Final Research

PANGASINAN STATE UNIVERSITY
ALAMINOS CITY CAMPUS

BOLANEY, ALAMINOS CITY
GOOD MORNING,
PANELIST!!!
EFFECTIVENESS OF WATCHING ENGLISH

SUBTITLED MOVIES IN ENHANCING
COMPREHENSION SILLS OF COLLEGE
STUDENTS
RESEARCHERS:
Adviento, Danica May

Castil, April Rose
Llamas, Shen Jean
Medrano, Reden
Navelgas, Rochelle
MAIN PROBLEM
•Is English submitted movies effective as strategy in enhancing
comprehension sills of college students particularly BSTM and BSHM?
RATIONALE
This study aims to explore whether watching English subtitled movies
enhances college students' comprehension skills. Existing studies show
mixed results, highlighting the need for further research. This research
will provide valuable insights for educators in developing effective
language learning strategies.
PROCEDURE
1 2 3 4
Crafting of Validation and Seeking of Administration
questionnaires. finalization of Approval of Pilot Testing
questionnaires.
Controlled
Group
5
Interpretation 6
Movie 1 Not Controlled
and finalization Conducting of 7 Group
of the comprehension Experiment

questionnaires. assessment. proper. Controlled
Group
Movie 2
Not Controlled
Group
Controlled
Movie 3 Group
Not Controlled
Group
S0P 1
What is the demographic profile of the respondents in
terms of age, sex, monthly income, and place of residence.
TOOLS: FREQUENCY COUNTS AND PERCENTAGE DISTRIBUTION

Table 1
Demographic Profile of First Year BSHM and BSTM Students
VARIABLE FREQUENCY PERCENTAGE
Table 1 n= 40 %
Age 18-19 21 52.5
20-21 19 47.5
Sex Female 14 35.0
Male 26 65.0
Monthly Family Less than P12,030 23 57.5
Income Between P12,030 12 30.0
and
P24,060
More than P24,060 5 12.5
Place of Rural 16 40.0
Residence Urban 24 60.0
S0P 2
What is the level of performance of the respondents who
watched movies with English subtitle?
TOOLS: FREQUENCY COUNTS, PERCENTAGE DISTRIBUTION, and MEAN

Table 2
Summary of the Level of Listening and Reading Comprehension Skills among the
Respondents
Comprehension Level of Scores Obtained Average DR
Skills Score
0-5 6-10 11-15 16-20 21-25
5 7 14 11 3 12.8 Approaching
Listening Skills Proficiency
12.5% 17.5% 35.0% 27.5% 7.5%
20 18 2 0 0 6.2 Developing
Reading Skills
50.0% 45.0% 5.0% 0.0% 0.0%
Overall Score 9.5 Developing
S0P 3
The level of performance of the respondents who watched
movies with English subtitle and without English subtitle.
TOOLS: FREQUENCY COUNTS, PERCENTAGE DISTRIBUTION, MEAN and

OVERALL AVERAGE MEAN
Table 3.1
Level of Performance of the Respondents who watched movies with English Subtitle
(Experimental Group)
FREQUENCY PERCENTAGE
n = 20 %
Movie 1 21-25 (Advanced) 7 35.0
16-20 (Proficient) 7 35.0
11-15 (Approaching Proficiency) 6 30.0
6-10 (Developing) 0 0.0
0-5 (Novice) 0 0.0
Mean1 18.65
0-5 (Novice) 0 0.0
Mean2 21.90
0-5 (Novice) 0 0.0
Mean3 20.3
Grand Mean 20.28
Table 3.2
Level of Performance of the Respondents who watched movies without English Subtitle
(Controlled Group)
FREQUENCY PERCENTAGE
n = 20 %
0-5 (Novice) 0 0.0
Mean1 17.90
0-5 (Novice) 0 0.0
Mean2 19.5
0-5 (Novice) 0 0.0
Mean3 22.1
Grand Mean 19.83
S0P 4
What is the significant differences among the level of
performance of the respondents who watched movies with
English subtitle and those who watched movies without
subtitle?
TOOLS: PAIRED SAMPLE T-TEST

Table 4
Difference among the Level of Performance of the Respondents who watched
movies with English Subtitle and those who watched movies without Subtitle
Experimental Control t-value p-value Remarks

