AN ASSESSMENT OF THE DYNAMIC LEARNING PROGRAM AND

THE ACADEMIC PERFORMANCE IN ENGLISH OF SELECTED GRADE 10

STUDENTS IN ARELLANO UNIVERSITY – ELISA ESGUERRA CAMPUS

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Throughout the 20th century, the Traditional way of teaching has been used and practiced
by the primary and secondary levels of different educational institutions. This traditional way, or
more popularly known as the lecture method, is the followed approach in schools that gives the
focus to the capabilities of the teacher to educate learners in the different fields of subject matter.
It is the responsibility of the teacher to discuss and evaluate the learning of each student based on
the topic that is presented and mandated by the curriculum of the Department of Education.
Needless to say, the center of the classroom is the teacher. When the teacher speaks, the students
should listen. And when the teacher gives assessment, the students should work on their own to
answer the examination paper.

On the onset of the 21st century, there has been a shift in the educational approach. From
the Traditional way of teaching wherein it is teacher-centered, learner-centered education has
been introduced. One of the methods of this approach that gained acclamation is the Output-
Based Education. Based on the article published by the Universiti Teknologi Mara in Kuala
Lumpur, Malaysia, Output-Based Education (OBE) focuses on “the students achieving the
outcomes after undergoing the learning process through the OBE curriculum”. It is the process
wherein the learning may vary from time to time for each and every student and regarded as the
means and not the end-objective. If the students have not reached the desired outcomes or the
mastery of the lesson, they are reassessed, thus ensuring the continual improvement in the
learning of the students in an educational institution. This technique transfers the pattern from
being teacher-centered to student-centered learning. The teaching and learning process in this
approach converts the focus on the traditional input, such as course credit and hours spent in a
class, to results and outcomes presented and performed by every learner of the institution.

In the Philippines, one of the techniques of OBE that is gaining recognition is the
Dynamic Learning Program or “DLP” developed by Dr. Christopher Bernido and Dr. Ma.
Victoria Bernido. Dynamic Learning Program requires students to work independently, to
discover and understand their lesson on their own and by reading concept notes and by doing
exercises before the lesson is discussed. After about 40 minute exercises, the teacher starts
discussing the lesson. The idea is that the students learn more by doing rather than by merely
listening (Rances, 2011). DLP is 70% student-centered and 30% teacher-initiated pedagogical or
teaching-learning method. The teacher is mere a facilitator of instruction while the students
perform most of the activities. DLP allows freedom for differentiation in terms of interest,
learning profile, and academic level (Lagarejos, 2012)

Now, Arellano University – Elisa Esguerra Campus has adopted the Dynamic Learning
Program since 2013. A topic in a subject is taught for 20 minutes by the master teacher before
leaving an activity to the class and attending to another class. The students are given an ample
time to finish the activity wherein a facilitator will oversee the class and sometimes, answer the
questions of the students. This technique allows the master teacher to cover more classes and
administer activities simultaneously. At the end of the day, these activities are passed to the
teacher to be evaluated. If the students’ competencies have not met the expected outcome based
on the activities passed, the master teacher may reteach the lesson until the desired outcome is
obtained.

In the English subject, English proficiency can only be obtained by the familiarization of
the grammar rules and the constant use of the said language. A learner is expected to develop his
full potential in using the English language if given enough time to practice and to use for the
entire school year. As future English teachers, we aim to find and propose additional methods or
techniques which can be integrated with the approach used by Arellano University – Elisa
Esguerra Campus. It stands to reason that at the end of this research paper, additional actions can
be implemented to enhance the English proficiency of the targeted students.
Background of the Study

The Dynamic Learning Program or more popularly known as DLP is created and first introduced
by physicists and Ramon Magsaysay awardees, Dr. Chris Bernido and Dr. Ma. Victoria Carpio-
Bernido. This teaching approach focuses on strengthening the students’ competencies in Science,
Technology, English and Mathematics (STEM). It requires students to work separately by
understanding the key concepts of the lesson and doing the exercises before the lesson
discussion.

DLP is considered a cross between two teaching approaches: 70% student-centered and 30%
teacher-initiated pedagogical or teaching-learning method. It is innovative in the way that it lets
the students learn by discovering by activities and exercises. It is also said that this approach
teaches discipline to the students since it is designed to maximize the student’s motivation, focus
and stamina in learning. In DLP, teachers are more of like facilitators rather than the source of
knowledge.

