The Great Plebeian College

College of Teacher Education

Alaminos City, Pangasinan

FACTORS AFFECTING THE LISTENING ABILITY OF THE

GRADE- VI PUPILS IN BANI EAST INTEGRATED SCHOOL
TOWARDS THEIR ACADEMIC PERFORMANCE

Researchers:
Laguisma,
Remilyn J.
Opague,
Marife O.
Suarez, Luningning B.

CHAPTER 1
THE PROBLEM
This chapter present the background of the study, statement of the
problem, objectives of the study, assumptions, significance of the study,
scope and the delimitation of the study and definition of terms.
Background of the Study
Language is a gift of God to man. It is what makes men peculiar and
different from Gods other creation. Animals may produce sound but they
cannot speak words to convey their thoughts and ideas. Active listening goes
beyond perception and even retention of words and ideas heard. It requires
listeners to do something with those words and ideas to express themselves
in some ways. It is apparent that good listening is composed of numerous
sub- skills that can be discussed, practice and improved. Introduction is
listening does not guaranty that person will always be perceived as a
competent listener, just as a course in computer programming does not
guarantee
2004)

that one be able to use their own computer system. (Pastor,

Since we spend 40% up to out of our communication time in listening,

the fundamental role of listening plays in both communication and language
learning cannot be over emphasized. Listening is an active process that
involves deciphering and constructing meaning from verbal and non- verbal
messages is effective communication therefore necessities that learners
develop the listening skills deemed essential for understanding input for any
learning to begin ( Nunan, 1998,and Rost, 1994).
The listening comprehension process involves two steps. The first
encompasses receiving, memorizing and repeating the sounds whereas the
second, comprehension, entails the ability to explain the content of the
message to which the listener is exposed (Zhang). Demanding in nature, this
process requires engagement in a variety of complicated tasks that range
between discriminating sounds and full understanding of the speakers
message. It requires that listeners invest an array of mental process typically
referred to as listening comprehension strategies viewed as learner actions
that make language learning more effective and enjoyable( Oxford, 2002)
Listening is one of the vital factors in communication. It enables the
individual to take part in the discussion and grows, thus enabling the speaker
to impart good values to the listeners and the result is good communication.
Effective listening is an active and purposeful activity. It is not just hearing
what one says that matters but it is much you comprehend from what you
hear.( Lolita,2007)

Second language listening comprehension is a complex process and

crucial in the development of second language competence, get the
importance of listening in language learning has only been recognized
relatively recently. Since the role of listening comprehension in learning was
either over looked or undervalued, it merited little research and pedagogical
attention in the past. But at the present, some researchers have devoted
some time to listening and believe it to be an important skill in teaching and
learning listening is the basic skill in language learning. Without listening
skill, learners will never learn to communicate effectively. In fact over 50% of
the time that students spent functioning in a foreign language will be
devoted to listening (http./www.iesp-world.info/articles-18/teaching-listeningskills-at-tertiary-level.htm)
As listening is assuming greater importance in foreign language
classrooms and in language acquisition, one idea that has been of focus is
the role of the listener as an active processor and the type of knowledge that
he/ she brings to the content of listening. In order words, these have been
attempts to investigate whether the background of the listener has only
effect on the process of listening.
Skills of listening have been neglected in term of research and shifted
to a secondary position. The priority has been given to teaching speaking
and writing. It is surprising fact considering that the skills must often be used
in everyday life. According to (L. Miller (2003) more than 40% of our daily

communication is spent on listening. 35% on speaking, about 16% on

reading, and 9% on writing. Get listening remains of the least understood
processor in language learning in the least understood processor in language
learning in spite of its critical role in communication and language
acquisition.
Researchers and language teachers have often maintained that
listening skills could be picked up by the learners. Now, it is generally
accepted that listening skills have to be taught like any other language skills.
Currently more attention is being paid to developing and researching the
field of teaching listening an important as the ability to speak, read and
write. Although, listening is often taught in the Elementary Grades. The
greatest amount of time of man is spent in listening but this is the skill that is
taught the least. It is most important task of learning and all lessons in
school need listening. As one goes up the laden of education he has to learn
to listen critically in order to improve his level of achievement. This given
him a better chance them one who listens well to succeed. A pupil who has
developed the skills in listening loves to listen. ( Richard, 2004)
Listening has only been the neglected skill in second language
acquisition, research, teaching and assessment. However, in recent years
there has been an increased focus on listening ability because of its
perceived important in language learning and acquisition. The present study

explored

the

factors

affecting

pupils

listening

performance.

