Sta.

Teresa College
Bauan, Batangas

Difficulties in Taking Quarterly Assessment in Foreign Language

(Mandarin-Chinese) of Select Grade 10 Students
at Sta. Teresa College

ACTION RESEARCH
PRESENTORS:
SOCIAL STUDIES
MAJOR
 Sta. Teresa College
Bauan, Batangas

CHAPTER 1
THE PROBLEM
 Sta. Teresa College
Bauan, Batangas

Introduction
Language is the primary source to
communicate with others. Language helps us to
communicate, it could be in form of writing or thru
speaking. Language separates us from other living
things that made us unique compared to them . To
us language served as our outlet to share to the
world our ideas and probably without language will
be chaos.
 Sta. Teresa College
Bauan, Batangas

Introduction

In 1994, Republic Act No. 7722, creating the

Commission on Higher Education (CHED) was
signed.

This Act which is known as the “Higher Education

Act of 1994” provides that the CHED shall be
independent and separate from the DECS and
attached to the Office of the President for
administrative purposes only.
 Sta. Teresa College
Bauan, Batangas

Introduction

Its coverage shall be both public and private

institutions of higher education as well as degree-
granting programs in all post-secondary
educational institutions, public and private.
 Sta. Teresa College
Bauan, Batangas

Introduction

“The students learning foreign languages

such as French, Italian, Korean, Japanese,
Mandarin and languages from countries that are
common (for) Filipinos who are currently working
abroad, could be a great investment for those
students who wish to work overseas in the near
future”
 Sta. Teresa College
Bauan, Batangas

Introduction

“The students learning foreign languages

such as French, Italian, Korean, Japanese,
Mandarin and languages from countries that are
common (for) Filipinos who are currently working
abroad, could be a great investment for those
students who wish to work overseas in the near
future”
 Sta. Teresa College
Bauan, Batangas

Introduction

The school has academic programs which

are all about Communication Arts in English and
Filipino, Science and Technology, Mathematics,
Makabayan, Social Studies, Technology and Home
Economics/ Technology and Livelihood Education,
Computer, MAPEH, and Religion/Values
Education. Also STC added Mandarin-Chinese in
their academic programs in this year.
 Sta. Teresa College
Bauan, Batangas

Statement of the Problem

1. What are the difficulties of grade 10 students in taking quarterly

assessment in foreign language (Mandarin-Chinese)?

2. What are the effects of these difficulties in the academic

performance of Grade 10 students?

3. What plan of actions may be proposed to assist the students in

their difficulties?
 Sta. Teresa College
Bauan, Batangas

Significance of the Study

To School Administrators. The results of this action research will

serve as a basis for planning and developing the curriculum mapping

of Foreign Language (Mandarin-Chinese).

To the Teachers. The results of this action research will serve as

basis for the planning and developing of more effective ways to

assess students in Foreign Language (Chinese-Mandarin), to reduce

the difficulties faced by Grade 10 students.

 Sta. Teresa College
Bauan, Batangas

Significance of the Study

To the Students. The results of this action research will

serve as a guide to reduce the difficulties they will

encounter in assessment in Foreign Language (Chinese-

Mandarin).

To the Future Researchers. They may use the results of

this action research as their reference on their study.

 Sta. Teresa College
Bauan, Batangas

Scope and Delimitation

The highlight of the study is the difficulties in

learning Foreign Language (Chinese-Mandarin) and
difficulties encountered by the grade 10 students of Sta.
Teresa College during quarterly exam in Foreign
Language (Chinese-Mandarin). The study is limited only
to the responses of 20 randomly picked grade 10
students of the said school.
 Sta. Teresa College
Bauan, Batangas

CHAPTER 2
METHODS
 Sta. Teresa College
Bauan, Batangas

Research Design
The study made use of the qualitative method to
assess the difficulties in quarterly assessment in
foreign language (Mandarin- Chinese) of
selected Grade 10 students at Sta. Teresa
College High School Department School year
2017-2018.
 Sta. Teresa College
Bauan, Batangas

Population and Sample

of the study
This study is entitled “Difficulties in taking
Quarterly Assessment in Foreign Language
(Mandarin-Chinese) of Select Grade 10
students” made use of 20 students at Sta.
Teresa College High School Department.
 Sta. Teresa College
Bauan, Batangas

Research Instrument

The researchers use

questionnaire for interview
 Sta. Teresa College
Bauan, Batangas

CHAPTER 3
RESULTS AND DISCUSSION
 Sta. Teresa College
Bauan, Batangas

1. Difficulties of Grade 10 students in Taking Quarterly Assessment

in Mandarin-Chinese at Sta. Teresa College.