In 2013, Escuela de Nuestra Senora de la Sayette (La Sayette School,) has implemented the DLP
approach in both the elementary and the high school department. Surveys have been conducted
among the students, the parents, and members of the faculty which have showed positive
feedback and reception. In addition, the average quarterly grade has increased by 0.91% for the
elementary department and 2.88% for the high school department.

Now, Arellano University – Elisa Esguerra campus has adopted this approach for about 5 years.
In this research, we aim to analyze if the academic performance of the students have been
satisfactory or above satisfactory by the means of this approach. We also aim to examine if DLP
is enough to improve the current academic performance of the students in Arellano University –
Elisa Esguerra campus.
Theoretical Framework

This study is anchored on Stephen Krashen’s Monitor Theory which hypothesizes that
adults have two independent systems for developing ability in second languages, subconscious
language acquisition and conscious language learning, and that these systems are interrelated in
a definite way: subconscious acquisition appears to be far more important (Krashen, 1981:p.2)

In this theory, Krashen states that “Language Acquisition is very similar to the process
children use in acquiring first and second language. It requires meaningful interaction in the
target audience – natural communication – in which speakers are concerned not with form of
their utterances but with the messages they are conveying and understanding”. Based on the
studies by Brown and Hanlon in 1970 and Brown, Cazden, and Bellugi in 1973, Krashen further
states that “Error correction and explicit teaching of rules are not relevant to language
acquisition”. Acquirers need not have a conscious awareness of the “rules” they possess, and
may self-correct only on the basis of a “feel” for grammatically (Krashen, 1981:p. 3)

In contrast, conscious language learning is thought to be helped a great deal by error

correction and the presentation of explicit rules (Krashen and Seliger, 1974). In this part of
Krashen’s Monitor Theory, he states that “Error correction, it is maintained, helps the learner
come to the correct mental representation of the linguistic organization”. He further mentions
that learners progress from simple to complex ideas, a sequence that may not be identical to the
acquisition sequence.

The fundamental claim of Monitor Theory is that conscious learning is available to the
performer only as a Monitor. In general, utterances are initiated by the acquired system – our
fluency in production is based on what we “picked up” through active communication. Our
“formal” knowledge of the second language, our conscious learning, may be used to alter the
output of the acquired system, sometimes before and sometimes after the utterance is produced.
We make these changes to improve accuracy, and the use of this Monitor has this effect
(Krashen 1981:p. 2)

LEARNED SYSTEM

ACQUIRED SYSTEM UTTERANCES

Figure 1. An illustration for the Monitor Theory proposed by Stephen Krashen

A supplementary theory for this research is Jim Cummins’ “Basic Interpersonal

Communicative Skills” (BICS) and “Cognitive Academic Language Proficiency” and Stephen
Krashen’s “Monitor Theory” of second language acquisition in adults. In these theories, J.
Cummins has proposed that “in order to draw the attention of the educators’ attention to the
timelines and challenges of that second language learners encounter as they attempt to catch up
to their peers in academic aspects of the school language”. BICS refers to the conversational
fluency in a language while CALP refers to the students’ ability to understand and express, in
both oral and written modes, concepts and ideas that are relevant in the success in the school
(Cummins, 2008).

Basic Interpersonal Communicative Skills or BICS is the “surface” skills of listening and
speaking which are typically learned quickly by learners; especially by those from the same
language background to English who spend great deal of time interacting with native speakers.
English language learners (ELLs) utilize BICS skills when they are on the telephone, on the
playground, chatting with friends, playing online games and etc. These skills are not cognitively
demanding compared to CALP.

On the other hand, Cognitive Academic Language Proficiency (CALP) or Academic

Language Proficiency develops through social interaction from birth but becomes differentiated
from BICS after the early stages of schooling to reflect primarily the language that children
acquire in school and which they need to use effectively if they are to progress successfully
through the grades. The notion of CALP is specific to the social context of schooling, hence the
term “academic”. Academic language proficiency can thus be defined as “the extent to which an
individual has access to and command of the oral and written academic registers of schooling”
(Cummins, 2000:p. 67)

Figure 2. An illustration for the BICS and CALP proposed by Professor Jim Cummins
Conceptual Framework

Figure 3. An illustration to gauge the development of English Proficiency

The researchers want to know if the theories of S. Krashen’s “Monitor Theory”, J.

