School of Saint Anthony

A COMPARATIVE STUDY ON THE EFFECTIVENESS OF

CLASSROOM INSTRUCTION IN SELECTED
GRADE 7 SECTIONS

A Quantitative Research
presented to the Senior High School Department of the
SCHOOL OF SAINT ANTHONY
Lagro, Quezon City, Metro Manila

In Partial Fulfillment of the

Requirements in Research for
HUMANITIES AND SOCIAL SCIENCES (HUMSS)

Bajado, Amanda Kyla Renee P.

Delumen, Sealtiel Sylburt S.
Ortega, Marienelle Allyson R.
Roxas, Niavy M.

Grade 12 - Agoncillo
Group 7

JOHN OLIVER M. RAMOS, [Link].*, LPT

Research Adviser

March 23, 2019

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TABLE OF CONTENTS

Approval Sheet ………………………………………………………………..i

Acknowledgement …………………………………………………………... ii
Abstract ………………………………………………………………………..iii
Table of Contents …………………………………………………………….iv
Chapter 1 …………………………………………………..………………1
Background of the Study ……………………………..……........1
Statement of the Problem ………………………………..……...2
Significance of the Study …………………………………….….3
Scope and Delimitation ………………………………………….3-4
Chapter 2 …………………………………………………………………..5-16
Conceptual Framework…………………………………………..15
Definition of Terms………………………………………………..16
Chapter 3 …………………………………………………………………..17-20
Chapter 4 …………………………………………………………………..21-22
Chapter 5 ………………………………………………………….............23-25
Findings …………………………………………………………...23-24
Conclusion ………………………………………………………..24-25
Recommendation ………………………………………………..25
References ………………………………………………………………..
Appendix …………………………………………………………………..
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Chapter I

INTRODUCTION

Background of the Study

We all know that instructions was defined previously as "the purposeful

direction of the learning process" and is one of the major teacher class activities.

Professional educators have developed a variety of models of instruction, each

designed to produce classroom instructions. Joyce, Weil, and Calhoun (2003)

describe four categories of models of classroom instructions: behavioral systems,

information processing, personal development, and social interaction, that

summarize the vast majority of instructional methods. Each model differs in the

specific type or measure of learning that is targeted. Another important point is

that the different models and methods of instruction have been developed based

on specific interpretations of concepts and principles of teaching and learning.

(Bloom, 1976) While it is important to learn and practice the approaches

developed by others, it is even more important to understand the concepts and

principles upon which they are based In summary, instruction is complex and can

take many forms. It is a vitally important classroom activity, but must be

considered in the context of such factors as measures of desired student learning,

controlling student behaviour, individual differences among students, and school

processes and characteristics. Under the best conditions it takes many years of

experience for most teachers to meet the ideals of instructional practice that they

set for themselves.

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Significance of the Study

This study will be conducted to know the effectiveness of the classroom

instructions of the teachers by getting the results of the quizzes in selected Grade

7 sections. The ones who will benefit from this research are:

Teachers: The teachers would know the strengths or weaknesses of their

students. This research would help them understand the students much better.

Students: These students would know the different effects of a particular

classroom instruction to each one of them. This study would help them know what

kind of classroom instruction will work better for them.

Parents: The said research would be helpful for the parents to know the

perspective of their own child. This study would help them to help their child

accept their weaknesses and turn it into strengths.

Administrators: This medium would make them aware and team up with

the teachers and formulate new classroom instructions that will improve not just

the academic performance of the students, but also the teaching skills of the

teachers.

Future Researchers: This study would help the future researchers to

gather information for them to arrive with a better conclusion based on the

premises given.
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Statement of the Problem

The researcher aims to know the effectiveness of classroom instruction in

selected grade 7 sections.

Specifically, the researchers seek to answer the following questions:

[Link] can the teaching skills of the teachers affect the academic

performances of the Grade 7 students?

[Link] teaching strategies would work to help the grade 7 students attain

higher quiz scores?

