Mindanao State University- GenSan

Bachelor of Elementary Education

ELGENB

Chapter 1
EFFECTIVENESS OF PODCAST IN IMPROVING
Chapter 2
THE LISTENING COMPREHENSION SKILLS IN
Chapter 3 ENGLISH OF GRADE IV STUDENTS
Chapter 4

Chapter 5

Jocelyn N. Micabalo Algen M. Obligar

 INTRODUCTION
Statement of
The Problem
the Problems
Chapter 1

Chapter 2

Chapter 3

Chapter 4
Listening
Comprehension
Chapter 5
 CHAPTER 1
Statement of the
The Problem
Problem
Chapter 1

Chapter 2 1. What is the level of listening comprehension skills of the control

group and experimental group in the pre-test?
Chapter 3
2. What is the level of listening comprehension skills of the control
Chapter 4 and experimental groups in the post-test?

Chapter 5 3. Is there a significant difference between the pre-test and post-test

scores of the control group and experimental group?

4. Is there a significant difference between the mean gain score of the

control and experimental groups?
 CHAPTER 2
Conceptual Framework
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5
 CHAPTER 3
METHODOLOGY
Chapter 1 Instrument
Research Design 30-item multiple choice question
Quasi-experimental Design

Chapter 2

Chapter 3 Data Gathering Procedure

Sending Letters
Sample Pre-test (control, experimental)
Chapter 4 34 students in control group
34 students in experimental group
Treatment to the experimental group
Post-test (control, experimental)

Chapter 5

Locale of the Study Statistical Treatment

Banisil Central Elementary School, located
Descriptive statistics (frequency count)
in Brgy. Tambler, General Santos City, South
T-test for independent samples
Cotabato
 FINDINGS
1 2 3 4
Chapter 1
What is the level of listening comprehension skills of the
Chapter 2
control group and experimental group in the pre-test?
Chapter 3
The control group received a mean score of 24.21 on the
Chapter 4 listening comprehension pre-test with a variation of 1.32 points.
This indicates that the students have moderate level in their
Chapter 5
listening comprehension skills. The experimental group, on the
other hand, achieved a mean score of 23.41 with a variation of
1.30 points. This indicates that the students have low level in
their listening comprehension skills.
 FINDINGS
1 2 3 4
Chapter 1
What is the
. level of listening comprehension skills of the
Chapter 2
control and experimental groups in the post-test?
Chapter 3
In the post-test assessment for listening comprehension, the
Chapter 4 control group achieved a mean score of 24.82 with a variation of
0.99 points.This indicates that the students have moderate level
Chapter 5
in their listening comprehension skills. Comparatively, the
experimental group achieved a mean score of 29.09 with a
variation of 0.87 pointsThis indicates that the students have
very high level in their listening comprehension skills.
 FINDINGS
1 2 3 4
Chapter 1
Is there a significant difference between the pre-test and post-
Chapter 2
test scores of the control group and experimental group?
Chapter 3
There is a significant difference in the pre-test and post-test
Chapter 4 scores of the experimental group and the control group, as
supported by a computed t-value of 2.87 with a p-value of
Chapter 5
0.007. Similarly, the t-test statistic was 25.54 in the experimental
group with a p-value of 0.000.
 FINDINGS
1 2 3 4
Chapter 1
Is there a significant difference between the mean gain score
Chapter 2
of the control and experimental groups?
Chapter 3
The mean gain scores between the control and experimental
Chapter 4 groups were significantly different; the t-test statistic was 16.35,
with a p-value of 0.000.
Chapter 5
 CONCLUSIONS
Chapter 1

Chapter 2 Findings 1

Chapter 3 Students in the control group

demonstrated a moderate level of
Chapter 4 Conclusions
listening comprehension skills, whereas
those in the experimental group
Chapter 5 exhibited a low level of listening
comprehension skills during the pre-test.
Recommendations
 CONCLUSIONS
Chapter 1

Chapter 2
Findings 2
Chapter 3
The students in the control group
Chapter 4
experienced a slight improvement in
Conclusions their listening comprehension skills, yet
Chapter 5 they maintained a moderate level. In
contrast, students in the experimental
group made a remarkable leap in their
Recommendations listening comprehension skills, reaching
a very high level during the post-test.
 CONCLUSIONS
Chapter 1 3
There is an increase in the pre-test
Chapter 2
Findings and post-test scores in both the
Chapter 3 control and experimental groups,
with each group exhibiting a
Chapter 4 significant improvement in mean
Conclusions
post-test scores compared to pre-
Chapter 5 test scores. This indicates a
substantial enhancement in English
Recommendations listening comprehension skills across
all students, irrespective of their
treatment group.
 CONCLUSIONS
Chapter 1

Chapter 2
Findings 4
Chapter 3
Using podcasts has substantially
Chapter 4
Conclusions contributed to improving the
Chapter 5 English listening comprehension
skills of Grade IV students.
Recommendations
 RECOMMENDATIONS
Chapter 1
Findings 1
Chapter 2

Chapter 3 School administrators may endeavor to

design targeted professional development
Chapter 4 programs for teachers to enhance their
Conclusions
instructional practices and improve the
Chapter 5
listening comprehension skills of
elementary school learners.

Recommendations
 RECOMMENDATIONS
Chapter 1
Findings 2
Chapter 2
Teachers can consider using podcasts in
Chapter 3 lessons to develop students' listening
comprehension skills.
Chapter 4
Conclusions
Chapter 5

Recommendations
 RECOMMENDATIONS
Chapter 1
Findings 3
Chapter 2

Chapter 3 The learners can use the podcast to

enhance their listening comprehension
Chapter 4 skills in English.
Conclusions
Chapter 5

Recommendations
 RECOMMENDATIONS
Chapter 1
Findings
Chapter 2

Chapter 3 Future researchers can use this study's

findings as a foundation for further
Chapter 4 research using technology to improve
Conclusions
listening comprehension skills.
Chapter 5

Recommendations
THANK YOU