Surigao del Norte State University

GRADUATE SCHOOL
Surigao City

INVETIGATING THE ACADEMIC GAPS IN ENGLISH OF GRADE 6 PUPILS

AS TRANSITIONAL STAGE TOWARDS JHS ENGLISH CURRICULUM

A Thesis Proposal
presented to
the Faculty of the Graduate School
SURIGAO DEL NORTE STATE UNIVERSITY

In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education
Major in English

JEOVANNE J. BUNTAD
January 2024

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ACKNOWLEDGEMENT

It is indeed a pleasure to acknowledge the assistance

and unselfish service rendered by some cooperative persons
who help the researchers conceive this piece of intellectual
endeavor.

The researchers wish to express their profoundest thanks

and appreciation to:

, for such a kind and proficiently dependable adviser;

, their patient instructor for her persistent guidance

and encouragement to make this research proposal a successful
one;

Their parents, family and relatives for supporting

financially, morally and so much inspiration while making the
paper. The researchers owe everything from both of them;

The cherished friends for the sincere and time-tested

companionship, never-ending talks, and the enjoyably
exhausting walks and fadeless friendship.

Above all, to the almighty God, for without Him, this

study would not be in reality.

THE RESEARCHER

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TABLE OF CONTENTS

Page
TITLE PAGE i
ACKNOWLEDGMENT i
TABLE OF CONTENTS iii
LIST OF TABLES
LIST OF FIGURES

CHAPTER
1 THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction 1
Review of Related Literature 6
Synthesis of the Review 40
Theoritical/Conceptual Framework 42
Statement of the Problem 46
Hypothesis 47
Significance of the Study 47
Scope and Limitation of the Study 49

2 METHODS
Research Design 51
Research Environment 51
Respondents 52
Research Instrument 54
Ethics and Data Gathering Procedure 55
Data Analysis 58

REFERENCES 59
APPENDICES
A Formative Questionnaire
B Questionnaire
C Letter of Validation
D Letter of Request for the Conduct of the Study

CURRICULUM VITAE

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LIST OF TABLES

NO. DESCRIPTION PAGE NO.

1 Distribution of Respondents 54
‍

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LIST OF TABLES

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GRADUATE SCHOOL
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LIST OF FIGURES

NO. DESCRIPTION PAGE NO.

1 Research Paradigm 45
‍

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Chapter 1

PROBLEM AND REVIEW OF LITERATURE

Introduction

The Philippine educational system has recently undertaken

massive changes in order to keep up with the pace of global

competitiveness. The Grade 6 English curriculum has been

implemented in the country to purposefully focus on lifelong

learning competencies or skills and to produce pupils who are

ready and capable to be promoted to Junior High School.

Hence, the teaching and learning of English has been a

remarkable change in the requirements of the educational

system (Ulep & Ramos, 2023).

Some critical aspects of English teaching and learning, such

as curriculum, methodology, and evaluation, have grown in

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importance in high-quality language instruction. With this,

curriculum developers need to take account and respond to

data coming from learners, teachers, evaluation specialists,

and so on (Nunan, 2012). However, it is from this view that

the cruciality of evaluation arises to comprehend the

successes and failures of a program. Investigating the

academic English gaps of the Grade 6 pupils is of great help

in examining various aspects of an on-going program and in

making changes or improvements to a curriculum already

implemented. Formative evaluation, also known as process or

implementation evaluation, attempts to document exactly what

is transpiring in an English curriculum. Data is collected

and analyzed at a time when program changes can be made to

ensure that the quality of the program implementation is

maintained throughout (Wall, 2017).

However, various studies revealed that elementary pupils

particularly in Grade 6 transitioning to Junior High School

competence in the English language is rocketing down the

slope. The study by San Juan (2019) showed that pupils scored

a mean of 7.18 for listening, writing, speaking, and reading,

a very low number based on international standards.

Meanwhile, pupils' language proficiency in State Universities

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and Colleges shows the same results. Tendero (2019) study

revealed that the average score of Filipino college students

in English receptive skills is tantamount to the target

passing score of Thai and Vietnamese high school graduates.

Consequently, to address the numerous feedbacks from

different Junior High School level teachers, monitoring and

evaluation are indeed a vital part of determining whether the

pupils are ready to conquer another level of learning English

in Junior High School. With this effort, elementary level

teachers will be guided by what adjustments should be made to

better improve the English curriculum. It is then necessary

to reveal how and to what extent a curriculum innovation has

been implemented in the classroom before determining the

effects or outcomes of an innovative curriculum.