[Link] are the coping mechanisms of the grade 7 students in order to

perform greatly in school?

[Link] faculty development teaching methods or approaches could be

developed base on the results of the study?

Scope and Delimitation

This study is focused on the effectiveness of the administered quiz in the

selected grade 7 sections in School of Saint Anthony for the school year 2018-

2019.

Quizzes in the English subject area was chosen because it is recognizable

that this type of assessment can determine if the classroom instruction of the
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teacher is highly effective, however it may also depend on the students if they are

proactive in acquiring knowledge while the teacher is discussing the lesson.

In this study it will not focus on, but may touch certain information about

the construction of the quiz itself, the type of quiz that the students are taking

whether if it is formative assessment or a summative one and the perception of the

students in the grades that they reaped from the said assessment.

Furthermore, in this study, the score of the students’ quizzes in the English

subject area in the second grading period were gathered and tabulated to

measure its efficiency.

The study involved the following sections in the grade 7 level held by the

two different English teachers: Rizal, Jaena, Mabini and Pinpin respectively.
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Chapter II

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature

Formative assessment 

As presented by the Poorvu Center for Teacher and Learning (n.d) is is

defined as a tool that identify misconceptions, struggles, and learning gaps along

the way and assess how to close those gaps. It includes effective tools for helping

to shape learning, and can even bolster students’ abilities to take ownership of

their learning when they understand that the goal is to improve learning, not apply

final marks (Trumbull and Lash, 2013). It can include students assessing

themselves, peers, or even the instructor, through writing, quizzes, conversation,

and more. In short, formative assessment occurs throughout a class or course,

and seeks to improve student achievement of learning objectives through

approaches that can support specific student needs (Theal and Franklin, 2010).

Formative assessment strategies improve teaching and learning

simultaneously. Instructors can help students grow as learners by actively

encouraging them to self-assess their own skills and knowledge retention, and by

giving clear instructions and feedback.

Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with

additions) can guide educators’ strategies, namely: keeping clear idea to define

good performance, encourage learner’s self-realization, giving of detailed and

additional feedback, encouraging teacher to peer dialogue in learning, promoting

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motivational beliefs and self-esteem, providing opportunities to close gap between

current performance and collecting information that can shape teaching

respectively. This implies that assessment under this type is much more easier

and does not require thorough application of the subject matter.

Summative Assessment

Summative assessment weighs heavier than the formative assessment

itself. Because mainly, when this word is encountered, hardcore type of

examinations is the first thing that students think. Moreover, it aims to tap the

critical thinking skills of the students and to apply the goals and objectives

stipulated in the Enhanced Basic Education Curriculum (K-12) of the Department

of Education.

The goal of administering summative assessment is to measure the

student’s learning capabilities at the end of an instructional unit by comparing it at

some stand mark or benchmark. (Carnegie Mellon University, 2016) Hence, the

summative assessment usually offered at high stakes because they bear high

point value/s.

In addition, it is aimed at assessing the extent to which the most important

outcomes at the end of the instruction have been reached.

But it measures more: the effectiveness of learning, reactions on the

instruction and the benefits on a long-term base. The long-term benefits can be

determined by following students who attend your course, or test. You are able to

see whether and how they use the learned knowledge, skills and attitudes.
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Depending on the time frame, this process can also be called confirmatory

evaluation. ([Link], 2012)

Types of Instructions

Institutions of higher learning across the nation are responding to political,

economic, social and technological pressures to be more responsive to students'

needs and more concerned about how well students are prepared to assume

future societal roles. Faculty are already feeling the pressure to lecture less, to

make learning environments more interactive, to integrate technology into the

learning experience, and to use collaborative learning strategies when

appropriate. Hence, this is the list of the different types of instructions in the

academe.