1 1
Movie 1 Mean Mean
18.65 17.90 0.570 0.575 Not Significant
Movie 2 Mean2 Mean2
21.90 19.50 2.218 0.039 Significant
Movie 3 Mean3 Mean3
20.30 22.10 -2.607 0.017 Significant
S0P 5
What is the significant difference in the levels of
comprehension in listening and reading between
experimental group and control group?
TOOLS: PAIRED SAMPLE T-TEST

Table 5
Difference in the Levels of Comprehension in Listening
and Reading between Experimental Group and Control Group
Experimental Control t-value p-value Remarks

Listening Mean Mean
Skills 14.30 11.30 -3.601 0.078 Not Significant
Reading Mean Mean
Skills 7.90 4.50 -1.864 0.002 Significant
S0P 6
The relationship between the profile variables and the level
of listening and reading comprehension skills among the
respondents who watched movies with or without English
subtitle?
TOOLS: PARTIAL ETA SQUARED VALUE USING UNIVARIATE ANALYSIS

Table 6.1
Relationship between Respondents’ Profile Variables
and their Level of Listening and Reading Comprehension Skills
Table 6.2
Relationship between Respondents’ Profile Variables
and their Level of Listening and Reading Comprehension Skills (Control Group)
S0P 7
The relationship between the profile variables and the level
of performance among respondents who watched movies
with and without English subtitle?
TOOLS: PARTIAL ETA SQUARED VALUE USING UNIVARIATE ANALYSIS

Table 7.1
Relationship between Profile Variable Age and the Level
of Performance of the Control Group After Watching Movies with Subtitle
Profile Variable (Age)
Partial Eta
df F-value Squared p-value Remarks
Value
Movie 1 1 0.047 0.005 0.833 Not Significant
Table 7.2
Relationship between Profile Variable Sex and the Level
of Performance of the Control Group After Watching Movies with Subtitle
Profile Variable (Sex)

Partial Eta
df F-value p-value Remarks
Squared Value
1 0.886 0.090 0.371 Not Significant
Movie 2

Table 7.3
Relationship between Profile Variable Monthly
Family Income and the Level of Performance of the Control Group After
\Watching Movies with Subtitle
Profile Variable (Monthly Family Income)
Partial Eta
Squared Value
2 1.411 0.135 0.265 Not Significant

Movie 2
2 7.661 0.460 0.022 Significant
Movie 3
Table 7.4
Relationship between Profile Variable Place of Residence
and the Level of Performance of the Control Group
After Watching Movies with Subtitle
Profile Variable (Place of Residence)
Partial Eta
Squared Value

Table 7.5
Relationship between Profile Variable Age and the Level
of Performance of the Experimental Group
Profile Variable (Age)
Partial Eta
df F-value Squared p-value Remarks
Value
Table 7.6
Relationship between Profile Variable Sex and the Level
of Performance of the Experimental Group
Profile Variable (Sex)
Partial Eta
Squared Value

Table 7.7
Relationship between Profile Variable Monthly Family Income and the
Level of Performance of the Experimental Group
Partial Eta
Squared Value

Table 7.7
Relationship between Profile Variable Monthly Family Income and the
Level of Performance of the Experimental Group
Partial Eta
Squared Value

Table 7.8
Relationship between Profile Variable Place of Residence and the Level of
Performance of the Experimental Group After Watching Movies with Subtitle
Profile Variable (Place of Residence)
Partial Eta
Squared Value

SUMMARY OF FINDINGS
1. The demographic profile of the respondents
The demographic profile of the 40 respondents in the survey reveals several key characteristics and
trends:
a. Age. Most of the respondents, or 52. 5% are in the age range of 18–19 years old. Many, or
47.5%, are in the age range of 20–21 years old.
b. Sex. Many or 14 (35.0%) were female respondents, while there are 26 or 65.0% male
respondents.
c. Monthly Family Income: Most respondents or 23 individuals (57.5%), come from families with a
monthly income of less than P12,030. On the other hand, 12 respondents or 30.0% have a family income
between P12,030 and P24,060, while only 5 respondents or 12.5% have a family income exceeding
P24,060.
d. Place of Residence: The result of the study revealed that the sample, 16 respondents or 40.0%
reside in rural areas, while 24 respondents (60.0%) live in urban areas.
2. Level of listening and reading comprehension skills among the respondents.

