CHAPTER III

RESEARCH METHODOLOGY

This chapter present the methods used in the study. This

includes the research design, research locale, respondents of the
study, sampling technique, instrumental used in the study,
scoring and quantification, the reliability of the study, the
data gathering procedures employed and the statistical treatment
of data.

Research Design

The study employed the descriptive-correlational methods of

research wherein the descriptive research is a purpose technique
of data gathering, analyzing, classifying, and tabulating data
about prevailing conditions, practices, trends, and cause-effect
relationship with the adequate and accurate interpretation of
data with or within statistical treatment (Calderon and Gonzalez
2007 as cited in Saulong 2015).

On the other hand, correlational method describes the link

between the different variables and explains the relationship
between them. It tells the two variables share a mutual
relationship in between (Saulong,2015).

Research Locale

This study was conducted at Oriental Mindoro Academy Inc.

Poblacion IV, Victoria, Oriental Mindoro. The grade 7 students of
this school have a total population of fifty-Seven (57)students.
There were Fifty-Seven (57) students who are currently enrolled
as Grade 7. There were (30) thirty students from section Phoenix,
(27) twenty seven students from section Pyxis. The study focuses
on the Grade 7 because the students who were affect the teacher’s
feedback.

Respondent of the Study

The respondents of the study are fifty seven (57) Grade 7

students from two sections enrolled at Oriental Mindoro Academy.
There are 30 students from section Pyxis, 27 students from
section Phoenix who were enrolled on the school year 2022-2023.

11
Sampling Technique

To assess their level of performance, Slovin's Formula was

utilized to determine the sample size which the population
samples are drawn. The formula shown in the succeeding page:

N
Formula: n= 2
1+ N e

Where:

n = sample size

N = population

E = margin error (0.05)

Computations:

N
n= 2
1+ N e
N=57

57
¿
1+57 ¿ ¿

57
¿
1+57 (0.0025)

57
¿
1+ 0.14

57
¿
1.14

¿ 50
 12

Population and Sample of the Study

Section Numbers of Students Sample Taken

Phoenix 30 25

Pyxis 27 25

Total 58 50

Research Instrument

The major instrument of the study was a self -made test

(questionnaire). The questionnaire was made to test and to know
the extent of teachers feedback of Grade 7 students in terms of
Verification feedback, Directive feedback, Scaffolding feedback,
Teacher praise.

Validation of Instrument

The validity of instrument was established through the help

of English teachers at Oriental Mindoro Academy Inc. who are
knowledgeable about the topic on hand.

The researchers directly asked the English teachers at

Oriental Mindoro Academy Inc. for their assistance in validating
the content of the research Instrument with regards to whom they
were assigned to be advised by. Upon hearing the comments, having
the validation sheets with corrections, and suggestions were
incorporated.
 13

Scaling and Quantification of Data

The answer of the respondents was compared with the answer

key.

The following criteria were used to measure the feedback

received by the respondents.
Scale Class Interval DE
4 3.26-4.00 Strongly Agree (SA)
3 2.51-3.25 Agree (A)
2 1.76-2.50 Disagree (D)
1 1-1.75 Strongly Disagree
(SD)

The following criteria were used to describe the Academic

Performance of the respondents.

Statistical Grades Description

97-100 Excellent

94-96 Outstanding

91-93 Very Good

88-90 Good

85-87 Very Satisfactory

82-84 Thorough Satisfactory

79-81 Satisfactory

76-78 Passing

75 below Failing
 14

Data Gathering Procedures

The researchers provided a self-made test validated by

English Teachers of Oriental Mindoro Academy Inc. and asked the
adviser of each of the two different sections about their class
schedules.

The researchers sent a request letter to the subject

teachers where they will conduct the test by distributing
questionnaires to test the feedback that Grade 7 students
receiving with the regards to the teacher’s feedback.

The researchers distributed the questionnaires on the time

they asked after getting an approval with some teachers as well
as the principal. They explained what the questionnaires were
about and, explained the direction in it also. The researchers
waited as well as the students of Grade 7 finished up answering.
The test was compared to the answer key and the researchers
conducted the sampling method which is called simple random
sampling technique.

Statistical Treatment of the Data

The following statistical tools were used in this study:

To determine the relationship between the extent of teacher’s

feedback and the level of academic performance of Grade 7

students, Pearson’s Product Moment of Correlation Coefficient was

used. The formula is:

nΣ ( xy ) −( Σx )( Σy )
r= ¿
√ N [ Σ x −( Σ x ) ] NΣ x −(Σy) ² ¿
2 2 2

Where,

r-the Pearson’s r Correlation

n-the number of respondents

15

y-each score of the dependent variable

x-each scored independent variable

Σ-summation of the score

 16

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRESENTATION OF DATA

This chapter presented, analyzed, and interpreted the data

gathered from Grade 7 students of Oriental Mindoro Academy, Inc.

The various results are presented in the succeeding tables with

corresponding analysis and interpretation.

1. Extent of Teacher’s Feedback of Grade 7 students in terms of:

Table 1.1 Verification Feedback

Items Mean Rank Description

1. I receive clear and 3.38 3 Strongly

specific instructions on Agree(SA)
how to improve my work.