Lecture. For many years, the lecture method was the most widely used

instructional strategy in college classrooms. Nearly 80% of all U.S. college

classrooms in the late 1970s reported using some form of the lecture method to

teach students (Cashin, 1990). Although the usefulness of other teaching

strategies is being widely examined today, the lecture still remains an important

way to communicate information.

Used in conjunction with active learning teaching strategies, the traditional

lecture can be an effective way to achieve instructional goals.

The advantages of the lecture approach are that it provides a way to

communicate a large amount of information to many listeners, maximizes

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instructor control and is non-threatening to students. The disadvantages are that

lecturing minimizes feedback from students, assumes an unrealistic level of

student understanding and comprehension, and often disengages students from

the learning process causing information to be quickly forgotten.

Case Method. Providing an opportunity for students to apply what they

learn in the classroom to real-life experiences has proven to be an effective way of

both disseminating and integrating knowledge. The case method is an

instructional strategy that engages students in active discussion about issues and

problems inherent in practical application. It can highlight fundamental dilemmas

or critical issues and provide a format for role playing ambiguous or controversial

scenarios.

Course content cases can come from a variety of sources. Many faculty

have transformed current events or problems reported through print or broadcast

media into critical learning experiences that illuminate the complexity of finding

solutions to critical social problems. The case study approach works well in

cooperative learning or role playing environments to stimulate critical thinking and

awareness of multiple perspectives.

Discussion. There are a variety of ways to stimulate discussion. For

example, some faculty begin a lesson with a whole group discussion to refresh

students memories about the assigned reading(s). Other faculty find it helpful to

have students list critical points or emerging issues, or generate a set of questions
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stemming from the assigned reading(s). These strategies can also be used to help

focus large and small group discussions.

Obviously, a successful class discussion involves planning on the part of

the instructor and preparation on the part of the students. Instructors should

communicate this commitment to the students on the first day of class by clearly

articulating course expectations. Just as the instructor carefully plans the learning

experience, the students must comprehend the assigned reading and show up for

class on time, ready to learn.

Active Learning. Meyers and Jones (1993) define active learning as

learning environments that allow students to talk and listen, read, write, and reflect

as they approach course content through problem-solving exercises, informal

small groups, simulations, case studies, role playing, and other activities -- all of

which require students to apply what they are learning (p. xi).

Many studies show that learning is enhanced when students become

actively involved in the learning process. Instructional strategies that engage

students in the learning process stimulate critical thinking and a greater

awareness of other perspectives.

Although there are times when lecturing is the most appropriate method

for disseminating information, current thinking in college teaching and learning

suggests that the use of a variety of instructional strategies can positively enhance

student learning. Obviously, teaching strategies should be carefully matched to the

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teaching objectives of a particular lesson.

Assessing or grading students' contributions in active learning

environments is somewhat problematic. It is extremely important that the course

syllabus explicitly outlines the evaluation criteria for each assignment whether

individual or group. Students need and want to know what is expected of them.

For more information about grading, see the Evaluating Student Work section

contained in this Guide.

Cooperative Learning. Cooperative Learning is a systematic pedagogical

strategy that encourages small groups of students to work together for

theachievement of a common goal. The term 'Collaborative Learning' is often used

as a synonym for cooperative learning when, in fact, it is a separate strategy that

encompasses a broader range of group interactions such as developing learning

communities, stimulating student/faculty discussions, and encouraging electronic

exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and

student involvement in the learning process.

When integrating cooperative or collaborative learning strategies into a

course, careful planning and preparation are essential. Understanding how to form

groups, ensure positive interdependence, maintain individual accountability,

resolve group conflict, develop appropriate assignments and grading criteria, and

manage active learning environments are critical to the achievement of a

successful cooperative learning experience. Before you begin, you may want to
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consult several helpful resources which are contained in Appendix N. In addition,

the Program in Support of Teaching and Learning can provide faculty with

supplementary information and helpful techniques for using cooperative learning

or collaborative learning in college classrooms.