Most respondents scored within the “Approaching Proficiency” range for listening skills, with an
average score both for 12.8. Conversely, the majority scored in the “Developing” range for reading skills,
with an average score of 6.2. Overall, the average score for both skills was 9.5, indicating stronger
performance in listening comprehension. The results suggest that respondents are better at understanding
spoken language, likely due to greater exposure and practices in interactive listening activities. Lower
reading comprehension scores point to potential deficiencies in vocabulary and cognitive skills,
highlighting the need for targeted instructional interventions.
3. Level of Performance of the Respondents who watched movies with English Subtitle
The scores of respondents who watched movies without English subtitles, categorized by proficiency
levels (ranging from Novice to Advanced) for each movie. For Movie 1, 45% of respondents scored in the
Advanced range (21-25), with decreasing percentages in lower proficiency levels and with the mean score
of 17.90. In Movie 2, a higher proportion of respondents (60%) achieved Advanced scores, resulting in a
higher mean score of 19.5. Movie 3 shows the highest percentage of respondents (70%) in the Advanced
range, with a mean score of 22.1. The grand mean across all movies is 19.83.
4. Difference among the Level of Performance of the Respondents who watched movies with English
Subtitle and those who watched movies without Subtitle.
In summary, the analysis emphasized the importance of context when considering the use of subtitles.
While subtitles can enhance comprehension in some cases (Movie 2), they might have no effect (Movie 1) or
even a negative effect (Movie 3) in others. Therefore, the decision to use subtitles should be tailored to the
specific context and audience to maximize their effectiveness.
5. Significant difference in the levels of comprehension in reading and listening between the
respondents who watched movie without subtitle
The study revealed that there is a significant difference between the experimental group who watched
movies with English subtitle and controlled group who watched movies without subtitles.
6. Significant relationship between the profile variables and the level of listening and reading
comprehension skills among the respondents who watched movies with or without English subtitle
The result of the study indicated that the relationship between the demographic profiles such as age,
sex, monthly family income, as well as the place of residence and the level of listening and reading
comprehension skills of the respondents from the Experimental Group showed no significance.
7. Significant relationship between the profile variables and the level of performance among
respondents who watched movies with and without English subtitle
Age: Majority of the experimental group indicates p-values are 0.788 and the F-values are low, ranging
from 0.079. However, the controlled group shows the F-value is 0.047, with a partial eta squared value of
0.005 and a p-value of 0.833. Therefore, age doesn’t have significant relationship to the students who
watched movies with and without English subtitle.
Sex: Majority of the experimental group has p-values range from 0.068 to 0.593, indicating no significant
effects. The F-values are low, and partial eta squared values suggest small effect sizes. While, most of the
controlled group gained F-value = 0.047, partial eta squared = 0.005, p-value = 0.833 on the first movie.
Therefore, sex doesn’t have significant relationship to those students who watched movie with and without
subtitle.
Family Income: Majority from the experimental group considered family income, the results generally
indicate p-values range from 0.099 to 0.945. On the other hand, most of the controlled group get F-value =
7.661, partial eta squared = 0.460, p-value = 0.022 on the third movie. Therefore, family income has
significant relationship to the performance of students who watched movies with and without subtitles.
Place Residence: All most all, from experimental group indicated having p-values ranging from 0.161 to
0.683. While mostly of controlled group have p-values: 0.874, 0.352, and 0.192, all above the 0.05 and F-
values: 0.27, 0.962, and 1.986, indicating low effect sizes in all movies. Therefore, the place of residence of
respondents does not have significant relationship to those students who watched movie with and without
English subtitle.
In general, in all demographic variables only the family income has significant relationship to the performance
of the respondents who watched movie with and without English subtitle.
CONCLUSION
1. The demographic profile of the respondents
The research provides a comprehensive understanding of the demographic profile and its potential impact on
the respondents' engagement with digital media and subtitled content. The key findings indicate significant
trends and characteristics among the surveyed population:
a.) Age: It is shown in the study that most of the respondents were aligned with the age range target of
the country’s educational system where students should enter the college at age 16-19.
b.) Sex: With a male-dominated sample, the study underscores the importance of considering gender-
specific preferences and behaviors. Males and females may have different viewing habits and access to
resources, which could affect their engagement with subtitled content.
c.) Monthly Family Income: The high percentage of respondents from lower-income families indicates