(http./www.linguistics-journal.com/November2006 fshsz.php).
Listening is the mental operation involving processing sound waves,
interpreting their meaning and storing their meaning in memory. Students
lack the ability to comprehend the spoken language. The students poor
performance in listening comprehension is due to some probable factors.
This study will aim to bring out the factors that affect the listening ability of
pupils.
STATEMENT OF THE PROBLEM:
This study will attempt to identify the factors affecting the listening ability of
the Grade Vl pupils of Bani East Integrated School.
Specifically, it seeks to answer the following sub-problems.
1. What is the profile of the respondents in terms of:
a. Age;
b. Sex; and
c. section
2. What are the effects of the factors affecting the listening ability of the
respondents along:
a. Physical;
b. Social;
c. Teacher;
d. Student factor; and
e. Family factor
3. What are the factors teach of effects to the listening ability of the
Grade Vl pupils
towards their academic performance?

4. What measures should be implemented to lessen if not to eradicate

the effects of the factors affecting the listening ability of the
respondents and their degree of effectiveness?
Objectives of the study
Based on the statement of the problem, the following objectives were
formulated;
1. To know the profile of the respondents in terms of the following:
a. Age
b. Sex
c. Section
2. To identify the effects of the factors affecting the listening ability of
respondents along with the following:
a. Physical
b. Social
c. Teacher
d. Student
e. Family
3. To determine the factors teach of effects to the listening of the grade Vl
pupils toward their academic performance.
4. To determine the measures should be implemented to lessen if not to
eradicate

the effects of the factors affecting the listening ability of the

respondents and their degree of effectiveness

Assumption of the study
For a clearer understanding of the study the researchers will come up
with the following assumptions:
1. That the profile of respondents are true and correct.
2. That there are the effects of the factors affecting the listening
ability of respondents along with the following variables:
a. Physical
b. Social

c. Teacher
d. Student
e. Family
3. That there the factors teach of effects to the listening of the
grade Vl pupils toward their academic performance .
4. That there are measures should be implemented to lessen if
not to eradicate the effects of the factors affecting the
listening ability of the respondents and their degree of
effectiveness.
Significance of the study
The study served as a means to have a better understanding and to
know the factors affecting the listening ability towards the academic
performance of a pupils. It is hoped, therefore, that the findings of this study
will be of great help to the following entitles.
Teachers. To understand their pupils about their phrase of listening to
be challenge to design listening or techniques that would be a great help to
pupils. It will help teachers realize the importance of treating every pupil
uniquely to booster his listening ability.
Parents. Will be understand better that home related factors, tend to
the affecting their childrens listening ability at school.
School Administrators. They will be able know to evaluate and
assess their school plan and environmental, the curriculum and the teaching
force in order to address the emerging problems in listening in ability among
pupils and the foreseen in attention paid by teachers with regard to problem.
Curriculum Planners. They will be aware of the needs of children and
be challenged to give attention to the enhancement of childs listening habit.

Pupils. Through this study, may register their needs and grievances
and voice out to their parents, teachers, and school administrator with
regard to the identified factors affecting them to listen intelligently.
SCOPE AND DELIMINATION OF THE STUDY
This study will attempt to determine the factors affecting

the

listening ability of the Grade VI pupils in Bani East Integrated School for the
Academic Year: 2016-2017.
Definition of Terms
In this study the following terms are defined theoretically and
operationally.
Factors. It refers to something that contributes to or has an influence
of the outcome of something (Encarta 2009)
Effect. A change that results when something is done or happen.
Competencies. In this study, it refers to those characteristics, traits,
skills, abilities, capabilities, and qualifies which determine personal and
professional qualities of teachers.
Communication. in this study it refers to how the teacher puts across
the subject matter to his pupils.
Development. In this study, it refers to a specific word that connotes
change to the respondents.
Education. In this study, It refers to the sum total of learning
experiences acquired by the respondents.
Listening. In this Study, It refer to the respondents to listen and to
give

attention, to analyze and interpret to make effort to what the

teacher taught.
Learning.