Integrating Technology. Today, educators realize that computer literacy is

an important part of a student's education. Integrating technology into a course

curriculum when appropriate is proving to be valuable for enhancing and

extending the learning experience for faculty and students. Many faculty have

found electronic mail to be a useful way to promote student/student or

faculty/student communication between class meetings. Others use listserves or

on-line notes to extend topic discussions and explore critical issues with students

and colleagues, or discipline- specific software to increase student understanding

of difficult concepts.

Distance Learning. Distance learning is not a new concept. We have all

experienced learning outside of a structured classroom setting through television,

correspondence courses, etc. Distance learning or distance education as a

teaching pedagogy, however, is an important topic of discussion on college

campuses today. Distance learning is defined as 'any form of teaching and

learning in which the teacher and learner are not in the same place at the same

time' (Gilbert, 1995).

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Obviously, information technology has broadened our concept of the

learning environment. It has made it possible for learning experiences to be

extended beyond the confines of the traditional classroom. Distance learning

technologies take many forms such as computer simulations, interactive

collaboration/discussion, and the creation of virtual learning environments

connecting regions or nations. Components of distance learning such as email,

listserves, and interactive software have also been useful additions to the

educational setting.

Teachers, instructors, and professors are required to fulfill many roles and

perform many duties that may be considered ancillary.

At the core of the roles and duties is the actual practice of teaching. The

primary purpose of this teaching practice is to facilitate student learning. Learning

may be defined as a change in behaviors, attitudes, or capabilities. Effective

teachers promote student learning, and related instructional methods have been

extensively documented in the educational research literature.

Educational effectiveness research (EER) addresses the question of what

works in education and why. Since the 1980s, EER has enjoyed rapid expansion

in many countries. Methodological and technological advances have improved the

power of estimation of teacher and school differences in student achievement

(Goldstein 2003). However, EER lacks cross-cultural perspectives and has been

criticized for showing strong ethnocentric tendencies (Reynolds 2000). Although

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EER publications have acknowledged seminal studies by Coleman et al. (1966),

Edmonds (1979), Brookover et al (1979), Rutter et al. (1979), and Mortimore et al.

(1988), a science of EER has not been developed. The absence of cross-national

perspectives and intercultural relationships between educational effectiveness

researchers is seen as intellectually damaging. Specifically, over the last two

decades, a trend has begun to emerge whereby education policy makers have

attempted to apply simplistic suggestions for raising standards based on the

notion of “transplanting” knowledge and ideas from one country, or one culture, to

another.

Examples of this practice include the proposed lengthening of the school

day and shortening of school holidays discussed in some American states,

following the popularity of the “time to learn” approach in Japan and the trend in

British primary schools toward whole-class direct instruction, which is clearly

based on the enthusiasm for this approach in the Pacific Rim countries (Reynolds

2000). Many EER researchers are voicing concern about the potential hazards of

this practice of transplanting educational policies from one country or culture to

another (e.g., Reynolds 2006; Scheerens 2013). The concerns are largely based

on effectiveness studies that have shown how factors that seem successful in

some countries may not be appropriate elsewhere. For example, some US studies

have found positive association between “assertive principal instructional

leadership” and student achievement gains (e.g., Hallinger and Heck 2011; Louis

et al. 2010), but within-country research in Europe (e.g., The Netherlands, Cyprus)
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has not found the same level of support for this factor (e.g., Kyriakides

2008; Scheerens and Bosker 1997). However, in an era when educational policy

appears to be following the international route, it is unfortunate that EER appears

to be lingering in a uni-culture research dimension, pursuing within-country studies

rather than cross-national research. Yet, arguably, cross-national and multicultural

studies on educational effectiveness are required in order to develop

understanding about the complex structures of education policy across different

countries and cultures and to explain how policies affect student outcomes in

different settings.

