i

ASSESSMENT OF WORK IMMERSION AND ITS EFFECT ON THE

DELEVELOPMENT OF OFFICE SKILLS OF ABM STUDENTS

Research Paper
Presented to the
Faculty of Senior High School
SAN JOSE NATIONAL HIGH SCHOOL
San Pablo City

In Partial Fulfillment of the Requirements

Inquiries Investigation and Immersion

ANILES A. DUMA
2019

` SAN JOSE NATIONAL HIGH SCHOOL

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SENIOR HIGH SCHOOL

San Pablo City

APPROVAL SHEET
This thesis entitled “ASSESSMENT OF WORK IMMERSION AND ITS EFFECT ON
THE DEVELOPMENT OF OFFICE SKILS OF ABM STUDENTS” prepared and
submitted by ANILES A. DUMA in partial fulfillment of the requirements in, Inquiries
Investigation and Immersion is hereby recommended for acceptance and approval.

CYREL R. OCFEMIA
Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination

ANILES A. DUMA
Research Teacher

DESIREE VISTA JAYSON B. AGARIN

Technical Editor Subject Specialist

JASMINE P. TIZON
Statistitian

Accepted in partial fulfillment of the requirements in Inquiries Investigation and

Immersion at San Jose National High School Senior High School, San Pablo City, Campus.

EDGAR V. TUICO
Principal II

JEZREEL B. PUNTO
Registrar

Research Contribution No. ____

ACKNOWLEDGMENT
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This piece of work will not be completed without the help of numerous people. The

researcher wishes to express his warmest gratitude and thanks to the following persons for

making this work a reality:

Aniles A. Duma Research Teacher, for her guidance to finish this research which

greatly inspired the writer and shaped this work into a meaningful research study;

Jayson B. Agarin, the researcher’s subject specialist, for her support in the initial

development of this study and for her suggestions and comments during the course of oral

defense;

Desiree Vista, the researcher’s technical editor, for her constructive criticism and

suggestions to have a better outcome for every part of this study;

Jasmine P. Tizon, the statistician of the study, for her valuable support in

interpreting the data gathered from the study;

Cyries R. Ocfemia, Principal of San Jose National High School, for her permission

to conduct the study to Grade 8 students;

Mrs. May Lyn C. Mojica, Coordinator of English Department, for her words of

encouragement and support to finish the study;

Ms. Geraldine Laguras, researcher’s co-teacher, for sharing her resources and for

giving moral support;

Mr. Clifford Estrellado, researcher’s friend, for helping him with the computation

and tabulation of the data;

SJNHS English Teachers, for sharing their expertise to the researcher, and taking

over his class when needed;

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SJNHS Grade 12 Teachers, for their unsolicited advice and encouragement which

really helped the researcher to get through this study;

His beloved parents, Shirley G. Peregrin,Amelia for all the sacrifices, moral

support and for taking good care of the researcher in the entire duration;

To all those wonderful people whose names were not mentioned here but in one way

or another helped in the success of this study; and

Above all, to God Almighty who gives wisdom and enlightenment, power and spirit,

graces and blessings that made the study possible.

JBA

DEDICATION

This humble accomplishment is genuinely and wholeheartedly dedicated to the following:

To his mentors, who shared their professional expertise and guidance;

To his friends, who shared some of their resources for the study;
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To his beloved principal, who served as an inspiration and great motivator;

To his family and loved ones, who support and inspire him;

And above all to the ALMIGHTY GOD,

Who bestows him knowledge, guidance, inspiration

And the life that the researcher takes good care of.

JBA.

ABSTRACT

This study was conducted to determine the effect of Four A’s Teaching Approach on

the Grammar Competence of Grade 8 students of San Jose National High School in

Conjunctions, Parallelism, Sentence Forms, Collocations, and Subject-Verb Agreement.

It used experimental design, specifically the pretest/posttest group design. Two

groups of respondents with 30 students of matched age, gender, admission test, and grades

were exposed to Four A’s Approach and Consciousness-Raising Approach.

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It revealed the following findings: In the pretest scores, Four A’s Group got 25.03

while Consciousness-Raising Group got 25.13. Both groups fall under “Satisfactory” level.

In the posttest scores, Four A’s Group got 32.03 which is “Very Satisfactory” while

Consciousness-Raising Group got 25.60 which is “Satisfactory” when interpreted. In terms

of grammar competence, Four A’s Group obtained the highest score in collocation which is

5.77 and 7.13 in parallelism based on the pretest and posttest results. Four A’s Group falls

under “Satisfactory” level. Students from Four A’s Group fall under “Very Satisfactory”

level in conjunctions, parallelism, and collocation and “Satisfactory” level in sentence forms

and subject-verb agreement. In terms of grammar competence, Consciousness-Raising

Group obtained the highest mean score in conjunctions which is 5.77 and 5.77 in

conjunction based on the pretest and posttest results. Students from Consciousness-Raising

Group fall under “Satisfactory” level when interpreted.