Refers

to

development

psychomotor of the respondents.

of

cognitive,

affective

and

Bani East Integrated School. In this study, it refers to the place

where the respondents are presently studying.
Performance. Refers to the accomplishment or achievement of
Grade VI pupils of BEIS.
Pupils. In this study, it refers to the respondent of the study on the
Grade Vl pupils of BEIS.
Reading. In this study, it refers to how pupils comprehend to the
written text.
Speaking. In this study, it refers to the way of the teacher delivered
his topic to his pupils in a way that they understand.
Strategies. Refers to application on such skill I achieving the listening
performance of the respondents .
Teaching. Refers to the
respondents.

process

of

imparting

knowledge

to

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents to review of the related literature and studies
which bear significance to the present study .
Related Literature
A.Foreign
The extant literature supports the responsibility meta-cognitive abilities
embody in learning as they allow learners to be consciously aware of the
learning process taking place, a learning task entails some cognitive
requirement and necessitates searching for the most effective strategies
learner have at their disposal to select. Vandergrift, Goh, Marechal, and

Tafaghodtari

(2006) pointed but the learners with high degrees of meta-

cognitive awareness are better are better at processing and storing new
information, finding the best ways to practice and reinforce what they have
learned. Meta-cognitive strategies, being the most essential in developing
learners skills (Anderson,1991), activate thinking and have the power to
guide and improve the learning performance (Anderson2003), This is
supported by

Goh (2002) who argues that learner`s meta-cognitive

awareness correlates well which the affective learning taking place in all
learning contexts. In a nutshell, literature in cognitive psychology and second
language acquisition does support and documents this line of

research

(Bolitho et al., 2003; Fernandez- Duque, Baired, and Posner. 2000).

In the context of second language acquisition, and pertinent to
listening in specific, approve the direct and positive impact of listening
strategies

on

the

listening

performance.

According

to

Yaong(2009),

instructing listeners about role of meta-cognation in second language

listening helps learners to tackle the listener

task more effectively,

differentiating successful listeners from unsuccessful ones. Following this line

of reasoning, Coskun (2010) conducted an experimental study on a simple os
40 (male and female). Turkish learning beginners to examine the impact of a
five-week meta-cognitive listening strategy training program on listening
comprehension. The results showed a significant higher performance by the
experimental group implying that meta-cognitive strategy training be
integrated with in regular listening classes to foster listening performance.

Bozorgian (2012) studied twenty-eight Iranian, high basic level ELF listeners
who took part in a Strategies-based approach was applied to four listening
lessons focusing on improving listeners comprehension of IELTS listening
texts, This supports the contribution of meta-cognitive instruction to
empowering listeners and endorsing the listening comprehension ability.
To consider education as a life time process of learning forgetting and
relearning. The anticipation of its role in the total development of a person is
also eminent. Such function is not only to make citizens, parents,
businessman, professionals, but also to make total human beings. The
historian Lawrence Cremin characterizes human beings as those who live life
to the fullest; who will continually add to the quality and meaning of their
experiences and their abilities. He further describes human beings as those
who participate actively with their fellow human being in the building of
society, and those who contribute to the health and vitality of the world
communities. (Cadornigara, 2002)
Communication has been broadly define as the shaving of
experience. It may be inferred, from the definition, that communication is
the sharing of life, since experience is the stuff which life is made of. And
in, like manner, it may be argued that communication is the sharing of
ones self, since demarcation line may be drawn to delineate between ones
life and ones self. Listening is a vital factor in communication. Though
listening, the whole part of an individual grows, thus enabling the speaker to

impart good values to the listener and the result is good communication.
Communication is a process of giving opinions, ideas or information on
something being discussed. It involves the speaker and the listener. With his
process, communication becomes successful, thus the listening process has
a major role in communication. This makes the listener comprehend what is
presented in the discussion. (Barayuga, 2001)
According to Despug (2007) there are something process that involve,
(1) eye to eye contact, this means looking intently at the speaker. Nature
give people to ears but only one tongue, which is gentle hint that they
should listen more when they talk. Listening requires two ears, one for
meaning and one for feeling. Decision makers who do not have less
information for making sound decisions.

