CHAPTER I

INTRODUCTION

Background of the Study

Listening is a very under rated skill. Early in life we were taught to listen
and learn at school but still many of us in our fast paced life have not mastered
this concept. Listening is essential if we are to demonstrate good communication
skills. Listening is a vital component of communication. Moreover, listening is a
skill of critical significance in all aspects of our lives – from maintaining our
personal relationships, to getting our jobs done, to taking notes in class, to
figuring out which bus to take us in a certain place. Regardless of how we’re
engaged with listening, it’s important to understand that listening involves more
than just hearing the words that are directed at us. Listening is an active process
by which we make sense of, assess and respond to what we hear.

Many people are poor listeners, even in everyday life. They tend to listen
and think about something else at the same time. This happens even more
frequently when people are in conflict. Rather than carefully attending to what the
other person has said, many people think about their response while the other
person is talking.

In addition, they tend to interpret things to coincide with the views that they
already have. For this reason, they assume they know and understand what
other people are saying, because they assume that it corresponds to their own
expectations about what the person is likely to say or “should” be saying. Since
people in conflict tend to develop hostile and distrustful images of the other, their
interpretation of things the other side says or does is likely to be hostile and
distrustful. Ambiguous messages are interpreted in the worst possible way; even
clearer messages tend to be ignored or disregarded, if they are inconsistent with
one’s original negative view.

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 Learning how to be an effective listener has numerous advantages.
First, effective listening can help you become a better student. Second,
effective listening can help you become more effective in your interpersonal
relationships. Third, effective listening can lead others to perceive you as
more intelligent. Lastly, effective listening can help you become a stronger
public speaker.

Moreover, one of the most important keys for having a happy life is to
have healthy and happy relationships. Relationships are part of our daily life and
can certainly influence our “happy level”. To have healthy and happy
relationships we need a good communication and a good communication doesn’t
only mean talking, but also listening.
The benefits for effective listening are quite a few, below are some:

• Listening can help us avoid problems due to misunderstanding

and poor communication. We need to remember that a happy life is
a string of happy moments, so if we can avoid not pleasant
moments, the happy level of our life can definitely improve.

• Listening can help us be successful in what we are doing. Any

kind of success creates a good feeling, therefore, is good for our
happiness.

• Happiness is empowered by good and positive emotions.

Listening also expands our knowledge, reduces mistakes and
misunderstandings, and helps best solve problems.

• When we listen with full attention, we are

communicating respect.

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 Such poor listening makes good communication almost impossible. No
matter how much care one person or group takes to communicate their
concerns, values, interests or needs in a fair, clear, unthreatening way, if the
listener is not willing to receive that information in that way, the communication
will fail.

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Statement of the Problem

Visayas State University – Villaba is composed of diverse students who

are experiencing different factors which can influence their poor listening skills.
Those factors may not affect their academic performances alone but also their
social living.

Objective

This study aims to:

- Find out the factors that influence the listening skills of BSED III
students of Visayas State Uiversity – Villaba.

Time and Place of the Study

This study was conducted in all BSED III students of VSU – Villaba from
March to April 2018. VSU – Villaba is chosen to be the place of the study in the
sense that the researchers are studying in the said university.

Scope and Limitation of the Problem

The study got the factors that influence the listening skills from the BSED
III students major in Biological Science, English and Mathematics of VSU –
Villaba. This was limited to the said students only from March to April 2018 of the
second semester.

Significance of the Study

The result of the study will be of great help to gain knowledge about what
are the factors or most common factors that influence the listening skills of the
students. Likewise, they will become aware of what they should avoid to do
during listening to someone who is delivering a speech, talk or discussion.

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Conceptual Framework

Conduct Survey

Factors that
influence the Collect Data
listening skills of
the students

Find out the factors that

influence the listening
skills of the students

Figure 1. The schematic diagram shows the flow of the factors that influence the
listening skills of the students.

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Definition of Terms

Listening – refers to the interpretative action taken by the listener in order

to understand and potentially make meaning out of the sound waves.