Cummins’ “Basic Interpersonal Communicative Skill” (BICS), and “Cognitive Academic
Language Proficiency” (CALP) are used in teaching the English subject. The Monitor Theory
will depend on the learners’ background, the approach used in teaching ESL and the teachers’
competence in the further advancement of the learners’ English proficiency level. The
supplementary theories (BICS and CALP) indicate that the constant use and practice of the
English language affect the learners’ command of the English Language. Since English is taught
as 2nd Language in all academic institutions as early as the elementary school days, these theories
are applicable to measure the development of the proficiency level in the said language.

A great analogy of developing the proficiency in English as 2nd language (ESL) is the
learner trying to build a house brick by brick: The bricks symbolize the rules and patterns of the
English language that should be added to the previous ones. The new rules and patterns should
not let the learner modify the practices that he has learned and obtained. The teacher, on the
other hand, will serve as an architect and an engineer: guiding the learner when, where and how
to place these bricks properly to build a strong foundation of house. Thus, a house well-built at
the end can give shelter to the learner.

As a final note on this part of this research, we aim to address the variables in the
development of English proficiency among the Grade 10 learners. We want to tackle if there are
improvements that can be made in order to elevate the competency level of the teachers,
supplementary approach to DLP and practices that can be observed and implemented to raise the
English proficiency of the targeted learners
Statement of the problem

1. What is the profile of the teacher respondents in terms of

1.1 Gender
1.2 Age
1.3 Highest Educational Attainment
1.4 Years of Experience in using DLP

2. What are the grades of the students in the English subject during the 1st and 2nd quarter?

3. How effective is DLP in learning English as assessed by the teachers and the students in
terms of:
3.1 Time allotment
3.2 Discussion
3.3 Activity
3.4 Evaluation

4. What are the strengths of the DLP approach as assessed by the teachers?

5. What policies and recommendations may be proposed to enhance the DLP approach as a
method of teaching English?
Significance of the study

The study is deemed significant to the following:

The learners. The learners will most benefit from this study. The sufficiency or insufficiency in
acquiring English Proficiency will be addressed and can be worked upon.

Parents of the targeted learners. The parents will know their roles in expanding, using and
guiding the Grade 10 learners in acquiring English proficiency.

Principal. The Principal will become aware of the status in English Proficiency among the
students of Arellano University – Elisa Esguerra Campus.

Teachers. The teachers, especially the English Teachers, of Arellano University – Elisa
Esguerra Campus will become more aware of their roles as an English as 2 nd Language Teachers.
They will know additional guidelines that they can implement to DLP in teaching the English
Language

The researchers. The researchers will be future English teachers. This study aims to guide them
in addressing the possible factors that may affect the English proficiency of their future students.
They will be educated regarding the supplementary programs that they can use in order to
become more effective English teachers.

The future researchers. This study can serve as a foundation for similar research.
Scope and limitation

Scope

The study will focus on the factors that affect the academic performance in English of the
students in Arellano University – Elisa Esguerra Campus. It will cover the parents’ highest
educational attainment to the effectiveness of DLP in teaching the English subject. As a result,
this study will try to determine if these factors contributes to the level of English proficiency of
the students, namely:

1. Students’ Background
2. Teachers’ Profile
3. DLP approach

Limitation

The study will not cover the frequency in using the English language when the students
communicate to their family, friends, etc. which is essential in the further development of
English proficiency, thus, their academic performance in English. It is also limited to:

1. The Grade 10 students of Arellano University – Elisa Esguerra Campus

2. The students’ honesty in answering the questionnaire
3. The step-by-step processes the teachers follow when teaching using the DLP approach
Definition of terms

Basic Interpersonal Communicative Skill (BICS) – the development of conversational fluency

(Basic Interpersonal Communicative Skills) in the second language. BICS are the language skills
used in social events (i.e. chatting with friends, writing a letter to a relative, etc.). It is the
everyday language used to talk socially with other people.

Cognitive Academic Language Proficiency - the use of second language in academic situations
or the formal academic language. This includes the various skills in English such as, listening,
reading, speaking, writing and comprehension. It is considered as a necessity for students to
succeed in school.

Conscious language learning – the process when the learner come to the correct mental
representation of the linguistic organization. It is also the process where the learners progress
from simple to a more complex ideas.

Dynamic Learning Program – developed by Ramon Magsaysay 2010 awardees Dr. Christopher
Bernido and Dr. Ma. Victoria Carpio-Bernido, DLP is a cross between two teaching approaches:
70% student-centered and 30% initiated pedagogical or teaching-learning method. In this
approach, it teaches discipline to the students since it is designed to maximize the student’s
motivation, focus and stamina in learning.