B. Local
Quality education can be such a magic slogan in the same way a politician
speaker of love of country, a gigolo about loving a leader about progress.
One can feel around the world as the best highest standard, most excellent,
ideal and it is still clear as a muddy pool, cloudy sky. The pupils points to the
teacher, the teacher to the administration, support system, books, the
administration to the teachers and the teacher to the pupils in cycles as the
egg and the hen, economic development and less rebellion, more and less

rebellion where as it may be technology or kind of leadership. The aim

should furnish direction and one is lost, (Ramos,2007).
Skills in the 3Rs in the Elementary School- reading, writing and
arithmetic, should include right speaking and right conduct. Knowledge also
must be basic, essential, universal, rational, or more or less permanent. It
involves the sciences to catch up with technology, social science for love,
peace and understanding, math for particular application as mental
gymnastics, humanities for more effective expression and communication.
( Ramos. 2001)
According to Emily Damires, (2007), in order to communicate actively,
one should not only be a good speaker but also an active listener. To enhance
active listening, do not talk when someone is speaking. Nobody can serve
two masters at the same time. Active listening demands total concentration.
You cannot fully get the meaning of what you hear if you are talking. Put the
speaker ease, you should give him/her a permissive environment. Be
interested in what the speakers want to say distract should be removed,
develop empathy with the speaker, and be patient, hold to your temper, do
not argue and ask questions to perfect communication.
Related Studies
In conceptualizing this study, the researcher consulted some previously
conducted studies in aid of this new one this is to find basis in the seemingly
similarities of this present study to that of the previous.

In 2008, Estradas study entitled The Level of Performance of Grade

VI Pupils of Bacnit Elementary School in the English Division Semestral Test
found out the most of the Grade VI pupils got an average level of
performance in listening with the mean score of 87.95% compared to
speaking with the mean score of 89.40%, reading with the mean score of
90.20% and in the writing with the mean score of 95.50% in the semestral
test. It further suggested remediation strategies to better improve the areas
of skills in English of Grad VI pupils through improved methodologies and
listening strategies.
De Guzman(2005) in her thesis entitled The English Learning
Proficiency of Grade VI Pupils of Bacnit Elementary School, and she has
been cited in the study of Estrada and it found out that the proficiency level
of the grade six pupils across the four macro skills in English. It was further
found out that the pupil were highly proficient in writing, averagely proficient
in listening and speaking and lowly proficient in reading. It was later on
recommended that pupils be given more vocabulary build up and
comprehension check-up. There must be more phonetic and oral drills too.
Angeles (2004) also conducted a study on Determining Factors of the
Academic Performance on Listening of A Pupils and found out that listening
performance of pupils are affected by different barriers. It was further found
out that pupils were highly affected by the passivity factor and teacherrelated factors. It was later on recommended that teachers must see to it

that pupils are comfortable and have no other concerns during the lesson.
And teachers should also maintain a modulated voice while teaching, wellprepared with his lesson plans before coming the class, avoid too much
scolding and not always be rushing with his lessons. The pupils welfare
should always be taken into utmost consideration.
Synthesis
The present study has relationship with the three previously conducted
studies, thus, it will be conducted to seek further answer on the listening
performance of Grade VI pupils along some identified factors.
Conceptual Framework of the Study
The illustrated paradigm presents the pattern of procedure in
conducting this study. Based on the paradigm, factors that affect the
listening performance of pupils are the input of this study. The descriptive
method of research and observation coupled with questionnaire serve as the
process. The output of this study is the proposed teaching
methods/strategies that may help improve the pupils listening performance.
Paradigm of the Study
The Paradigm that follows presents the pattern of procedure in conducting
study. Based on the paradigm of study in figure 1, the profile of the
respondents is the input of the study. The second block is which process
includes the informal interview ,floating and retrieval of questioners, the

interpretation of all the data analysis. And the output of this study well be
the Factors Affecting the Listening Ability of the Grade VI Pupils in Bani East
Integrated School Towards their Academic Performance.
INPUT

PROCESS
OUTPUT

Profile of the
respondents
Factor
affecting the
listening
ability of the
respondents
The factors
level of
effects to the
listening
ability of the
Grade Vl
pupils
towards their
academic
performance.