1.1 Difficulties of Grade 10 students in Taking Quarterly Assessment in

Mandarin-Chinese in Terms of Classroom Instructions
Difficulties in taking Quarterly
Assessment
Classroom Instructions
Students Responses
 Sometimes, the teacher was strict in
giving the examination.
 The teacher gave them enough time to
study
 The teacher clarifies the answers when
somebody asked a question.
 The teacher didn’t hesitate to answer
anyone as the test started.
 Sta. Teresa College
Bauan, Batangas

1.2 Difficulties of Grade 10 students in Taking Quarterly Assessment in

Mandarin Chinese in Terms of Language

Students Response
Language  The teacher taught the basic words but
the students still not mastered the
basic information.
 The Mandarin Chinese were just
related in English language and not to
Filipino language.
 Chinese characters were embedded to
several words and subtext.
 There were some items not included in
examination but very seldom.
 Sta. Teresa College
Bauan, Batangas

1.3 Difficulties of Grade 10 students in Taking Quarterly Assessment in

Mandarin-Chinese in Terms of Content
Difficulties in taking Quarterly Assessment Students Response

Content  The types of examination in Mandarin-

Chinese were fill-in-the blanks, translation
of sentences and words (Mandarin-English
or vice versa).
 The most difficult part or types of
examination in Mandarin-Chinese were
the fill-in-the-blanks.
 The lessons that the students were like the
most were conversation of Mandarin
Chinese and translation of words and
sentences.
 Sta. Teresa College
Bauan, Batangas

2. Effects of these difficulties in the academic performance of

Grade 10 Students.

Effects of Difficulties in Taking Quarterly Assessment in Mandarin in the Academic

Performance of Grade 10 Students

Students’ Response  most likely they just want to learn English as a foreign

language

 enormous numbers of Chinese characters leads students to

lose its interest to learn and just comply for the sake of their

grade

 the students treat the Chinese characters pronunciation

strange and funny

 Sta. Teresa College
Bauan, Batangas

CHAPTER 4
Summary, Findings and
Conclusions
 Sta. Teresa College
Bauan, Batangas

Summary
1. What are the difficulties of grade 10 students
in taking quarterly assessment in foreign
language (Mandarin-Chinese)?
2. What are the effects of these difficulties in the
academic performance of Grade 10 students?
3. What plan of actions may be proposed to
assist the students in their difficulties?
 Sta. Teresa College
Bauan, Batangas

Findings
The respondents regarded that the Mandarin
Chinese is a difficult subject.

The respondents considered that every single

word in Mandarin-Chinese is full of several
meanings and subtext.
 Sta. Teresa College
Bauan, Batangas

Findings
The respondents perceived that the Mandarin-
Chinese has no standard formalized alphabet
even though there are certain sequences of
letter forms and symbols.

The respondents said that that the Mandarin-

Chinese has no phonetic; most likely learners
will forget how to write a particular character.
 Sta. Teresa College
Bauan, Batangas

Recommendation Plan of Actions

Objectives Activity/ Task/ Steps Person’s Involve Resources Expected Output
Needed

1. To embedded Concrete vocabulary Learners’ role. Learners PPT Students shall able

the primary a shall teach through are responsible for their to create and
Videos
clear and demonstration of own learning and must connect the picture
Language lab
simple objects and pictures. develop independence, that has been

meanings and autonomy and demonstrated by

subtext of responsibility. the teacher to their

Mandarin- personal
Teacher’s role. Active and
Chinese. experiences
direct role that provides
through a diary.
model controls directions

and pace.
 Sta. Teresa College
Bauan, Batangas

Recommendation Plan of Actions

Objectives Activity/ Task/ Steps Person’s Involve Resources Expected Output

Needed

Drills Learners’ role. Work Text

2. To control Organisms that can be Students shall
Repetition directed by the skilled Textbook
structures of training techniques to able to create a
Memorization produce correct
form, order and responses. poem
Pattern Practice
mastery over Teacher’s role. Central
and active teacher-
symbols of the dominated method.

language

(Mandarin-

Chinese)
 Sta. Teresa College
Bauan, Batangas

Recommendation Plan of Actions

Objectives Activity/ Task/ Steps Person’s Involve Resources Expected Output
Needed

Language
3. To deliver Engage learners in Learners’ role. Learner as Students shall
lab
negotiator, inter actor
basic communication able to perform
giving as well as taking.
conversational that involves a role play.
Teacher’s role.
competence processes such as
Facilitator of the
quickly. Learners information
communication process,
are required to sharing, participants’ task and text:

master the basic negotiations of needs analyst, counselor

list of vocabulary meaning and and process manager.

pairs. interaction.
 Sta. Teresa College
Bauan, Batangas

Difficulties in Taking Quarterly Assessment in Foreign Language

(Mandarin-Chinese) of Select Grade 10 Students
at Sta. Teresa College

ACTION RESEARCH
PRESENTORS:
SOCIAL STUDIES
MAJOR