English proficiency – is about having the knowledge and skills in the English language.
Someone who is proficient in the English language has the full command of it in all the forms
(written, spoken, comprehension, etc.)

English as 2nd Language (ESL) - an English language study program for non-native speakers. It
is designed to help students who wants to learn the as their 2nd language.

Language acquisition – the process by which a person learns to speak and write. It is more
concerned with the message being delivered rather than how the message was delivered.

OBE (Output-Based Education) – OBE is educational approach that center the part of the
educational system to the output or outcomes of the students. To make OBE simple, the heart of
OBE is what to be learned – the outcomes.
 Chapter II

RELATED STUDIES AND LITERATURE

BICS and CALP: Emperical and Theoretical Status of Distinction.

The author, Jim Cummins, published this journal in 2008 which emphasizes on the distinction
between the Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic
Language Proficiency (CALP) in order to get the educators’ attention to the time frames and the
obstacles that second language learners face as they attempt to catch up to their peers in
academic aspects of the school language.

In Jim Cummins’ first study, he has found out that teachers and psychologists often assume that
children had overcome the difficulties in English when they could speak and converse using the
language easily. Yet, these children have usually performed badly on English academic tasks
within the classroom as well as on the verbal scales of cognitive ability test in the psychological
assessment. Many children have been diagnosed with language or communication disabilities
despite being able to use conversational English and have been staying in Canada for about 1 to
3 years.

He has further explained that there is a gap of several years between the attainment of peer-
appropriate fluency in English and the attainment of normal grades in academic aspects of
English. In the journal, he states that conversational aspects of proficiency is reached usually
within 2 years of exposure to English but a period of 5 – 7 years are required to get normal
grades in academic aspects for the immigrant students.
Dynamic Learning Program (DLP).

This study is about the implementation of the DLP in the secondary public school in Bohol in the
school year 2011 – 2012. The author who is also the School Division Superintendent of Bohol,
Dr. Lorna E. Rances, states that “the public secondary schools faces a dilemma of having low
achievement test results alongside with other performance indicators such as participation rate,
cohort survival rate, completion rate and drop-put rate for quite a time already similar to that of
the whole country”

Dr. Lorna E. Rances has showed in a table that the country’s National Achievement Test Results
of all secondary school students are quite far from the planning standard of 75%. The mean
performance in the five learning areas tested, none got a mean performance score higher than
60% or meeting the desired standard set. In the study, Bohol NAT Results from 2006 to 2010 is
averaging around 50%.

At that time, Bohol is lacking of qualified teachers to teach Science, Technology, English and
Mathematics. So when Dr. Christopher Bernido and Ma. Victoria Bernido introduce the
Dynamic Learning program, the educational leaders in the province have not hesitated to
embrace the idea of adopting and implementing the program immediately in the SY 2011 – 2012.

The implementation of DLP in Bohol is divided into 2 stages: the Pre-Implementation Phase and
the Implementation Phase. The Pre-Implementation Phase includes the meetings and the
orientation of the DLP up to the finalization of the DLP Activity Guides. The second stage which
is the Implementation Phase includes the Training and Simulation Workshops up to DLP
Launching.
This study focuses more on the expenses spent by the Bohol Division Office. It has not included
the outcome or the impact of the implementation of the program to the teachers and the students.
It focuses more on the budget used to train the teachers and the reproduction cost of the teaching-
learning materials.

Language Proficiency Assessment.

Published in 2012 on the LearnAlberta.ca website, it says that “Literacy in any language is an
asset to learning English, as students who can read and write in their home language have
language of words, concepts, grammatical structures and the understanding of how language can
be documented, accessed and interpreted. Students who know how to read in one language
typically transfer that knowledge of how certain formations of marks on a page can be read; they
must learn the graphophonemic (sound/symbol) system of English to be able to read. Students
who understand a first language with an alphabet and phonemic system similar to English and
left to right, top-down reading usually adjust readily decoding at a higher level than they can
comprehend in English; whereas students whose language experiences were with characters or a
different system of reading have to learn an entirely different alphabet and system of reading.
Therefore, decoding and comprehension require additional instruction and support. Students who
have limited formal education experiences often require support in understanding about reading
as well as skill development in decoding and comprehension strategies”.