Poor listeners – refer to those persons who tend to listen and think about
something else at the same time; those who listen transparently

Vital – listening is absolutely necessary or important skill to students

Ambiguous – poor listening skills can cause unclear messages

Stable – refers to a complete family

Complicated – hard to understand, ex

Broken – parents are separated

Geographical locations – where respondents live

Personal Problems – problems in respondents’ private life outside of

work

Hearing Impairment – a partial or total inability to hear; inability of the

students to hear clearly

Listening too hard – respondent is trying to remember every detail of a

message resulting to miss the speaker’s main points

Jumping into Conclusion – respondent is judging someone or

something without having all the facts

Focusing on delivery and physical appearance – respondents are

focusing on the manner of delivery of the information and how the speaker looks
like rather than focusing on the message itself

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 Lack of awareness of the topic – the listeners have less knowledge
about the topic of the speaker

Not concentrating – respondents are not directing attention and effort to

listen to something

Performance of the Speaker – refers to how the speaker/teacher

delivers the message and as to how he handle the audience

Lack of Interest – the listeners or students have deficiency of interest

towards listening to the speaker

Lack of Knowledge in the Topic - the speaker/teacher has not enough

knowledge about the topic he is talking about

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Listening is an activity of getting information via hearing in which to identify

and to understand the information through the process in which the listener
constructs meaning out of the information provided by the speaker. Constructing
meaning out of the speaker’s message depends on the knowledge and skills in
listeners’ head.

Listening skill, plays important role not only in communication but also in
interpersonal relationship, is unfortunately one of those skill that is given the least
significance in school education. Teachers generally believe that listening skills
emerges spontaneously in time, just like breathing. However, listening skill can
only be improved by hard work and repetition as the case in reading skills
(Boston, 1190, Brody; 2001, Kutly and Aslanoglu 2008) (https://orgAdilrehman
715)

According to this definition, it is not sufficient for us to hear our

counterparts, but it is also necessary to understand them to think about what they
should say, and thus to be an effective listener. In compliance to this fact, the
individuals are obliged to listen to a variety of things in their daily lives.

A good listener allocates 70% of his time to listening, and 30% of his time
to speaking. (Myers and Myers, 1998, Beaverson, 1999)

There are many factors that may influence poor listening in which
involves; physical, psychological, emotional, social and environmental factors.

In physical factors, it involves physical condition of a person in which

physically unfit and not able to concentrate or focus on a certain topic, like low of
concentration that can be the result of various psychological or physical
situations such as visual or auditory distractions, physical discomfort and

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inadequate volume, lack interest in the subject material, stress or personal bias.
(https://learn.saylor.org.)

In emotional condition has also considerable impact on the listening

process. Any extreme happiness and sadness interferes the listening process of
every individual. A person felt too much joy and sad make them not focused on
the message what he/she hears. Sometimes it also affect if a person do not like
the attitude of the speaker it may cause less attention of the message they
delivered. According to Prof. Ricks and Gow rightly mentioned, “Favorable
attitudes can improve the effectiveness of your listening; unfavorable attitudes
often limit listening effectiveness.”

In social factors we have personal beliefs on different subjects. When any

person expresses an opinion against our own beliefs, then immediately we start
to dislike him/her and accordingly proper interpretation of the message cannot be
possible. Sometimes, listening is negatively affected by low of concentration,
trying too hard, jumping ahead and /or focusing on style instead of substance.
We have some previous idea about the speaker then out of expectations
influenced by that idea. We become tuned (mentally prepared) to listen as per
our expectations and the limits our ability of proper interpretation of the message.

In environmental factors, there are factors that affect and reduce poor
listening as follows:

1. Semantic barriers: usually speaker uses unfamiliar words or technical

words to them and it’s very difficult in part of listener to interpret the
actual meaning.
2. Poor presentation techniques: poor or inefficient presentation of the
message also disturbs the listening process.
3. Uninteresting subject can close their concentration.
4. Undesirable environment, like an excessive noise, furniture,
temperature and uncomfortable seating, setting arrangement, smoking,
etc. (www.georiasoul.blogspot.com)

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 CHAPTER III

METHODOLOGY

Research Design

The study used survey forms as the main tool in gaining information
needed for the study. Through this, the researchers were able to gather
information or data accurately for they personally assessed the said respondents
and entertain or accommodate their queries.

Research Environment

Visayas State University – Villaba is the locale of this study.

Research Respondents

The respondents of this study are the BSED III students major in
Biological Sciences, English and Mathematics of Visayas State University –
Villaba, Villaba, Leyte.

Research Instrument

This study used survey forms as the main tool in collecting data needed
for this problem. The researchers grouped themselves by two and each pair had
assignments to do. There were encoders, researchers and distributors. Each of
those persons performed their works well.

Sampling Procedure

The researchers used cluster sampling.

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Data Gathering Procedure

This research was conducted at Visayas State Uiversity – Villaba

Campus, Villaba, Leyte from March to April 2018. Survey forms were distributed
to the respondents of this study

Data Analysis

The data gathered for this study were classified and presented in a tabular
form. These data were analyzed using descriptive statistics, the percentage
method using the formula:

Raw Score
P = __________________________________ X 100

Total Number of Respondents

Where:

P – Percentage

Raw Score – is the number of response recorded in each parameter

Total Number of Items – is the total number of respondents

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 CHAPTER IV

ANALYSIS, INTERPRETATION OF DATA

Part I. Profile of the Respondents

In table 1. The table shows that the result of the respondents according to
their age. The students age at 18-19 years old consists of 48.88%, 20-21
years old consist of 24.44% , 22-23 years old consist of 6.66% and 23-25
consist of consist of 20%. Therefore, the students that age at 18- 19 is the
common age of the BSED III- students.