There is no significant difference between the pretest scores of the students exposed

to Four A’s Approach and Consciousness-Raising Approach when tested at p<.05 level

except in the sentence forms. There is significant difference between the posttest scores of

the students exposed to Four A’s Approach and Consciousness-Raising Approach when

tested at p<.05 level. The pretest and posttest scores of the groups using Four A’s Approach

are significantly different. The pretest and posttest scores of the groups using

Consciousness-Raising Approach are not significantly different. There is significant

difference between the mean gain scores of the two groups.

In the lights of the findings, the following conclusions are drawn: 1. There is no

significant difference between the pretest scores of the students under Four A’s Approach

and Consciousness-Raising Approach. There is a significant difference between the posttest

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scores of the two groups; 2. There is no significant difference in the mean pretest scores of

the two groups; 3. There is no significant difference in the mean post test scores of the two

groups; 4. There is a significant difference between the mean pretest score and posttest score

of the group exposed to Four A’s Approach. There is no significant difference between the

mean pretest score and posttest score of the group exposed to Consciousness-Raising

Approach; 5. There is a significant difference between the mean gain scores of the two

groups.

Out of the findings and conclusions, the following recommendations should be

considered: 1. Since there is a significant difference between the mean pretest and posttest

scores of the two groups in conjunctions, parallelism, sentence forms, collocations, and

subject-verb agreement, teachers may use this approach to impart learning and to make the

students competent in grammar; 2. Since the study revealed that there is a significant

difference between the mean gain scores of the two groups, the teachers are encouraged to

give the students a chance to explore the concepts on their own; 3. Furthermore, a similar

study may be conducted for a longer period of time and in other types of school setting.

TABLE OF CONTENTS
Page
TITLE PAGE……………………………………………………………………… i
APPROVAL SHEET……………………………………………………………… ii
ACKNOWLEDGMENT.……….….……………………………………………… iii
DEDICATION……………………………………………………………………... v
ABSTRACT………………………………………………………………………... vi
TABLE OF CONTENTS………………………………………………………….. viii
APPENDICES……………………………………………………………………... x
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LIST OF TABLES…………………………………………………………………. xi
LIST OF FIGURES………………………………………………………………... xii

CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction…………………………………………………………….. 1
Background of the Study………………………………………………. 3
Theoretical Framework………………………………………………… 5
Research Paradigm…………………………………………………….. 6
Statement of the Problem………………………………………………. 7
Research Hypotheses…………………………………………………. 8
Significance of the Study………………………………………………. 9
Scope and Limitation of the Study………………………………….… 10
Definition of Terms…………………………………………………….. 10
2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature………………………………………………………. 12
Related Studies………………………………………….…….………. 24

3 RESEARCH METHODOLOGY
Research Design………………………………………………………... 32
Respondents of the Study………………………………………………. 32
Sampling Technique…………………………………………………… 33
Research Instrument……………………………………………………. 33
Research Procedure……………………………………………………. 34

Statistical Treatment of Data………………………………………….. 36

<<

4 PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

Pretest Scores of the Students………………………………………… 37

Posttest Scores of the Students……………………..……………….… 38

Test of Difference Between Variables………………………………... 44

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary………………………………………………………………. 52
Summary of Findings………...………………………………………… 54
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Conclusions……………..……………………………………………… 58
Recommendations……………………………………………………... 59
BIBLIOGRAPHY………………………………………………………………….. 60

APPENDICES

A. Letter of Request…….……………………………………………. 64

B. Validation Sheet……………………………………..…..………... 65

C. Table of Specifications………………………………………….… 66

D. Pretest Questionnaire………………………………………………. 67
E. Posttest Questionnaire……………………….……………………. 78
F. Lesson Plans (Four A’s Approach and Consciousness-Raising)…… 90
G. Data
155
Sheets…………………………………………………………..
CURRICULUM VITAE…………………………………………………………. 165
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LIST OF TABLES
Table Page

1 Mean Pretest Scores of the Groups under Four A’s Approach and
Consciousness-Raising Approach……………………………………… 37

2 Mean Posttest Scores of the Groups under Four A’s Approach and
Consciousness-Raising Approach……………………………………… 38

3 Level of Grammar Competence of the Group under Four A’s

Approach……………………………………………………………….. 39

4 Level of Grammar Competence of the Group under Consciousness

Raising Approach……………………………………………………….
41

5 Level of Grammar Competence of Students Before and After Using the

Two Approaches……………………………………………………..…. 42

6 Test of Difference between the Pretest and Posttest Scores of the Two
Groups in terms of Grammar Competence in Conjunctions, Parallelism,
Sentence Forms, Collocations, and Subject-Verb Agreement…………. 44

7 Test of Difference between the Pretest Scores of the Groups Using Four
A’s Approach and Consciousness-Raising Approach……………. 47

8 Test of Difference between the Mean Posttest Scores of the Groups

when Taught Using Four A’s Approach and Consciousness-Raising
Approach…………………………………………………………..……. 48

9 Test of Difference in the Pretest and Posttest Scores of the Two

Groups…………………………………………………………………... 49

10 Test of Difference in the Mean Gain Scores of the Two Groups………. 50

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LIST OF FIGURES
Figure Page
1 Research Paradigm……………………………………………..…… 6