potential challenges in accessing the necessary resources for consuming digital media. This socioeconomic
factor can influence their perspectives, access to technology, and overall engagement with subtitled content.
d.) Residence: Most respondents living in urban areas suggest better access to cinemas and streaming
services, impacting their exposure to and preference for subtitled movies. Urbanization plays a crucial role in
shaping lifestyle choices and media consumption patterns. Overall, these demographic insights are essential
for interpreting the survey results. They reveal that younger adults and urban residents show higher
engagement with subtitled content, while gender and socioeconomic status significantly influence access and
preferences. These factors must be considered when developing strategies to cater to this demographic,
particularly in addressing their career aspirations, educational needs, and social behaviors. Understanding
these nuances is vital for tailoring content and resources to meet the specific needs and preferences of
different demographic groups.
2. Level of listening and reading comprehension skills among the respondents.
The study concluded that respondents demonstrated stronger listening comprehension skills compared
to reading comprehension skills. Listening skills were primarily in the "Approaching Proficiency" and
"Proficient" ranges, while reading skills were mostly in the "Novice" and "Developing" ranges. This disparity
suggests that frequent exposure to spoken language and interactive listening activities enhances listening
comprehension more effectively than reading tasks, which require more complex skill integration and targeted
practice. The findings highlight the need for focused instructional interventions to improve reading
comprehension skills among respondents.
3. Level of Performance of the Respondents who watched movies with English Subtitle (Experimental
Group)
The study reveals that respondents who watched movies with English subtitles generally scored higher in
Advanced and Proficient ranges, suggesting subtitles' effectiveness in enhancing language proficiency. The
grand mean score of 20.28 supports this finding. Conversely, respondents watching movies without subtitles also
performed well, with a grand mean score of 19.83, indicating that both methods can be effective. However, the
lack of scores in the Developing or Novice ranges suggests limited variability and potential ceiling effects. Further
research should investigate the impact of subtitles on diverse language learning contexts and proficiency levels
4. Difference among the Level of Performance of the Respondents who watched movies with English
Subtitle and those who watched movies without Subtitle.
The result emphasized how crucial context is, when deciding whether or not to use subtitles. To maximize
its effectiveness, the choice to utilize subtitles should be made considering the particular context and audience in
consideration.
5. Significant difference in the levels of comprehension in reading and listening between the respondents
who watched movie without subtitle
The result signifies that reading comprehension can be enhanced more easily by using targeted
interventions (using English subtitles) compared to listening comprehension.
6. Significant relationship between the profile variables and the level of listening and reading
comprehension skills among the respondents who watched movies with or without English subtitle
The demographic profile such as the age, sex, monthly family income, and the place of residence of the
respondents does not play a substantial role with the level of listening and reading comprehension skills of the
respondents in general. Therefore, the profile variables of the respondents who watched the movies with English
subtitle and those who watched movies without subtitle has no direct affect to their comprehension.
7. Significant relationship between the profile variables and the level of performance among respondents
who watched movies with and without English subtitle
The findings indicate that for both the control and experimental groups, profile variables such as age, sex,
and place of residence generally do not significantly affect performance after watching movies with subtitles.
However, monthly family income shows a significant relationship for one movie in the control group, suggesting
that economic factors may occasionally influence comprehension abilities. These results imply that other factors,
such as individual learning styles or prior exposure to subtitled content, may be more influential in determining
comprehension outcomes.
RECOMMENDATIONS
1.Demographic Profile Analysis.
Future researchers may conduct further qualitative research to explore the
underlying reasons for the predominance of younger respondents and male
dominance, aiming to uncover their specific preferences and behaviors towards
subtitled content. Teachers or educators may also implement targeted outreach
programs or initiatives to ensure inclusivity and accessibility for respondents from
lower-income families, providing them with the necessary resources and support for
engaging with digital media. Additionally, a collaborate activity with stakeholders and
policymakers is also necessary to address the urban-rural disparity in access to
cinemas and streaming services, ensuring equitable opportunities for all demographic
groups to engage with subtitled content.
2. Level of Listening and Reading Comprehension Skills.

