom Activities and Communication Skills in English Class” among
College Freshmen, as course requirement in the degree Master in Educational
Management.

In this regard, I would like to ask permission from your good office to allow
administering my research instrument among the learners of your school. The
research protocol will be strictly observed.

I am hoping for your positive response in view of this request.

Thank you and God Bless!

Sincerely yours,

CRIZA MAE D. CASTOR

The Researcher

Noted by:

FE ABELLA- PANES, Ph. D.

Adviser
Letter to the Respondents

Guimaras State College

GRADUATE SCHOOL
BUENAVISTA, GUIMARAS

________________
________________
 GUIMARAS STATE COLLEGE 50
GRADUATE SCHOOL

________________

Dear Respondents:

Greetings!

I am presently conducting a research entitled “Students Preferred Classroom

Activities used and Communication skills in English Class” among College
Freshmen, as course requirement in the degree Master in Educational
Management.

I would really appreciate if you can participate to the study by answering the
attached research instruments.

Please be accurate and honest with your answer.

I assure you that you answer will remain confidential.

Thank you for your time and God Bless!

Sincerely yours,

CRIZA MAE D. CASTOR

The Researcher

Noted by:

FE ABELLA- PANES, Ph. D.

Adviser
Letter to the Program Heads

Guimaras State College

GRADUATE SCHOOL
BUENAVISTA, GUIMARAS
 GUIMARAS STATE COLLEGE 51
GRADUATE SCHOOL

Dear Sir/Madam:

Greetings!

I, the undersigned would like to conduct my research study entitled,“ Students

Preferred Classroom Activities and Communication skills in English Class” among
College Freshmen, as course requirement in the degree Master in Educational
Management.

In this connection, I would like to ask permission from you as Program Head to
allow me to administer my research instrument among the learners of your
course.

Proper research protocol will be strictly observed.

I am hoping for your positive response in view of this request.

Sincerely yours,

CRIZA MAE D. CASTOR

The Researcher

Noted by:

FE ABELLA- PANES, Ph. D.

Adviser

APPENDIX “C”
Dummy Tables

Dummy Tables 2: Distribution of Respondents Classified as to the

Categories of Variables
 GUIMARAS STATE COLLEGE 52
GRADUATE SCHOOL

Variables Categories F Percentage

%
Sex Male
Female
Age 18 Below
19 Above
course BSIT
BSCRIMINOLOGY
Family Income 100,000 AND BELOW
100, 000-200,00
200,000 BELOW
Mother’s Educational Elementary Graduate
Attainment High School Graduate
College Graduate

Dummy 3: Preferred Classroom Activities in the areas of listening,

speaking, and writing according to variables

Variables LISTENING SPEAKING WRITING

MEAN MEAN MEAN

Sex
Male
Female
 GUIMARAS STATE COLLEGE 53
GRADUATE SCHOOL

Age
18 below
19 above
Course
BSIT
BSCRIMINOLOGY
Family Income
100,000 AND BELOW
100, 000-200,00
200,000 BELOW
Education of Mother
Elementary Graduate
High School Graduate
College Graduate

Dummy 4: Level of Communication skills in the area of according to

variables

Variables LISTENING SPEAKING WRITING

Sex
Male
Female
Age
18 below
19 above
Course
 GUIMARAS STATE COLLEGE 54
GRADUATE SCHOOL

BSIT
BSCRIMINOLOGY
Family Income
100,000 AND BELOW
100, 000-200,00
200,000 BELOW
Education of Mother
Elementary Graduate
High School Graduate
College Graduate

Dummy 5: Level of Communication Skills as a whole

Communication Skills Frequency Percentage

Listening Skills
Speaking Skills
Writing Skills
Total

Dummy 6: Differences in the preferred classroom activities in the area

of listening, speaking and writing when classified according to sex

Variable Mean df t-ratio p-value Remarks

Sex
Male
Female
Total

Dummy 7: Differences in the preferred classroom activities in the area

of listening, speaking and writing when classified according to age,

course, education of mother and family income

 GUIMARAS STATE COLLEGE 55
GRADUATE SCHOOL

Variables Sum of df Mean f-ratio p-value Remarks

squares square
Age
18 below
19 above
Course
BSIT
BSCRIMINOLOGY
Family Income
100,000 AND BELOW
100, 000-200,00
200,000 BELOW
Education of Mother
Elementary Graduate
High School Graduate
College Graduate

Dummy 8: Differences in the level of communication skills in area of

listening, speaking and writing among students when classified

according to sex

Variable Mean df t-ratio p-value Remarks

Sex
Male
Female
Total

Dummy 9: Differences in the preferred classroom activities in the area

of listening, speaking and writing when classified according to age,

course, education of mother and family income

Variables Sum of df Mean f-ratio p-value Remarks

squares square
Age
 GUIMARAS STATE COLLEGE 56
GRADUATE SCHOOL

18 below
19 above
Course
BSIT
BSCRIMINOLOGY
Family Income
100,000 AND BELOW
100, 000-200,00
200,000 BELOW
Education of Mother
Elementary Graduate
High School Graduate
College Graduate
Dummy 10: Relationship between preferred classroom activities and

the level of communication skills

Preferred Level of Communication Skills Total X2 value

Classroom Listening Speaking Writing
Activities
 GUIMARAS STATE COLLEGE 57
GRADUATE SCHOOL

CURRICULUM VITAE

Criza Mae De Los Santos Castor

Perfecto St. Passi City Iloilo
09163078450 castor_cm21@yahoo.com

Personal Information

Date of Birth: November 21, 1994

Age: 25 yrs. Old
Gender: Female
Civil Status: Married
Spouse Name: Glenn A. Padernal
Daughter Name: Gleiza Athena Castor Padernal

Educational Background

Guimaras State College

Master in Educational Management 2017(ongoing)
College West Visayas State University- Calinog 2011-2015
Bachelor of Secondary Education
Major in English
 GUIMARAS STATE COLLEGE 58
GRADUATE SCHOOL

High school Esteban S Javellana Memorial High School 2007-2011

Brgy. Guiso, Calinog Iloilo

Elementary Bulabog Elementary School 2001-2007

Brgy. Bulabog Bingawan Iloilo

Work History

Part-time Instructor
Passi City College
Brgy. Bacuranan, Passi City