The study further states that the English language learners use familiar and high frequency
vocabulary and long simple sentences to deliver their messages. With this, the learners can
demonstrate their social language competency. In contrast, academic language competency
which includes more specialized vocabulary and more complex sentences may only be obtained
in a formal classroom setting. At times, students may mask their academic language competency
through social language competency.
 Chapter III

METHODOLOGY

This chapter covers the methods and the procedures of the conducted study. Specifically,
it sets the framework of the methods used in the research, the respondents of the study, data
gathering process and procedures, and the statistical application used.

Method of Research Used

The study will use a descriptive method with the survey form and supplementary kinds of
instruments such as observing and interviewing to give a deep and complex analysis of the DLP
approach that result to the academic performance in English of the Grade 10 students of Arellano
University – Elisa Esguerra Campus.

Descriptive research refers to the type of research question, design, and data analysis that
will be applied to a given topic. Descriptive statistics tell what is, while inferential statistics try to
determine cause and effect.

Descriptive research can be either quantitative or qualitative. It can involve collections of

quantitative information that can be tabulated along a continuum in numerical form, such as
scores on a test or the number of times a person chooses to use a-certain feature of a multimedia
program, or it can describe categories of information such as gender or patterns of interaction
when using technology in a group situation. Descriptive research involves gathering data that
describe events and then organizes, tabulates, depicts, and describes the data collection (Glass &
Hopkins, 1984).
 In addition to the statistical data gathered through the survey form, qualitative research
methods are applied through the form of personal interviews with the targeted respondents to get
more in-depth information about the DLP approach and the academic performance in English of
the Grade 10 students.

Population and Sampling

To efficiently develop results about the DLP approach as a method of teaching and the
academic performance in English of the Grade 10 students of Arellano University – Elisa
Esguerra Campus, purposeful sampling technique has been used.

Purposeful sampling is a technique generally used for qualitative research. This technique
involves identifying and selecting individuals that are acquainted to the topic of interest in a
limited time and resource. The chosen individuals are familiar on how the English subject is
taught through the DLP approach and the overall performance of the students.

Respondents of the Study

Arellano University – Elisa Arellano University – Elisa Total Number

Esguerra Campus’ Esguerra Campus’ of Respondents
Grade 10 students High School Teachers
50 5 55
Figure 4. A table of the respondents of the study.

The first group is comprised of fifty (50) student respondents and the second group is
comprised of five (5) high school teachers. All in all, there are fifty-five (55) respondents in the
study.
 In conducting the study, data gathering technique is used to come up with a profound
analysis and effective results. Survey questionnaire is the tool in data gathering. Interviewing and
observing the respondents have provided additional information which is used in the deeper
understanding of the results. The respondents need to answer specific questions regarding their
grades in the English subject and their perspective about the DLP approach.

The questionnaire for the students is made of the following parts:

Part I: The grades in English of the students

Part II: The effectiveness of the DLP approach in learning the English Language

The questionnaire for the teachers is made of the following parts:

Part I: The profile of the respondents

Part II: The effectiveness of the DLP approach in learning the English Language
Research Design

To accomplish the objectives of the study, the researchers have used survey
questionnaire, interview and observation to gather the necessary data.

Components of the Research Design:

Likert Scale

In measuring the response of the respondents of the survey, the Likert Scale is used. The
Likert scale or frequency scales used fixed choice response formats and are designed to measure
attitudes or opinions (Bowling, 1997; Burns, & Grove, 1997). These ordinal scales measure
levels of agreement. A Likert-type scale assumes that the strength/intensity is linear, i.e. on a
continuum from strongly agree to strongly disagree, and makes the assumption that attitudes can
be measured. Based on Sam McLeod of the Simply Psychology website, he said that “Likert
scale is used to allow the individual to express how much they agree or disagree with a particular
statement”.

The range used for the verbal interpretation is as follows:

Rate Verbal Interpretation Range

4 - Very Much Agree 3.5 - 4.0

3 - Agree 2.5 - 3.49

2 - Less Agree 1.5 - 2.49

1 - Disagree 1.0 - 1.49

Weighted Mean

Weighted mean will be used in finding the average score of the responses.

Frequency and Percentage

The calculation of the principal quantity has been utilized to determine the most probable
scenario. The formula of percentage is as follows:

P = ---------

Where P = Percentage

F = Frequency

N = number of population

Interview

The purposes of interview are to verify information gathered from written sources; to
clarify points of information; to update information; and to collect data (Ariola, 2006:p.88).