2. I am given step-by- 3.30 4 Strongly

step guidance on how to Agree(SA)
correct my mistakes.

3. I am given explicit 3.10 5 Agree(A)

instructions on what to
do to improve my work.

4. I receive feedback 3.56 2 Strongly

that is focused on Agree(SA)
specific areas of
improvement for my work.
5. I find it helpful 3.64 1 Strongly
when my teacher guides Agree(SA)
me in the right
direction
Overall Mean:3.40 Strongly
Agree
 17

Table 1.1 presents the extent of teacher’s feedback of Grade

7 students in terms of verification feedback. It is observed that
the verification feedback statement number 5 obtained the highest
mean, 3.64, and rank 1, while statement number 3 obtained the
lowest mean, 3.10, and rank 5.

Statement 5, the high mean and rank indicates that students

perceive verification feedback related to statement 5 as being
particularly effective and beneficial.

Statement 3, conversely, the low mean for statement number 3

suggests that students perceive the effectiveness of verification
feedback related to this statement as relatively lower compared
to other statements.
 18

Table 1.2 Directive Feedback

Items Mean Rank Description

1. I find it helpful 3.28 4 Strongly

when my teacher explains Agree(SA)
why a certain aspect of
my work needs
improvement, rather than
just saying it needs
improvement.

2. I appreciate when my 3.50 1 Strongly

teacher tells me exactly Agree(SA)
what I need to do to
improve, I feel more
confident in my ability
to do better.

3. I appreciate it when 3.42 2 Strongly

my teacher confirms that Agree(SA)
I have understood the
material correctly.

4. I feel confident when 3.24 5 Agree(A)

I receive feedback that
verifies the correctness
of my work.

5. I appreciate when my 3.38 3 Strongly

teacher provides Agree (SA)
feedback that confirms
that I am on the right
track with my work.

Overall Mean:3.36 Strongly

Agree

Table 1.2 presents the extent of teacher’s feedback of Grade

7 students in terms of directive feedback. Statement 2 received
 19

the highest mean of 3.50 and is ranked 1, indicating that it was

rated most positively by the respondents. This suggests that the
participants perceived statement 2 as a highly directive feedback
statement, which may imply that it was seen as clear, specific,
and providing explicit guidance or instructions to the students.

On the other hand, statement 4 received the lowest mean of

3.25 and is ranked 5, suggesting that it was rated less
positively compared to the other statements.

20
Table 1.3 Scaffolding Feedback
Items Mean Rank Description

1. I appreciate it when my 3.44 2 Strongly

teacher provides me with Agree(SA)
step-by-step guidance to help
me understand the material.

2. I feel supported when my 3.52 1 Strongly

teacher gives me hints and Agree(SA)
guides me to complete my work
correctly.

3. I appreciate it when my 3.14 5 Agree(A)

teacher breaks down complex
tasks into smaller, more
manageable steps.

4. I find it helpful when my 3.38 3 Strongly

teacher gives me hints and Agree(SA)
clues to guide me through my
work.

5. I like it when my teacher 3.34 4 Strongly

encourages me to think and Agree(SA)
solve problems on my own,
while offering guidance when
needed.

Overall Mean:3.36 Strongly Agree

Table 1.3 presents the extent of teacher’s feedback of Grade 7

students in terms scaffolding feedback. Statement number 2, with the
highest mean score of 3.52 and ranked 1, indicates that students
perceive this particular statement as providing the most effective and
beneficial scaffolding feedback.

Statement number 3 received the lowest mean score of 3.14 and was
ranked 5. This suggests that students perceived this feedback
statement as less effective or less helpful in terms of scaffolding
their learning.

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Table 1.4 Teacher’s Praise

Items Mean Rank Description

1. I feel motivated to 3.64 2 Strongly

work harder when my Agree(SA)
teacher acknowledges my
efforts.

2. I am encouraged to 3.44 5 Strongly

continue working when my Agree(SA)
teacher recognizes my
progress.

3. I feel proud of my 3.66 1 Strongly

achievements when my Agree(SA)
teacher compliments my
work.

4. I am more willing to 3.54 4 Strongly

participate in class when Agree(SA)
my teacher values my
contributions.

5. I am more confident in 3.60 3 Strongly

my abilities when my Agree(SA)
teacher acknowledges my
strengths.

Overall Mean:3.58 Strongly Agree

 
Table 1.4 presents the extent of teacher’s feedback of Grade 7
students in terms teacher’s praise. Statement number 3 obtained the
highest mean of 3.66, ranking it first, while statement number 2
received the lowest mean of 3.44, ranking it fifth.

Statement number 3 (3.66) suggests that it received the highest

mean from participants regarding the teacher’s praise. This indicates
that participants perceived this particular statement as more
positively reflective of the praise they received from teachers.

Statement number 2 got the lowest mean of 3.44, which indicates

that participants, on average, perceived this statement as less
representative of the praise they received from teachers.

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2. Level of Academic Performance of Grade 7 students.