Similarly, the purpose of the investigating the academic gaps

in English of Grade 6 pupils is to identify strengths and

challenges in the English curriculum implementation process,

both for teachers and for school communities, and to make

recommendations aimed at supporting future English curriculum

implementation. Through this, the success and failure of the

on-going implementation of an English Curriculum and the

reasons behind it can be determined.

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In this context, the researcher is interested in

investigating of the academic gaps of the Grade 6 pupils as

transitional stage towards JHS English curriculum in Socorro

West District elementary schools.

Review of Literature

Significance of Assessing Academic Gaps in English of Pupils

In classrooms where the teacher does not adjust the learning

tasks and teaching approaches to the pupils’ levels of

readiness and teaches only to the majority- the average

pupils- some pupils will be bored from lack of challenge, and

others may be placed under stress from too great a challenge

(Chorrojprasert, 2020). Therefore, there is a need to

consider where our learners are in relation to the learning

objectives and plan the learning experiences just beyond the

skill level of each pupils. Learners are more likely to be

actively engaged in the learning, rise to the challenge, and

build up a sense of self-confidence as they approach the

target tasks if they feel that they have a chance to succeed.

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So, when the levels of readiness have been considered-

of course it is next to impossible to say that teachers can

consider each and every learner individually -learners of

various levels of learning readiness can be identified and

appropriately grouped. Then – the tasks and experiences can

be designed to accommodate the learners at their levels of

learning the competency in English. According to numerous

advocates of learner readiness, a magnitude of terms and

concepts are coined and deployed. The notions of learner

readiness are often integrated and intertwined with learner

autonomy and self-regulated learning when used to define the

process in which learners are able to actively and

effectively control and monitor their motivation, cognition

and behaviors and successfully complete the target academic

tasks (Blidi, 2017).

Thus, this study will bring positive impact towards the

learners, teachers and the community as well. For, this

study's findings can address academic gaps can lead to

improved learning outcomes for pupils. Better-prepared

students entering junior high school are more likely to learn

English, leading to a positive impact on the overall academic

performance of the learners. Furthermore, this study has a

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positive impact on English language proficiency among pupils

benefits the community by fostering better communication

skills. This can lead to improved interactions within the

community, better collaboration among individuals, and

increased participation in social activities (Kartal &

Balcikanh, 2019).

Similarly, the results of the study will be able to

identify and bridge the gaps in English proficiency this

transitional stage, the study can potentially contribute to

reducing dropout rates. When students are better equipped

academically, they are more likely to stay engaged and

motivated in their educational journey (Hsieh & Hsieh, 2019).

Nevertheless, the output of this study which is the

Enhanced/Upgraded Most Essential Learning Competencies

(MELCS) in English, equips pupils with the necessary skills,

knowledge, and competencies required for the more advanced

topics in English and expectations in Junior High School. It

ensures they enter the next phase of their education with a

solid foundation. Moreover, upgrading the MELCs ensures

alignment between the Grade 6 curriculum and the expectations

of the Junior High School curriculum. This alignment

facilitates a smoother transition for students, reducing the

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shock of a sudden change in academic requirements (Alnoori,

2017).

Therefore, pupils are better prepared to face the

challenges of higher-level learning by filling in any gaps in

the MELCs. Their self-assurance, level of participation, and

academic achievement in junior high school can all benefit

from this readiness. Pupils are guaranteed a steady learning

trajectory when the MELCs are improved. Their academic

journey can develop more smoothly because to this constancy,

which lowers the possibility of educational disruptions.

Improved curricula that emphasize important competences can

help sixth-graders attain higher learning objectives.

Developing these fundamental abilities leads to better

academic achievement across the board and a more thorough

comprehension of important ideas.

Pupils’ Academic Gaps in English

Vocabulary Development

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Synthesis:

Theoretical/Conceptual Framework

This study is anchored on BF Skinner's Behavioral Theory

(1938), which states that operant conditioning is a learning

approach that involves rewarding and punishing behavior.

Skinner felt that we have a mind, but that studying

observable behavior rather than interior mental activities

would be more valuable. He also felt that looking at the

reasons and effects of an action is the best method to

understand behavior. This method will be dubbed operant

conditioning by him. Theorists of behaviorism argue that

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knowledge exists independently of people. They see the

student as a blank slate who needs to be filled with

experience.

Nevertheless, learners' active engagement in education,

particularly in classroom activities, as well as their

performance, are largely determined by their preparation and

preparedness. When students feel included in class

discussions, they are more likely to participate fully, and

they are more likely to contribute to the performances

assigned to them when they are motivated and prepared to do

so. However, understanding when English learner students

become fluent in academic English and the predictive value of

English language proficiency. Across grade levels the gap

between the English proficiency needed to pass an English

language proficiency assessment and the academic literacy

needed to pass an English language arts and math academic

content test is small in the elementary grades and increases

through high school.