The interview is in a sense an oral questionnaire. Instead of writing the response, the
interviewee gives the needed information orally and face-to-face. With a skillful interviewer, the
interview is often superior to other data-gathering devices. One reason is that people are usually
more willing to talk than to write. Another is that certain types of confidential information may
be obtained that an individual might be reluctant to put in writing (Ariola, 2006:p.89).
 In this research, the purpose of interview is to supplement the data gathered from the
questionnaire that is disseminated to the respondents. It aims to get additional information
regarding the variables that affect the Academic Performance in English of the targeted
respondents.

Observation

The access to the respondents is given since the researchers are 3rd year students of the
College of Education. The researchers are required to perform a Field Study to the high school
learners of Arellano University – Elisa Esguerra Campus. The inputs from the researchers are
first-hand information based on what they have felt, seen and assessed during their classroom
observations.
QUESTIONNAIRE (For Teachers)

1. Gender: Male Female

2. Age: 1. 20-25yo 2. 26-30yo 3. 31-35yo 4. 36yo and above
3. Highest Educational Attainment 1. College 2. MA Units 3. MA degree 4. Doctorate Degree
4. Years of Experience in using DLP 1. 1-2 years 2. 3-4 years 3. 5 years and above

Rate as to how much you agree with the following statements as to DLP’s effectiveness in learning the
English Language

1 – Disagree 2 – Less Agree 3 – Agree 4 – Very much agree

Time Allotment

1. Time is adequate to cover all skills to be mastered 1 2 3 4

2. Time allotted to learning theories is appropriate 1 2 3 4
3. 20 minutes allotment covers the topic to be fully discussed 1 2 3 4

Discussion

1. Lessons are fully discussed 1 2 3 4

2. All students’ questions are answered during discussion 1 2 3 4
3. Concept notes are effective in information retention 1 2 3 4

Activities

1. Activities use all the English skills (i.e. speaking skill, writing skill, etc.) 1 2 3 4
2. Activities allow the English skills to be further developed 1 2 3 4
3. Activities allow the teacher to completely monitor the students’ progress 1 2 3 4

Evaluation

1. Evaluation of the English skills is extensive 1 2 3 4

2. Evaluation is applicable to the specific English skill 1 2 3 4
(i.e. recitation for speaking skill, essay for writing skill, etc.)
3. Teachers make corrections on the students’ mistakes 1 2 3 4
QUESTIONNAIRE (For Students)

Name (optional): ____________________

Gender: ____________________

Parents’ Highest Educational Attainment

Elementary High School College Undergrad College Graduate Master’s Doctorate
Degree

What is your grade in English during the following quarters?

1st _________ 2nd ___________ 3rd __________

Rate as to how much you agree with the following statements as to DLP’s effectiveness in learning the
English Language

1 – Disagree 2 – Less Agree 3 – Agree 4 – Very much agree

Time Allotment

1. Time is adequate to cover all skills to be mastered 1 2 3 4

2. Time allotted to learning theories is appropriate 1 2 3 4
3. 20 minutes allotment covers the topic to be fully discussed 1 2 3 4

Discussion

1. Lessons are fully discussed 1 2 3 4

2. All students’ questions are answered during discussion 1 2 3 4
3. Concept notes are effective in information retention 1 2 3 4

Activities

1. Activities use all the English skills (i.e. speaking skill, writing skill, etc.) 1 2 3 4
2. Activities allow the English skills to be further developed 1 2 3 4
3. Activities allow the teacher to completely monitor the students’ progress 1 2 3 4

Evaluation

1. Evaluation of the English skills is extensive 1 2 3 4

2. Evaluation is applicable to the specific English skill 1 2 3 4
(i.e. recitation for speaking skill, essay for writing skill, etc.)
3. Teachers make corrections on the students’ mistakes 1 2 3 4
 Chapter IV
PRESENTATION OF DATA, ANALYSIS AND INTERPRETATION

This chapter presents the data collected and the interpretation of the results from the
conducted survey.