AGE FREQUENCY PERCENTAGE

18-19 22 48.88%
20-21 11 24.45%
22-23 3 6.67%
23-25 9 20%
TOTAL 45 100%
Table 1. Distribution of Respondents according to their age.

In table 2. The table shows the result of the family status of the BSED III
students, stable family, complicated and broken family. The stable family consist
of 73.33%, complicated family consist of 11.11% and the broken family status of
the BSED III students is stable, which consist of 73.33%

Table 2. Distribution of Respondents according to their family status.

FAMILY STATUS FREQUENCY PERCENTAGE

STABLE 33 73.34%
COMPLICATED 5 11.11%
BROKEN 7 15.55%
TOTAL 45 100%

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 In table 3. The table shows the result of the location of residence, it is
composed of Mountain, Remote area, Sitio, Barrio, Town and City. The Mountain
consists of 2.22%, Remote are 0%, Sitio is 51.11%, Barrio is 35.55%, Town is
8.88% and City consist of 2.22%. Therefore, most of the BSED III students live in
Sitio which consist of 51.11%

Table 3. Distribution of Respondents according to their location of the

residence.

LOCATION OF FEQUENCY PERCENTAGE

RESIDENCE
MOUNTAIN 1 2.22%
REMOTE AREA 0 0%
SITIO 23 51.11%
BARRIO 16 35.56%
TOWN 4 8.89%
CITY 1 2.22%
TOTAL 45 100%

In table 4. The table shows the distribution of the result according to the socio
–economic status of the represents 40,000-50,00, is 0%, 30-40k consist of 0%,
20-30k is 17.77%, 10-20k is 15.55% and 5-10k consist of 66.66%. Therefore, 5-
10k is the common socio- economic status of the respondents is 5-10k that
consist of 66.66%

Table 4. Distribution of Respondents according to their socio- economic.

SOCIO-ECONOMIC FREQUENCY PERCENTAGE

40-50K 0 0%
30-40K 0 0%

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 20-30K 8 17.77%
10-20K 7 15.56%
5-10K 30 66.67%
TOTAL 45 100%

In table 5. The table shows the distribution of the respondents according to

the family size. The family who have 3 to 6 members consist of 60%, the families
who have 7-9 members consist of 33.33% and families who have 10 to 12
members consist 6.67%. Therefore, most of the students have 3 to 6 members.

In table 5. Distribution of Respondents according to their family size.

FAMILY SIZE FREQUENCY PERCENTAGE

3-6 27 60%
7-9 15 33.33%
10-12 3 6.67%
TOTAL 45 100%
In table 6. Distribution of respondents according to the educational attainment
of their father, which refers to the elementary, secondary and college level.
Elementary level consists of 53.33%, high school level is 13.33% and college is
4.44%. Therefore, most of the attainment of their parents is elementary level
consist of 53.33%

In table 6. Distribution of Respondents according to the educational

attainment of their mothers.
EDUCATIONAL FREQUENCY PERCENTAGE
ATTAINMENT(FATHER)
ELEMENTARY LEVEL 32 71.11%
GRADUATE
HIGH SCHOOL LEVEL 10 22.23%
GRADUATE

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 COLLEGE LEVEL 3 6.66%
GRADUATE
TOTAL 45 100%

In table 7. The table shows the results of the educational attainment of their
mother, which also refers to elementary level, high school level, and college
level. The elementary level is 46.66%, high school is 17.77% an college level is
4.44%. Therefore, most of the educational attainment of their mothers is in
elementary level which has 46.66%.

In table 7. Distribution of Respondents according to the educational

attainment of their fathers.
EDUCATIONAL FREQUENCY PERCENTAGE
ATTAINMENT(MOTHE
R)
ELEMENTARY LEVEL 30 66.66%
GRADUATE
HIGH SCHOOL LEVEL 12 26.67%
GRADUATE
COLLEGE LEVEL 3 6.67%
GRADUATE
TOTAL 45 100%

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Part II. Factors that Influence Poor Listening Skills

Table 1. The table shows the distribution of the respondents according to

the listeners’ factor which composed of the different problems; the personal
problems, hearing impairment, listening too hard, jumping into conclusions,
lack of vocabulary, focusing on the delivery and physical appearance, lack of
awareness of the topic and not concentrating. For the personal problems, it
consists 75.55%, the hearing impairment accumulates 48.88%, listening too
hard has 20%, jumping into conclusions 15.55%, lack of vocabulary 60%,
focusing on the delivery and physical appearance 35.55%, lack of awareness
of the topic is 57.77%, and not concentrating which accumulates 71.11%.
Therefore, not concentrating is a great factor of the listeners’ which consists of
71.11%.