Floating and
Retrieval of
Survey
Questionnai
res

Analysis and
Interpretatio
n of the
Data
Gathered

Methods
strategies
should be
implemented
to lessen if
not to
eradicate the
Figure 1: Research Paradigm of the Study
effects of the
CHAPTER 3
factors
affecting the
listening
RESEARCH METHODOLOGY

Factors
Affecting
the
Listening
Ability of
the Grade
VI Pupils in
Bani East
Integrated
School
Towards
their
Academic
Performan
ce

This chapter presents the research design, respondent of the study,

instrumentation, data gathering and procedure, and statistical treatment of
data.
Research Design
In this study, the descriptive survey method will be used. It is a method
that is fact finding in nature with adequate interpretation.
It will be used in this study because it will be seen appropriate in
finding out the existing factors that affect certain phenomenon.
Locale of the Study
This research will be conducted to the Grade VI pupils from
different sections of Bani East Integrated School. The school is located along
the national Road, Poblacion, Bani, Pangasinan.
Total Population
Bani East Integrated School has three sections in Grade VI. There
are twenty three (23) females and nineteen (19) males in the first section,
while there are twenty (20) females and fifteen (15) males in the second
section, and eighteen (18) females and sixteen (16) males in the third
section, a total of 111 pupils which will serve as the respondents to this
study.

No. of

Percentage of
Respondents from

Section
Section 1
Section 2
Section 3
Total

Population
42
35
34
111

Respondents
32.9
27.4
26.6
86.9 or 87

the total
population
39
31
30
100

Data Gathering Procedure

The questionnaire will be presented to the researchers adviser for the
correction and improvement then to the thesis committee during the pre-oral
defense. The suggestions given by the panel members will be incorporated
in some aspects for the improvement of the questionnaire. The final draft of
the questionnaire will be presented to the researchers adviser for checking
again and to be finally approved by the thesis Committee.
Data Gathering Instrument
In this study, the main instruments to be used will be the survey
questionnaire. The questionnaire will be used to find out the factors and how
do these factors affect the respondents listening performance. An informal
interview was also done to get the number of respondents to be used in this
study.
Statistical treatment of data

The researcher, in order to arrive at objective interpretation and evaluation

of the data will be gathered, by the use of appropriate statistical tools.
The statistical formula below will be utilized by the researchers for the
analysis of the different problems stated in this study.
For sample Size of Respondents- to determine the sample size of
respondents for each section, the researchers used the Slovens Formula
with a desired margin of error of 5%.
The formula is stated below and the solution for calculating the sample
size of the respondents for each section.
Slovens Formula:

N= __n___
1+ne2
Where;
N= Simple Size of Respondent
n= Total Number of Students for Grade Vl
e= Desired Margin of Error

Solution for determining the sample size of respondents.

Given:

Solution:

n = 111 students

N= _n_
1+ne2

e = 5% or 0.05

Required:
= __ 111________
1+(111)(0.05)2

N=?

= ___111 _______
1+(111)(0.0025)
= _____111___
1+(0.2775)

= ___111____
1.2775
= 86.88
= 87

Solutions for determining the number of respondents per section.

For the Section 1

= _42_ X 87
111
=32.9
For the Section 2
= _42_ X 87

111

= 27.4
For the Section 3
= _42_ X 87
111
= 26.6
For Problem Number one, to know the profile of the respondents in terms
of age, sex, and section will be computed using frequency count and
percentage.
The formula for percentage is as follows:
P= _f_ X 100
N

Where: P = percentage

F = frequency

N= total number of respondents

For Problem Number two identify the effects of the factors affecting the
listening ability of the respondents, weighted mean will be utilized.