Teachers may develop tailored instructional interventions focusing on enhancing reading
comprehension skills among students, incorporating interactive and engaging activities to bridge
the gap observed between listening and reading proficiency levels. Moreover, teachers may also
implement longitudinal studies to track the progress of respondents' comprehension skills over
time, allowing for the evaluation of the effectiveness of instructional interventions and the
identification of persistent challenges in skill development.
3. Performance of Respondents Watching Movies with English Subtitle.
Curriculum planners and administrators may provide specific guidelines and
recommendations for educators and language instructors on effectively integrating English
subtitled movies into language learning curricula, highlighting their potential to enhance language
proficiency across proficiency levels. Future researchers may also explore on the nuanced impact
of subtitles on diverse language learning contexts, considering factors such as language
proficiency levels, cultural backgrounds, and learning preferences.
4. Difference in Performance between Subtitle and Non-Subtitle Groups.

Future researchers may conduct comparative studies examining the differential impact of subtitles on
reading and listening comprehension, investigating the underlying mechanisms driving the observed disparities
and identifying strategies to optimize comprehension outcomes for both modalities. After that, future
researchers may also develop pedagogical approaches that leverage the benefits of subtitles to address
specific comprehension challenges in reading and listening, offering targeted support tailored to individual
learning needs and preferences.
5. Relationship between Profile Variables and Comprehension Skills.
Future researchers may explore additional demographic factors or individual characteristics that may
influence comprehension outcomes, such as language proficiency levels, prior exposure to subtitled content, or
cognitive abilities.
6. Relationship between Profile Variables and Performance.
Future researchers may conduct further investigations into the role of economic factors in shaping
comprehension abilities, considering additional variables such as access to educational resources, parental
education levels, or cultural capital. Teachers should develop targeted interventions aimed at mitigating the
impact of socioeconomic disparities on comprehension outcomes, fostering inclusive learning environments
that support the diverse needs and backgrounds of all learners.
THANK YOU FOR

LISTENING!!
RESEARCH
DEFENDED!!!

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PANGASINAN STATE UNIVERSITY

ALAMINOS CITY CAMPUS

EFFECTIVENESS OF WATCHING ENGLISH

Adviento, Danica May

and finalization Conducting of 7 Group

of the comprehension Experiment

TOOLS: FREQUENCY COUNTS AND PERCENTAGE DISTRIBUTION

TOOLS: FREQUENCY COUNTS, PERCENTAGE DISTRIBUTION, and MEAN

TOOLS: FREQUENCY COUNTS, PERCENTAGE DISTRIBUTION, MEAN and

TOOLS: PAIRED SAMPLE T-TEST

Experimental Control t-value p-value Remarks

TOOLS: PAIRED SAMPLE T-TEST

Experimental Control t-value p-value Remarks

TOOLS: PARTIAL ETA SQUARED VALUE USING UNIVARIATE ANALYSIS

TOOLS: PARTIAL ETA SQUARED VALUE USING UNIVARIATE ANALYSIS

Profile Variable (Sex)

Movie 3 1 0.583 0.061 0.465 Not Significant

2 1.411 0.135 0.265 Not Significant

Movie 1 1 0.27 0.003 0.874 Not Significant

Movie 2 1 0.962 0.097 0.352 Not Significant

Movie 3 1 1.986 0.181 0.192 Not Significant

Movie 1 1 4.918 0.450 0.068 Not Significant

Movie 2 1 0.318 0.050 0.593 Not Significant

Movie 3 1 1.457 0.195 0.273 Not Significant

Movie 1 2 3.486 0.537 0.099 Not Significant

Movie 2 2 1.477 0.330 0.301 Not Significant

Movie 3 2 0.057 0.019 0.945 Not Significant

Movie 1 2 3.486 0.537 0.099 Not Significant

Movie 2 2 1.477 0.330 0.301 Not Significant

Movie 3 2 0.057 0.019 0.945 Not Significant

Movie 1 1 0.185 0.030 0.683 Not Significant

Movie 2 1 2.562 0.299 0.161 Not Significant

Movie 3 1 0.884 0.128 0.384 Not Significant

2. Level of listening and reading comprehension skills among the respondents.

2. Level of Listening and Reading Comprehension Skills.

4. Difference in Performance between Subtitle and Non-Subtitle Groups.

THANK YOU FOR

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