ETHLEMAE V.

EGINA MAED-ENGLISH
COMPARATIVE MODEL OF RESEARCH STUDIES
Research Title Purpose of the Study Research Questions Research Design Sources of Data Data Collection Data Analysis

Learning The study was 1. What is the level Descriptive One school for every The researcher A. Mean
Experiences, conducted in order to of learning experiences Correlation district in Davao City undertook several B. Standard
Learning Styles determine the in terms of: Technique Division was steps: Deviation
and Academic relationship between 1.1 games, and selected as the  Asked C. Regression
Performance of learning experiences, 1.2 events? respondent-school permission Analysis
the Students learning styles and 2. What is the level of of the study. Forty from the
academic manifestation of students for each Graduate
Researcher performance of the students in each of the school were chosen School Dean.
students. learning style in terms as respondents of  Asked
Arnel Jeff S. of: the study. permission to
Tulabing 2.1 visual learning style,  School A – the Schools
2.2 auditory learning located at F. Division
style, Torres St. Superintendent
2.3 kinesthetic learning Davao City and the School
Year style?  School B – Principal
located in  Administers
2018 3. What is the level of Sasa, Davao the
academic performance City questionnaires
of the learners in terms  School C- to the
of: located in respondents of
3.1 Music Dacudao, the study.
3.2 Arts, Calinan,  Retrieved the
3.3 Physical Education, Davao City filled-up
3.4 Health? questionnaires.
 Requested the
4. Do the combined and grades of
singular influence of students in
learning experiences MAPEH
 and learning styles on
academic performance
significant?

The Filipino
The purpose of this 1. What social Descriptive This study made use The researcher Data were
Teachers as
qualitative study was bashings are Qualitative Method of the screenshots of underwent processes: analyzed using a
Victims of Social
to investigate the experienced by particularly the written statuses,  Interviewing in- method which
Bashing: A
language used in teachers? Phenomenology comments, posts of depth with the include:
Phenomenon of social bashing, more 2. What student bashers in study-  Data
Emerging specifically to identify perlocutionary their social media informants. reduction
Language words or expressions speech acts are accounts. There  Conducting  Data
used to bash involved in social were be fifty (50) focus group Display
teachers online. In bashings? utterances that took discussion with  Conclusion
Nona Grace O. addition, this study 3. What issues are part of the analysis the Drawing
Isturis also accounted on embedded in of this study. The participants.  Verification
the perlocutionary social bashings sample size fifty (50)  Note Taking
speech acts against teachers? artifacts meets the
2017 embedded in social theoretical
bashing well as the saturation
issues found in social (Creswell,2007)
bashing. Studying
social bashing
creates different
words which are new
to our vocabulary as
well as taboo words
affecting the different
aspects of human
development. It is
believed that this
phenomenon causes
severe depression
 among teachers who
experienced social
bashing which affects
their self-esteem and
effectiveness as
teachers.
Language This study 1. What is the level of Descriptive- The respondents of The researcher A. Mean
Anxiety and determined the language anxiety Correlation Method this study were the conducted the B. Analysis of
Linguistic relationship between among students in 385 students from following steps: Variance
Proficiency the level of language terms of: the different  Sent (ANOVA)
among College anxiety and the 1.1 motivation; campuses of the permission C. Pearson-r
Students linguistic proficiency 1.2 self-confidence; and University of letter to the D. Z-Test
of students. 1.3 anxiety? Mindanao for the school
2. What is the level of school year 2013- administrator.
Hayden B. linguistic proficiency 2014.  Started to
Gemarino among students in Stratified Random formulate the
terms of: Sampling technique instrument to
2.1 syntax; was used to get the be used in the
2.2 pragmatics; and equal proportion on conduct of the
2015 2.3 semantics? the number of study.
3. Is there significant respondents from  Administered
difference in the the general the distribution
level of language population. of the
anxiety when The researcher questionnaire.
students are employed  Retrieved the
grouped according researcher-made questionnaire.
to: questionnaire.  Gave the data
3.1 gender; and to the
3.2 campus? statistician for
4. Is there significant the analysis
difference in the and
level of language interpretation.
anxiety when
 students are
grouped according
to:
4.1 gender; and
4.2 campus?
5. Is there a significant
relationship between
the level of language
anxiety and the
linguistic proficiency
of students?
Practitioners of The purpose of this 1. What are the role Qualitative Method Sources of data in Data were collected A. Audio-taped
English for phenomenological experiences of ESP of inquiry this study are: from those who have recordings
Specific study was to describe practitioners in employing a  In-depth experienced the were
Purposes: the experiences, higher education? Phenomenological interviews phenomenon through: transcribed.
Pedagogical thoughts and feelings 2. What strategies can Approach (provided by  In-depth B. Data
Roles in Context of ESP practitioners be implemented for the 10 interviews reduction
in HEIs in the the improvement of informants  FGD C. Stevick-
performance of their the current ESP representing  Classroom Colaizzi-
Genelyn C. Lim roles as classroom practice in higher the four Observations Keen
teacher, as needs education? SUCs in the  Document Method
analyst, as syllabus Davao Analysis
designer and as Region)
materials provider. At  FGD
2015 this point of the study, (provided by
ESP practice is the seven
defined as the act of participants
imparting knowledge representing
and skills to specific the same
groups of learners SUCs but
using an approach in outside of the
which the content, 10
the method and the informants.)
 aims are determined  Classroom
by learners’ needs. Observations
 Document
Analysis
Communicative The study aimed at 1. What is the level of Quantitative Study There was a total of The following steps A. Mean and
Competence and finding the communicative – Descriptive 90 respondents who were undertaken in Standard
Academic relationship between competence of the Correlation Design voluntarily gathering important Deviation
Performance of communicative students in grade 10 and Descriptive participated in the data for the study. B. Analysis of
Students: Basis competence and in terms of? Comparative research. The  A letter of Variance
for a academic 1.1 Grammatical Design respondents of the request to (ANOVA)
Comprehensive performance of the competence? study were the conduct the C. Pearson-r
Intervention Plan respondents. 1.2 Discourse Grade 10 students study was Correlation
competence? of Union National written. D. Linear
1.3 Strategic High School – Mt.  The letter was Regression
competence? Diwata High School sent to the
Donna Rose C. 1.4 Sociolinguistic Annex enrolled in division office
Mayola Competence? the S.Y. 2015-2016. of Compostela
2. What is the level of Valley.
academic A researcher-made  Upon approval,
2016 performance of questionnaire was copies of the
grade 10 students in utilized to measure letter were the
English? students’ sent to the
3. Is there a significant communicative school-in-
difference in the competence. There charge of
level of was a total of Union National
communicative questions with High School-
competence of the items for every Mt. Diwata
students when indicator. High School
analyzed according Annex.
to section?  The class
4. Is there a significant advisers and
difference in the English
level of Teachers of
 communicative Grade 10
competence of the students were
students when met by the
analyzed according researcher.
to section?  A schedule
5. Is there a significant was then set
relationship between for the
communicative administration
competence and of the test.
academic  Administration
performance of of the
students? questionnaire.
6. Does communicative  Retrieval of
competence have a data.
significant influence
on the academic
performance of
students?
*Five research studies per individual