The cross-national European study of educational effectiveness described

in this paper aims to contribute to the development of the international dimension

of EER and to provide a response to the knowledge and theoretical gaps in the

field. More specifically, it investigates the extent to which the dynamic model of

educational effectiveness (Creemers and Kyriakides 2008) can be used as a

starting point for establishing a framework to identify the factors that work in

different educational settings and help understand the reasons why. The dynamic

model is multilevel in nature and refers to factors operating at four levels: student,

teacher, school, and system. This paper is concerned with the generic nature of

teacher factors and the implications for student achievement in mathematics and

science in elementary education.

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CONCEPTUAL FRAMEWORK

Grade 7 students’ Level of students’

performance on the performance on the
quizzes in English quizzes administered to
administered to them them as a form of
effective classroom
 Level of instruction
knowledge on
 Academic
the subject Data Analysis
matter grades
using appropriate  Behaviors of
 Classroom
assessment of
statistical students on
their teacher treatment the results of
 Their the quiz.
perception on
the quizzes
given to them

Figure 1.1 The conceptual framework to be used in the study

The paradigm draws the concept of the study and the application of the

aforementioned procedures. It implies an overview on how the researchers would

fulfill the ideas and principles that derived from the gathered related literature and

other references and how these resources should be utilized judiciously.

Moreover, aside from gathering the raw scores of the students in the one of their

quizzes, the researchers would also conduct a survey which the questions are

standardized in order to arrive at good conclusion.

The collected data would be analyzed through the use of appropriate

statistical treatment that will determine if the administered quizzes is highly

effective as a form of classroom instruction.

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DEFINITION OF TERMS

English subject = English is, almost certainly, the most important subject

that a child can learn in school. Without knowing proper English, a child will not be

able to communicate effectively with the English speaking nation. They would be

shut off from education and other people in this country. A person who does not

poses proper English limits his or her ability to achieve their highest potential.

Knowledge of the English language is important to learn to be able to

communicate with others, in the teaching of immigrant students, and in finding and

maintaining a job. By assuming that students will learn proper communication

skills without guidance is a big mistake

Classroom Instruction = Instruction was defined previously as "the

purposeful direction of the learning process" and is one of the major teacher class

activities (along with planning and management).

Professional educators have developed a variety of models of instruction, each

designed to produce classroom learning.

Quizzes = is a form of student assessment that measures knowledge, skills,

and abilities. Generally a frequent and short assessment that can gauge a

student’s retention and comprehension of a small amount of information. A quiz

can function throughout a course as an informative feedback device allowing both

the instructor and the students to see where they are excelling or need more

focus.
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Chapter III

METHODOLOGY

Research Design

The study manifests the non-experimental design under a comparative

study. The approach of the research is through a survey form in which the

researchers will conduct a survey on the efficacy of quizzes as an effective

assessment tool and also by gathering the scores of the students that makes the

study a quantitative in nature since the numerical data and the raw data from the

survey will be treated using appropriate statistical formula. Hence, the researchers

aim to know the effectiveness of administering quizzes as an effective assessment

tools in every grade 7 sections of the School of Saint Anthony.

Furthermore, Cristobal (2017) defined comparative research as a tool to

compare and contrast representative samples from two or more groups of subjects

in relation to certain designated variables that occurs in normal conditions. And the

results from these analyses are frequently not generalized in a population.

The Sample

The participants of the study are the four Grade 7 sections held by Ms.

Pinca of the School of Saint Anthony. There are 118 student in total; Rizal has 29

students, Jaena has 30 students, Mabini has 30 students and Pinpin has 29

students. Out of the total number, 20 were chosen as the sample of the study.

The students were selected through cluster sampling.

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After collecting the populations for each section, the researchers chose five

(5) samples per sections through systematic sampling in order to have a total

number of 20.

The Instrument

The researchers will seek out the data that should be collected to the

English teacher of the Grade 7 level by asking them personally to collect the raw

data, which is the scores of the students in the four (4) sections in the quizzes of

the said level respectively.