Knowledge Gap to be filled

This study will be conducted since the researcher would like

to assess the level of readiness of the learners in English

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as he/she will be promoted to Junior High School in which

different level of difficulty of English curriculum

transition, further to determine English curriculum impact to

the English language proficiency of the learners. With the

data that can be gathered in the conduct of this research

will help the teachers in aiding the learners most specially

in the conduct of the learning the new level of learning in

English in secondary. Recommendations can further assist not

only the learners but also the teachers in providing quality

teaching and learning process.

The CIPO evaluation model will be served as the foundation

for the study's conceptual framework. Context and input

evaluation need to be sketched before developing or enhancing

the Most Essential Learning Competencies (MELCS). The process

and outcome evaluation reflect the methods and results of the

study.

The figure below provides the general structure and guide for

the flow of the study.

CONTEXT INPUT PROCESS OUTPUT

English
Curriculum Most Essential
Implementation Learning
- design of Formative Competencies
the  Content and Evaluation (MELCS)
curriculum Performance xvi Enhancement
- content; Standard
- Extent of
methods  Learning • Survey Implementation of
and Competencies • Interview
approaches Grade 6 English
 Administrators •Test Program
; and Administration
 Surigao del Norte State University
GRADUATE SCHOOL
Surigao City

Figure 1: Research Paradigm

Statement of the Problem

This study aims to investigate the English proficiency level

of the Grade 6 pupils. This study will assess or evaluate

further the implementation of English curriculum in public

elementary schools in Socorro West District.

Specifically, the researcher seeks to understand the

following:

What is the profile of the respondents as to:

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age;

sex;

parents’socio-economic income?

What is the Grade 6 pupils’ level of English proficiency in

terms of:

vocabulary development;

reading comprehension;

listening comprehension;

viewing comprehension;

writing and composition;

oral language and fluency; and

grammar awareness?

What is the extent of English curriculum implementation in

terms of:

content;

methods and approaches;

learning resources and facilities; and

assessment procedures?

Is there significant relationship of English curriculum

implementation towards the Grade 6 pupils’ level of English

proficiency?

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What are the encountered problems of learners in learning

English subject?

What are the encountered problems and challenges of teachers

in implementing English curriculum?

Based on the findings, what intervention program may be

proposed?

Hypothesis/Hypotheses:

❑❑ : There is no significant relationship of English

curriculum implementation towards the Grade 6 Pupils’ Level

of English Proficiency.

Significance of the Study

In conducting this study, the following will be the primary

beneficiaries:

Pupils: The pupils in their final year of elementary school

are the main focus. The study aims to understand the existing

gaps in their English proficiency as they move on to the more

advanced English curriculum in Junior High School.

Teachers: Educators involved in teaching English to Grade 6

pupils and those responsible for designing the curriculum

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might benefit from the study's findings. Understanding the

identified gaps could help in tailoring teaching methods and

content to bridge these gaps effectively.

School Administrators: Principals and other school

administrators could benefit from the study's insights to

make informed decisions about the curriculum, resources, and

support needed for the smooth transition of students from

elementary to junior high school.

Curriculum Developers: Professionals involved in designing

the English curriculum for both elementary and junior high

school levels could use the findings to refine the curriculum

and ensure a smoother transition between the two educational

stages.

Government/ Community: With improved English skills, pupils

may become more engaged in community activities. Better

communication abilities enable them to participate actively,

voice their opinions, and contribute positively to community

initiatives.

Scope and Limitations of the Study

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Content. This study will focus on invetigating the academic

gaps in English of grade 6 pupils as transitional stage

towards JHS English curriculum.

Subjects. The participants of the said study will be the

Grade 6 pupils at Socorro West District, S.Y. 2023-2024.

Time/Locale. The study will be conducted at Elementary

Schools of Socorro west District.

Definition of Terms

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Chapter 2

METHODS

Research Design

This study will employ quantitative research approach

particularly descriptive research design by using survey

questionnaires and formative assessment for the purpose of

collecting data on the pupils’ level of English proficiency

through the conduct of achievement test and the level of

Grade 6 English curriculum implementation. This method will

be deemed appropriate because the study will investigate the

academic gaps in English of grade 6 pupils as transitional

stage towards JHS English curriculum.

Research Environment

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The study will be conducted in Socorro West District, Siargao

Division, Socorro, Surigao del Norte and it will focus on the

Grade 6 pupils’ level of English proficiency. The Socorro

West District-Division of Siargao has eleven (11) elementary

schools namely: Del Pilar ES, Honrado ES, Lawigan ES, Sta.