Grades Frequency Percentage Description

97-100 0 0 Excellent

94-96 1 2 Outstanding

91-93 8 16 Very Good

88-90 5 10 Good

85-87 10 20 Very
Satisfactory

82-84 10 20 Thorough
Satisfactory

79-81 12 24 Satisfactory

76-78 4 8 Fair

75 0 0 Passing

75 below 0 0 Failing

Total 50 100
Mean: 84.92 Description: Very Satisfactory

Table 2 shows the distribution of grades, frequencies, and

percentages for a group of students. The mean grade is 84.92,
indicating an average performance. According to the description, this
falls within the category of “Very Satisfactory.”

Looking at the frequencies, most students received grades in the

“Satisfactory” range (79-81), with 24% of students falling into this
category. There were smaller percentages of students in higher grade
ranges, such as “Very Good” (16%) and “Good” (1%). No students
received grades in the "Excellent" range, and there were no failing
grades.
Overall, the majority of students performed at a satisfactory
level, with the average grade described "Very Satisfactory."

23
 Table 3. Correlational Analysis Between the Teacher’s Feedback
and the Level of Academic Performance of Students-Respondents

Variables
Teacher’s Feedback r-value r² Result
Verification Feedback 0.12 0.0144 Not Significant
Directive Feedback -0.17 0.0289 Not Significant
Scaffolding Feedback -0.04 0.0016 Not Significant
Teacher’s Praise -0.09 0.0081 Not Significant

Critical r-value: 0.288

Degrees of Freedom: 48
Level of Significance: 0.05

Table 3 presents the correlational analysis between the extent of

teacher’s feedback and the level of academic performance of students.

As shown in the table, there is no significant relationship

between Teacher’s Feedback and the level of academic performance in
terms of verification feedback, directive feedback, scaffolding
feedback, and teacher’s praise as indicated by the computed r-values
of 0.12, -0.17,-0.04 and -0.09 respectively which all failed to exceed
the given critical r-value of 0.288 with 48 degrees of freedom at 5%
level of significance. Thus, the null hypothesis is accepted.

Results reveled that the extent of teacher’s feedback has nothing

to do with the improvement of the academic performance of the
students.

24
 CHAPTER V

Summary of Findings, Conclusions, and Recommendations

This chapter presents the summary of findings, conclusion, and

recommendation.

Summary of Findings

The findings of the study were summarized as follows:

1. Extent of Teacher’s Feedback of Grade 7 students in terms of:

1.1 Verification Feedback

The respondent’s verification feedback was strongly agreed upon,

as indicated by the overall mean of 3.40. This implies that some of
the Grade 7 students prefer the verification feedback. They prefer to
be given accurate information about the correctness of their responses
or performances to improve their academic performance.

1.2 Directive Feedback

The respondent’s directive feedback was strongly agreed upon, as

indicated by the overall mean of 3.36. This implies that some of the
7th grade students must also want the directive feedback. They prefer
that it guides them towards specific actions or strategies to improve
their academic performance.

1.3 Scaffolding Feedback

The respondents’ scaffolding feedback was strongly agreed upon,

as indicated by the overall mean of 3.36. This implies that some of
the 7th grade students must also want the scaffolding feedback. They
prefer to provide temporary support and guidance to students as they
work towards mastering a new skill or concept to improve their
academic performance.

1.4 Teacher’s Praise

 
The respondents’ teacher’s praise was strongly agreed upon, as
indicated by the overall mean of 3.58. This implies that some of the
7th grade students must also want the teacher’s praise. They prefer
positive feedback or recognition provided by teachers for their
achievements, efforts, or desirable behaviors in the classroom to
improve their academic performance.

25
 2. The Level of Academic Performance

The respondent’s academic performance is very satisfactory; the

overall mean is 84.92.

26
Conclusion

Based on the results and findings, the following conclusions were

drawn:
1. Teacher’s praise received the highest mean among the feedback
statements, indicating that it was the most frequently used type
of feedback by teachers.
2. All teachers’ feedback does not affect the academic performance
of the students.
3. Teacher’s feedback does not significantly correlate with the
academic performance of students. Despite the provision of
feedback, it does not directly translate into improved academic
outcomes for students.
4. Despite the high frequency of teacher’s praise, there is no
significant relationship between teacher’s praise and academic
performance. This suggests that the frequency of praise alone may
not be a reliable predictor of academic achievement.

27
Recommendations

Based on the findings and conclusions, the following

recommendations were offered:

 For Teachers – While praise can be valuable, teachers should also

be provides constructive feedback that helps students identify
areas an enhancement in their improvement and promotes growth.
Teachers should continue professional development to enhance
their feedback techniques and strategies.

 For Parents – Regularly communicate with teachers to stay

informed about child's progress and collaborate on supporting
their academic journey. Allow children to take ownership of their
learning process and decision-making while providing guidance and
support.

 Future researcher - future research similar to present study can

be conducted exploring other variables that may affect the
Academic Performance of students. Examine the effectiveness of
teacher feedback in different grade levels and subject areas to
identify subject-specific best practices. Conduct research on the
effectiveness of targeted interventions or programs aimed at
improving teacher feedback practices and student outcomes.
28