Statistical Treatment

In this study, the researchers planned very well the appropriate statistical

treatment was used to arrive at a good conclusion and to fulfill the objectives

stated on the specific problems in the Chapter I. Therefore, this part of the chapter

marks the culmination of long process of formulating the research hypothesis,

construction of instrument and data collection. Cristobal (2017)

T-test was used to compare two means. The effectiveness of quizzes as an

assessment tool in the grade 7 level with two (2) different teachers for the English

subject respectively. It aims to compare the means of two independent samples.

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Furthermore, Gosset (1908) developed and derived the formula of the t-test

according to the following variables.

M x −M y
t=
s x2 s y2
√ nx
+¿
ny
¿

Where: Mx = The mean of the students handled by the first English

teacher.

My = The mean of the students handled by the second

English teacher.

Sx = Standard Deviation of the students handled by the first

English teacher

Sy = Standard Deviation of students handled by the second

English teacher

N = The total of sample, in which the total population of the

whole grade 7 sections comprising of 6 sections.

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Data Collection Procedure

The permission of the data collection will be sought from the selected grade

7 level: Rizal, Jaena, Mabini and Pinpin which are handled by Ms. Pinca. They will

serve as the respondents of our said study.

The questionnaires were personally distributed to the respondents that

corresponds to the research after the approval of the level leader of the Grade 7,

research coordinator, and the Senior High School Principal. Members of the

research group were divided evenly on the distribution and collection of the

questionnaires to each respondent.

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Chapter 4
PRESENTATION AND ANALYSIS OF DATA

In reporting the results, the researcher stays close to the statistical findings

without drawing broader implications or meaning from them. Further, this section

includes summaries of the data rather than the raw data (e.g., the actual scores

for individuals). A results section include tables, figures, and detailed explanations

about the statistical results

The Normal Distribution of the T-test

To further analyze the result of statistical treatment that was being used in

this study and to have efficient presentation of data, the normal curve or also

called as normal distribution was used with respect to the statistical treatment that

was used in this study, which is the t-test.

The data gathered by the researchers was sufficient because it reached the

minimum size of sample ideal for the t-test which is 30. However, the sample

reached at exactly 118 and using the formula for the t-test, it was very crucial to

tabulate the data manually. Because one mistake from the data that has been

input can affect the consistency and the reliability of the results, making it

compromised and not accurate. That is why the researchers decided group the

four sections into two groups. Group 1 and group 2 consists of 59 sample per

group And in order to acquire accurate data, the researchers used a reliable t-test

calculator ([Link]/quickcalc/ttest2) to further manage the collected

raw data and to yield accurate results.

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-3.17 3.17
0.01710

Figure 1.2

The normal curve on the effectiveness of classroom instructions as an

assessment tool in selected grade 7 sections.

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As presented above, the result that the statistical treatment yields that there

is a positive significant difference on the effectiveness of the classroom

instructions used in the selected grade 7 sections of School of Saint Anthony.

Thus, the result given by the study implies that the classroom instructions used by

one of the English 7 teacher is highly effective for the better learning of the

students.

Chapter 5
FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the findings, conclusions, and recommendations of

the study.

Findings

These are the following findings that the researchers have gathered from

the questionnaires:

1. Majority of the students says that their teacher in the English 7 had full

authority on the subject matter that she taught to her students.

2. A lot of students claimed that their teacher is firm in its words, especially

when the time for checking the homework/ notebooks came.

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3. Majority of the learners stated that their teacher is patiently listens to their

questions, especially on the lessons that were discussed. Their teacher ensures

that maximum learning experience occurs inside and outside of the classroom.

4. All of the students stated that their teacher is always alert and ready for

lesson by using visual aids that can utilize and maximize their learning experience.

5. Some of the students stated that they are given time to review after the

lesson/ subject matter was discussed.

6. The learners indicated that their teacher strengthens their desire to learn by

introducing them to highly interactive/ activity-based motivation before starting the

lesson proper.

7. Majority of the students said that the teacher sticks very well to the time

frame of the lesson with respect to the given time allotted for them.