1. The teachers’ profile

1.1 Frequencies and percentage distribution on the gender of the respondents
Options Frequency Percent
Male 2 40%
Female 3 60%
Total 5 100%

1.2 Frequencies and percentage distribution on the age of the respondents

Options
20 - 25 years old
26 - 30 years old
31 - 35 years old
36 years old and above
Total
Frequency Percent
2 40%
3 60%
5 100%

1.3 Frequencies and percentage distribution on the highest educational attainment of the
respondents
Options Frequency Percent
College Degree 3 60%
MA Units 2 40%
MA Degree
Doctorate Degree
Total 5 100%

1.4 Frequencies and percentage distribution on the years of experience in using DLP
Options Frequency Percent
1 - 2 years 2 40%
3 - 4 years 2 40%
5 years and above 1 20%
Total 5 100%
 The tables indicate that 60% of the teacher respondents are female; 60% are aging from
31 – 35 years old; and 60% have only a college degree. In terms of experience in using the DLP
approach, 40% have 3 – 4 years and 40% have 1 – 2 years.

2. The students’ academic performance in English

2.1 The weighted mean of the 1st and 2nd quarter grades of the respondents
Number of 1st Quarter 2nd Quarter General Weighted
Respondents (Weighted Mean) (Weighted Mean) Mean
50 76.04% 77.88% 76.96%

The table shows that in the 1st quarter of the school year 2016 – 2017, the average mean
is 76.04%. In the 2nd quarter, the average mean is 77.88%. The general weighted mean for the 2
quarters is 76.96%.

3. Questionnaire
3.1 Time Allotment
Weighted Mean Weighted Mean
Interpretation Interpretation
Time Allotment (Students) (Teachers)
1. Time is adequate to cover Agree Less Agree
all skills to be mastered 2.63 2.2
2. Time allotted to learning Agree Less Agree
theories is appropriate 2.72 2.2
3. 20 minutes allotment
covers the topic to be fully Agree Less Agree
discussed 2.62 1.8
General Weighted Mean 2.63 Agree 2.07 Less Agree

The students’ response to the 20 minute allotment of the DLP approach to learn the
English subject is agree. The students agree that the allotted time is adequate to cover the skills
necessary to master the subject. On the other hand, the teacher respondents have indicated that
the allotted time of 20 minutes is less agree.
 3.2 Discussion

Weighted Mean Weighted Mean

Interpretation Interpretation
Discussion (Students) (Teachers)
1. Lessons are fully discussed 2.74 Agree 2.4 Less Agree
2. All students’ questions are Agree Less Agree
answered during discussion 2.76 2
3. Concept notes are effective Agree Less Agree
in information retention 2.7 2.4
General Weighted Mean 2.73 Agree 2.27 Less Agree

The students’ response to the discussion using the DLP approach shows agree which means
that they are learning the lessons, questions about the lessons are answered, and creating concept
notes are effective in retaining the information given by the teachers. On the other hand, the
teachers’ response is less agree.

3.3 Activities
Weighted Mean Weighted Mean
Interpretation Interpretation
Activities (Students) (Teachers)
1. Activities use all the English
skills (i.e. speaking skill, writing Agree Less Agree
skill, etc.) 2.76 2.4
2. Activities allow the English Agree Agree
skills to be further developed 2.92 2.8
3. Activities allow the teacher
to completely monitor the Agree Less Agree
students’ progress 2.76 2.2
General Weighted Mean 2.81 Agree 2.47 Less Agree

The students’ response to the activities of the DLP approach is agree which indicates that
they are using the different skills of the English language and the approach allows those skills to
be further developed. Through the DLP approach, the students have agreed that the teachers can
also completely monitor their progress in the English subject. On the other hand, the teachers’
response is less agree which implies that the activities do not cover all English skills and they
cannot completely monitor the progress of the students in the subject.
 3.4 Evaluation

Weighted Mean Weighted Mean

Interpretation Interpretation
Evaluation (Students) (Teachers)
1. Evaluation of the English Agree Less Agree
skills is extensive 2.7 2.4
2. Evaluation is applicable
to the specific English skill
(i.e. recitation for speaking Agree Less Agree
skill, essay for writing skill,
etc.) 2.9 2.2
3. Teachers make
corrections on the Agree Less Agree
students’ mistakes 2.86 2.4
General Weighted Mean 2.82 Agree 2.33 Less Agree

The students’ response is agree which means that the evaluation done through the DLP
approach is extensive and applicable to the specific English skill. The students have also
indicated that the teachers make corrections to their mistakes. On the other hand, the teachers’
response is less agree which implies that the evaluation process is not extensive and they cannot
make corrections on the students’ mistakes through the DLP approach.