Cruz ES, Sudlon ES, Songkoy ES, Nueva Estrella ES, P. Dela

Peña PS, Pamosaingan ES, Sabang ES, and Salog ES.

Respondents

Universal sampling design was utilized in this study. All

principals, pupils, teachers handling multigrade classes as

well as the pupils’ parents in the identified schools in the

District of Socorro West, Division of Siargao were the

participants of the study.

Table 1 presents the distribution of the participants and the

schools included in the study. Lawigan Elementary School has

47 pupils, 1 school head and 47 parents. P. Dela Pena Primary

School has 38 pupils, 1 school head and 38 parents. While

Hondrado Community School has 45 pupils, 1 school head and 45

parents. In summary, the pupils numbered 130, the school head

3, and the parents 130.

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Research Instrument

The instrument of this study is a researcher-made

questionnaire which will design to find out the

implementation of English curriculum and a multiple-choice

test to assess the level of English proficiency of Grade 6

pupils. Those are the primary tool for this research.

There are two parts of the questionnaire. Part one consists

of the profile of the pupils namely age, gender, and parent’s

socio-economic status. Part 2 refers to the English

curriculum implementation of teacher as to: content, methods

and approaches, learning resources and facilities; and

assessment procedures.

Nevertheless, the researcher will design also a multiple-

choice test to assess the pupils’ level of English

proficiency as to: vocabulary development, reading

comprehension, listening comprehension, viewing

comprehension, writing and composition, oral language and

fluency, and grammar awareness.

Moreover, the researcher will use tools in interpreting data

such as correlation and likert scale presented below to

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determine the siginificance relationship, level of English

proficiency and extent of English curriculum implementation:

Table 2. Tool in Interpreting a Significant Relationship

Size of Size of General Coefficient Interpretation

Correlation Coefficient

(r) (C)

.81 to 1.0 -1.0 to -0.7 very strong relationship/strong-

negative correlation.

.61 to .80 -0.7 to -0.3 strong relationship/weak-negative

correlation.

.41 to 60 -0.3 to 0.3 moderate relationship/ no

correlation.

.21 to .40 0.3 to 0.7 weak relationship/ weak-positive

correlation.

.01 to .20 0.7 to 1.0 weak to no relationship/ strong-

positive correlation.

Table 3. Likert Scale to Assess Pupils’ Level of English

Proficiency

Points Rating Scale Verbal Qualitative

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Description Description

4 3.26 – 4.00 Very High Advance

3 2.51 – 3.25 High Intermediate

2 1.76 – 2.50 Low Developing

1 1. 00 – 1.75 Very Low Beginning

Ethics and data Gathering Procedure

Preliminaries

The researcher will send a validation letter to the research

experts for the validation of the research instrument. The

researcher will make a letter of request addressed to the

University Vice President for Academic Affairs and The Office

of the Graduate School, to ask permission that the study will

be conducted. Approval and appointment from the participants

will be secured as well. Upon approval of the said request

and once the needed documents are completed, the researcher

will facilitate the conduct of the interview and data

gathering.

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Actual Data Collection

Once the participants will confirm the appointment, then the

researcher will facilitate the conduct of survey and

formative assessment. During the conduct of the survey-

questionnaire, the researchers will give first the

instructions on how to answer. After, the instrument will be

retrieved immediately after the respondents accomplished all

the given items.

Then, the researcher will give the participants assurance of

confidentiality and anonymity and will inform them about the

intended use of the data. The researcher will explain to the

participants that the information they provide will be

treated with confidentiality and that neither the names of

the participants nor teachers will be mentioned in the study.

Pseudonyms will be used to refer to participants and are

coded. Participants are also informed of their choice about

whether to participate or not and that they could withdraw

their participation at any time without penalty of their

existence. Also, researcher will ask the participants’

permission before participating in the research. She will

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seek for research ethics clearance from Principals of the

sampled schools and the participants.

Post activity.

After the conduct of survey to teachers and formative

assessment to the pupils, the data will be collected,

tallied, analyzed and interpreted.

Data Analysis

Frequency Count & Percentage. It will be employed to

determine the responses of the participants in a specific

variable or item. The statistical tool will be used to

analyze the profile and condition of the participants.

Weighted Mean and Standard Deviation. This will be utilized

to evaluate the extent implementation of English curriculum

and the pupils’ level of English proficiency.

Pearson r correlation. This will be used to analyze the

significant relationship between English curriculum

implementation and the Grade 6 pupils’ level of English

proficiency.

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REFERENCES

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