Formula for weighted mean:

ws_

x=
s

Where;

= summation of

W= weight
s = individual score
S= score

The data was interpreted using the scale below:

Legend:
Quantitative Interpretation
Limit Index
4

Qualitative Interpretation
Very Effective

3.25

Effective

2.50

Moderately Effective

1.75

Less Effective

1.00

4.00
3.24
2.59
1.74

Problem Number three To determine the factors teach of effects to the

listening of the grade Vl pupils toward their academic performance, weighted
mean will be utilized.
x=

ws_
s

Where;

= summation of

W= weight
s = individual score
S= score

The data was interpreted using the scale below:

Legend:
Quantitative Interpretation
Limit Index
4

Qualitative Interpretation
Very Effective

3.25

Effective

2.50

4.00
3
3.24

Moderately Effective

1.75

Less Effective

1.00

2.59
1.74

Problem Number four determine the measures should be implemented to

lessen if not to eradicate the effects of the factors affecting the listening
ability of the respondents and their degree of effectiveness. weighted mean
will be utilized.

x=

ws_
s

Where;

= summation of

W= weight
s = individual score
S= score

The data was interpreted using the scale below:

Legend:
Quantitative Interpretation
Limit Index
4

Qualitative Interpretation
Very Effective

3.25

Effective

2.50

Moderately Effective

1.75

Less Effective

1.00

4.00
3.24
2.59
1.74

Statistical treatment of data

The data

collected was

organized, analyzed and treated with

appropriate statistical technique in order to answer the general

problems in this study.
1.Problem no. 1 which is the profile of the respondents was described
using the frequency counts and percentage. The formula is:
P= _n_ x 100
N
Where: P= percentage
n= number of respondents
N= total number of population

2. Problem no. 2 frequency counts and percentage will be used to

determine the factors affecting the respondents listening
ability towards their academic performance along physical factor, social
factor, teacher factor, and student factor, family factor.

3.Problem no. 3 Weighted mean will be used to determine the degree of

the factors affects to the respondents listening ability towards academic
performance.
4. Problem number 4 of uses weighted mean to determine the
effectiveness of the measures implemented to lessen the effective of
listening.
Point
Interpretation

Mean Scale Range

Descriptive

3.25-4

Strongly Affected

2.50-3.24

Moderately Affected

1.75-2.49

Slightly Affected

1.0-1.74

Not Affected

QUESTIONNAIRE
Part I Personal Profile of the Respondent:
Name: (optional) _________________________________________________
1.1
1.2
1.3

Age: ( )10-11 year old

( )12-13 year old
( )14-above
Sex
( ) Male
( ) Female
Section
()I
( ) II
( ) III

Part II & III Factors affecting the listening ability of the respondents.
Direction: Please check the column of the number that corresponds
with the factors affecting your listening ability and how affected you are
4321-

strongly affected
moderately affected
slightly affected
not affected

Column A
A. Physical Factors

Column B
Please
Check
4 3 2 1

1. Annoying sound of different modes of

transportation
2. Frequent bark of dogs
3. Irritating sound of ceiling fan
4. Sound of machine
5. Noise of by passers
6. Nearness to a civic complex
7. Conducive for learning classroom
8. Very warm classroom
9. Well-ventilate classroom
10.
The classmates` attention to the
teacher
B. Passivity Factors
1. Hunger
2. Thirst
3. Lack of interest
C. Health Factors
1. Presence of students` illness
2. Presence of teachers` illness
3. Frequent urination

D.Teachers- Related Factors

1. Inapproachable
2. Loud voice
3. Soft voice
4. Poor articulation or pronunciation
5. Traditional methods and strategies used
1. Em

ploy
me
nt
of
non
ver
bal
2. Frequent scolding/reprimanding
3. Holding of outside calls and other
disruption
4. Following up of prompt actions
5. Smiling or otherwise acknowledge
humorous remarks
6. Appearing to listen with an open minds
free from
personal biases
12.The teacher chewing gums in front or
while discussing
A. Home- Related Factors
1. With parents that quarrel
2. Parents attitude toward other

member of the family

Parents that have follow up study at
home
4. Pupils with home-related problems
3.

Part IV

Proposed

strategies/methods
to

improve

the

listening ability of
the Grade VI Pupils.

Proposed Methods/Strategies
A. Informational skills of Pupils
1. making instruction

2. carrying instruction
3. taking notes
4. sequencing events
B. Critical Listening
1. word play
2. getting the poem message
3. figuring the moral value of the story,fable or parable
C. Critical judgemental listening
1. Identifying personalities
2. evaluating story actions