LISTENERS FACTOR FREQUENCY PERCENTAGE

PERSONAL PROBLEMS 34 75.55%

HEARING IMPAIRMENT 22 48.88%

LISTENING TOO HARD 9 20%

JUMPING INTO 7 15.55%

CONCLUSION

LACK OF VOCABULARY 27 60%

FOCUSING ON 16 35.55%
DELIVERY AND
PHYSICAL APPERANCE
LACK OF AWARENESS 26 57.77%

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 OF THE TOPIC
NOT CONCENTRATING 32 71.11%
TOTAL 173 384.41%

Table 2.The table shows the distribution of the results according to

speakers’ factors which composed of the performance of the speaker, lack of
interest and lack of knowledge of the topic. The performance of the speakers’
accumulates 57.77%, lack of interest has 66.66%, and lack of knowledge of the
topic is consist of 62.22%. So, lack of interest by the speaker has the greatest
factor which consist 66.66%.

SPEAKERS FACTOR FREQUENCY PERCENTAGE

PERFORMACE OF THE 26 57.77%
SPEAKER
LACK OF INTEREST 30 66.66%
LACK OF 28 62.22%
KNOWLEDGE IN THE
TOPIC
TOTAL 84 186.65%

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 CHAPTER V
SUMMARY, CONCLUSION & RECOMMENDATION

Summary
The study is to find out the factors that affects the poor listening skills
of the BSED III English, BioSci, and Mathematics students. Listening plays a
vital role in the academic performances of the students wherein they may
excel or down. The Visayas State University - Villaba was chosen to be the
place of the study for the researchers are studying in the said University. After
the researchers conducted the survey to the respondents ,we found out that
there are lots of factors that can be the cause of the poor listening of the third
year students or listener’s factor like personal problems, hearing impairment
,listening too hard,etc. Also on the speakers factor like lack of interest,
performance of the speaker and lack of knowledge on the topic and
environmental factor also adds to the problem.
The total sum of the highest number of students is ages 18-19 which
accumulate the percentage 48.88%. On the location of their residence,
respondents mostly lived at Barrios which accumulates 35.55%. Mostly the
students have low economic status which they only earned 5-10k monthly. On
the part of educational attainment of their father, 53.33% of the respondents,
fathers attained elementary level so do with their mother who has 46.66& of
the respondents. The family size of the respondents varies; the range of 3-6
of has 33.37
There are also several factors that affect the poor listening of the
students. In learners’ factor, the largest percentage of the possible for having
poor listening skills is not concentrating which accumulates 71.11%.
Speakers’ factors has several factors also but lack the interest gathered the
highest percentage which is 66.66%

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CONCLUSION
Based on the data gathered, we found out that the greatest factor that
affects the listening skill of the BSED III-students that make them poor
listeners is “not concentrating” or not paying close attention towards the
speaker who is the sender of information. They lost their focused for they
allow their minds to think of many things. And understanding differs on how
we listen or receive the information. If our mind is being diverted by other
things, then we can’t be called as good listeners. Good listening skill is the
very thing that a person should have for it plays a vital role in our lives. Hence,
the students got low scores in their quizzes due to the reason that they
weren’t able to understand the questions that the teacher asked because they
didn’t listen well.
Therefore, not concentrating is a negative factor that can affect the
listening skill of an individual. Focus is very important for it leads to a better
understanding and good listening skills.

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RECOMMENDATION

We, the researchers are highly recommended to all students that they
must be aware to the different factors that could affect the listening skills that
lead to a poor listening. It is because we all know that listening is a
complicated thing to do for it requires focus in order to grasp information and
any other thing. If you want to be a good listener you have to understand the
things that are needed and to the factors as well.
There are lots of factors in poor listening to be considered but the most
common factors in listening is not a concentrating and it is according to our
research. So, if you want to be a good listener you have also to avoid those
speakers who have lack of interest because if that so, you as a learner will be
confused and leads to poor listening. Listening is always significant in our
daily lives because everything requires listening in order to build
understanding. So, as student you must know the different factors that affects
poor listening and try to avoid it and if necessary try also to develop the
learner’s interest on the subjects.

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 References

https://orgAdilrehman 715

(Myers and Myers, 1998, Beaverson, 1999)

https://learn.saylor.org.

www.georiasoul.blogspot.com

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