3.5 General Weighted Mean

Students Interpretation Teachers Interpretation

DLP's
effectiveness as
assessed by: 2.75 Agree 2.28 Less Agree

The students’ general weighted response is 2.75 with the interpretation of Agree while the
teachers’ general weighted response is 2.28 with the interpretation of Less agree for the
effectiveness of DLP in teaching the English subject.
 4. Interview and Observation

The researchers have talked to several high school teachers regarding the DLP approach in
Arellano University – Elisa Esguerra Campus. These teachers have pointed out several
advantages of this approach. These are as follows:

1. The students’ perseverance and responsibility are enhanced. Through the DLP
approach, the students are required to write concept notes everyday and to learn these
notes independently. They are taught that in order to pass the subjects, each one
should take responsibility in completing their portfolios which are checked in every
end of the quarter.

2. The approach promotes learning by discovery. Since the students are given the
activity first, the students can explore the topic by themselves which lead to
discovery. This imbues initiative and innovation amongst the students.

3. The DLP approach offers less workload for the teachers. Since the teachers need only
to discuss for about 20 minutes, they have more time to do other matter such as
checking the activities of the students and the test papers.
 Chapter V

SUMMARY OF FINDINGS AND CONCLUSION

Result and Discussion

The main purpose of this study is to gauge the grades of the students in English through
the DLP approach. This research also aims to get the opinions of the teachers and the students on
how they assess the effectiveness of DLP and its strengths in teaching the English subject. The
results are as follows:

 The general weighted grades of the respondents for the 1st and 2nd quarters is 76.96%
 The general weighted mean of the students’ response to the effectiveness of the DLP
approach is 2.75 which is equivalent to Agree.
 The general weighted mean of the teachers’ response to the effectiveness of the DLP
approach is 2.28 which is equivalent to Less agree.
 The strengths of the DLP approach as assessed by the teachers are: it enhances
perseverance and responsibility of the students; it promotes learning by discovery; and
offers less workload for the teachers.

As stated, the opinions of the students differ from the teachers in terms of DLP’s
effectiveness in teaching the English subject. The students agree that the DLP approach is
effective while the teachers do less agree on this matter. However, the result of the students’
average grades (76.96%) contradicts what they have answered in the survey. This clearly shows
that the teachers’ responses are more truthful since it is aligned to the average grades of the
students. One of the teachers has said that he/she cannot make corrections in grammar and
speaking skill of the students on a real time basis since he/she has only 20 minutes to discuss the
topic for the day.
 This statement implies that as much as the teachers would like to implement the “Monitor
Theory” and “Cognitive Academic Language Proficiency (CALP)”, they cannot because of the
allotted time. This may be one of the factors why the students have an average grade of 76.96%
in the English subject.

In the study entitled “BICS and CALP: Empirical and Theoretical Status of Distinction”, Jim
Cummins has stated that the conversational aspects of proficiency is achieved within the first 2
years of exposure to English but a period of 5 – 7 years are required to get normal grades for
ESL students. As future ESL teachers, the 20 minutes allotment for the subject per day may seem
not enough to obtain English proficiency.

On the other hand, the DLP approach also has its strengths. One of the teachers has said that
the approach is time bound which enhances the perseverance and responsibility of the students.
Since the activities need to be passed at the end of the day, the students are mandated to
accomplish the tasks. This approach also promotes learning by discovery since the students are
given the tasks/activities before the classroom discussion, the students can search, study and
learn the topic by themselves.

DLP also offers less workload for the teachers. Since the teachers only need to discuss 20
minutes per class, a total of 5 classes (4th year) results to 100 minutes of discussion for the
teacher (1 hour and 40 minutes). This gives more time to teachers to check the papers, compute
the grades, etc.
Recommendation

Educators can only change their perspectives and behaviors. We, the researchers, have
searched for additional methods and techniques that can be applied to supplement the DLP
approach in teaching the English subject. These methods/techniques are as follows:

 English Only Policy (EOP) – the English language will be used by the teachers and the
students when communicating. The activities and explanation will be provided in
English. If the students can’t understand any word or instruction, it is the responsibility of
the teacher to look for simpler English words in explaining the topic/lesson. Vernaculars
are not allowed.
 Journaling (Vocabulary Word List) – a separate notebook will be used for new words and
idioms. At the start of a lesson, the teacher can introduce at least 2 new words that are
related to the topic. These words may be included in the summative tests given to the
students every quarter.
 Uptraining for teachers in teaching ESL – teachers can learn a lot from the experts in ESL
teaching. Seminars should be conducted to share knowledge and best practices in
teaching English to Filipino students.
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