8. Majority students said that their teacher is giving activities relevant to the

subject matter that should be discussed.

9. Many of the learners said that their acquired learnings helped them a lot in

accomplishing assessment that their teacher administers to them.

10. All of the students stated that the classroom instruction/s used by their

teacher is highly effective and it conveys them to highly pay their attention to the

subject matter very well.

CONCLUSIONS
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Previous research had led the researchers to a positive comparison

between the classroom instructions and the quizzes results of the students. This

was proved true in research with a positive comparison of P value is equal to

0.0171 computed from the t-test, thus this study will reject the null hypothesis and

accept the alternative hypothesis (The classroom instructions used by the teacher

is effective for the better learning of the students in selected Grade 7 sections). A

95% of confidence level was achieved with a mean of 3.17 from the difference

from 0.58 to 5.76.

This research proved that the capacity to teach all students depends on

teachers’ respect for and understanding of the range of experiences and

knowledge that students from diverse backgrounds bring to school, and how to

capitalize on those experiences in crafting rigorous instruction. This research was

a stepping stone in order to attain the effectiveness of the classroom

instructions. first teacher of English 7. With the survey had done and finally

conducted the results were good. Majority of each classroom showed that the

classroom instructions of their teacher have a good effect on them, by passing

their quizzes in the said subject.

RECOMMENDATIONS

The researchers recommend the following for the future studies

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a.) For Teachers, giving respect to the students by understanding their

experiences and knowledge, would help a teacher to develop their relationship

inside a classroom. In this way, the classroom instructions given by the teacher

would be effective.

b.) For Students, respecting the teacher would help you to improve your

relationship within the premises which causes the teacher to give back the

respect. This also causes the classroom instruction to be effective as it is.

c.) For Parents, knowing the relationship of your child with the teacher

would also help you improve your relationship towards your child and the teacher.

You would also know that the classroom instructions given by the teacher is

effective or ineffective based on their quizzes.

APPENDICES

Appendix A
REQUEST LETTER FOR THE COLLECTION OF RAW DATA

March 4, 2019

MS. ARLENE O. ANANCA

Junior High School Principal
School of Saint Anthony

Dear Ms. Ananca,

Most joyous and blessed greetings of love and peace!

We are a group of researchers from Grade 12 Agoncillo, (Bajado, Amanda;

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Delumen, Sealtiel Sylburt; Ortega, Marienelle and Roxas, Niavy) who are currently
conducting a research entitled A COMPARATIVE STUDY ON THE
EFFECTIVENESS OF CLASSROOM INSTRUCTION IN SELECTED GRADE 7
SECTIONS as a fulfillment of our requirements in the course Research Project
under the tutelage of Mr. John Oliver M. Ramos.

We are humbly asking your permission to allow us to gather the scores of some of
the Grade 7 students in all of their quizzes in the English subject for the second
grading period in the sections handled by Ms. Pinca.

We are looking forward that our request would merit your positive response.

Rest assured that the gathered information will be treated with utmost
confidentiality and it will be used only for academic purposes.

Thank you very much for your kind consideration regarding this matter.

Sincerely yours,

The Researchers

Noted by:

(Sgd.) MR. JOHN OLIVER M. RAMOS

Research Adviser & Coordinator

Recommending Approval:

(Sgd.) MR. SIMOUN VICTOR D. REDOBLADO

SHS Assistant Principal

Approved:

(Sgd.) DR. JULIET S. REYES

SHS Principal
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Appendix B
SURVEY QUESTIONNAIRE

Please respond to the following statements and questions by

CIRCLING a number, with 1 as the lowest and 5 is the highest.
(If you’re not inclined with a statement or question, kindly
proceed to the next one after encircling 0).

Legend: 5 – Strongly Agree

4 – Agree
3 – Neutral
2 – Least Agree
1 – Disagree
0 – Not Available
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*(The questionnaire is on the separate sheet of the research study)