INSTRUCTIONAL MATERIALS AND ENGLISH PROFICIECYOF

GRADE 10 STUDENTS IN MAGWAWAINTEGRATED

SCHOOLS.Y 2021-2022

A Research Proposal Presented tothe

Research Committee of College of Education

Davao Winchester Colleges, Inc.

In PartialFulfilment of the Requirements for the

DegreeBachelor of Secondary Education

CAMILLO, ALJEN D.

GABITO , MARGIE S.

SINGKE , MYBOY L.

JUNE, 2022
 TABLE OF CONTENTS

Page

Background of the Study………………………………………..……............1

Statement of the Problem…………………………………………...…..7

Hypothesis………………………………………………………………...8

Significance of the Study………………………………………….…..…8

Definition of Terms……………………………………………………..…9

CHAPTER II– REVIEW OF RELATED LITERATURE AND STUDIES

Legal Basis………………………………………………………………..11

Related Literature……………………………………………………..... 11

Related Studies……………………………………………………..……13

Theoretical and Conceptual Framework…………………..…….….....16

CHAPTER III– METHODOLOGY

Research Design………………………..……………………………..….18

Respondents of the Study……………………………………………..…18

Research Instrument…………………………………………………..….18

Data Gathering Procedure…………………………………………….….22

Statistical Treatment of the Data……………………….………….……..23

References…………………..…………………………………………......24
 CHAPTER I

PROBLEM AND ITS SETTING

Background of the Study

One important dimension in teacher education that is getting a lot of attention is

related to the utilization of instructional materials to teach at different levels of

education. Instructional materials are those materials used by a teacher to simplify their

teaching. They include both visual and audio-visual aids and could either be concrete or

non-concrete. These instructional materials bring life to learning by stimulating students

to learn and has the potential to help the teacher explain new concepts clearly, resulting

in better student understanding of the concepts being taught.Otherwise, English

language is a study connected with all other subjects and some aspects of human life to

enable people to live a fulfilled, free interaction and achievement in life and as well as

concerning their social, academic, economic, cultural, physical, and psychological lives.

It has to do with the round development of human beings that enables them to become

useful citizens in society.

NgoziAnigbogu (2019) 3

In this globalization era, it is undeniable that English is significant as it is used as

an international language by people all over the world. In Thailand, the main problems

of English teaching and learning for pre-service English teachers included language

skills, learning behaviors, English curriculum, course content, instructional materials,

teaching methods, teacher’s performance, and institute support (Klaichim 2009). A

critical observation has also shown that most of public primary schools both rural and
urban areas lack instructional materials/media for use in teaching and learning

especially for language lessons. The condition of most classrooms in public schools

leaves much to be desired. Despite the potency of these materials, government, school

administrators, and educators seem not to give the provision of these materials a

priority (NgoziAnigbogu, 2019)

On the other hand, the Philippines is recognized as having a large number of

Filipinos who at least have some degree in speaking the English language and have a

good reputation in communication skills compared to other speakers of the language in

the neighboring countries but a couple of researches show that proficiency in the

English language of the country is deteriorating.Ocampo,et al. (2006) stated that it is

quite disturbing though that just recently Filipinos have failed to keep this prestige

anymore.The study of Islam &Stapa (2021) found that the factors of having a low

English proficiency are complex nature of speaking, inappropriate application of

instructional methods, teachers’ low proficiency in spoken English and controlling

behavior, students’ psychological factors, sociocultural factors, students’ inadequate

linguistic resources.

Additionally,Legaspi, (2014) stated that the unavailability of instructional

materials in learning a certain subjectis just one of the problems still hounding the

country’s new basic education program, K to 12, in its implementation. Hence using

instructional materials in teaching and learning nowadays is not new. What is new is

that the technological equipment that we adapted and have been introduced to us

throughout the years. Because of these technologies used in teaching, we must

therefore know the effective use and proper application of these materials. It has been

proven by Caluza J.B et,al. (2021) that the use of technological types of equipment as

instructional aids is beneficial to learners and educators. So, teachers must keep in

mind the purpose for which instructional materials are used and the basis for selecting

the materials that are most likely used to help learners achieve learning.

In other instance, Ogaga et.al, (2016) mentioned that instructional materials and

their usage have a profound influence on student academic performance and

achievement. However, many teachers find it difficult to use these types of instructional

aids because of their availability and lack of training on their application for effective

use. For instance, the study of Orbeta O. and Decano R (2019) revealed that high

school students in public school in Panabo City Davao del Norte has troubles in the

academic subjects, especially, those subjects which use English language as

medium of instruction. Thus, Panabo National High School obtained only an overall

mean rating of 65.02% which considered to be a failing mark in national passing

identified to be 75% and above. To sum it up, the overall MPS of Panabo City Division

is 64.32 which is less than the division target of MPS 72.66 in SY 2014-2015. This

means that the Panabo City Division has still so much to be done to improve its

performance.

Consequently, these scenarios have prompted the researcher to embark on this

study in order to further find out if the instructional materials significantly affect the

English proficiency of the students. The results of this investigation will definitely

provide greater understanding to the accurate utilization and application of the spiral
progression in the instructional materials that will be used in teaching. Likewise, it will

improve the school academic performance and produce high caliber students.

Statement of the Problem

This study will find the relationship between instructional materials and

English proficiency of grade 10 students in Magwawa Integrated School S.Y2021–

2022.

Specifically; it will seek answers to the following:

1. What is the profile of the respondents in terms of the following:

1.1. age; and

1.2. gender

2. What is the level of instructional materials of grade 10 students in Magwawa

Integrated School S. Y. 2021 – 2022 in terms of the following:

2.1. Print Instructional Materials

2.2. Audiovisual Instructional Materials

2.3. Electronic Interactive Instructional Materials

3. What is the level of English proficiency of grade 10 students in Magwawa

Integrated School S.Y 2021 – 2022?

4. Is there significant difference on the English proficiency among the three IM’s

(Print IM’s, Audiovisual IM’s and Electronic interaction IM’s) of grade 10 students in

Magwawa Integrated School S.Y 2021 – 2022?

Null Hypothesis:

There is significant difference on the English proficiency among the three

IM’s (Print IM’s, Audiovisual IM’s and Electronic interaction IM’s) of grade 10

students in Magwawa Integrated School S.Y 2021 – 2022?

Significance of the Study

It is expected that the findings of the study will be beneficial to the following:

Students. Thefindings of this study will make students actively involved in the

teaching and learning process as their attentions would be more attracted when

taught with the instructional materials and as a result, improve and develop

students‟ cognitive aspects of learning.

Parents. The findings of this study will give them an assurance that their

children will be treated fairly and have a good quality education particularly in

English subject that might help them in their future.

 Teachers. The idea of teachers doing the teaching without the integration of

instructional materials would be reduced to the barest minimum and maximize teachers

effectiveness in the classroom.

School. The findings of this study will serve as a guide to create more elaborate

developmental program for teacher’s teaching process and to a more achievable

learning goals.

Future Researchers. This study will serve as their guide for their future studies.

Otherwise, the results of this study may influence them to analyze the different

perceptions acquired through an interview and survey that may have a great bearing on

further research in instructional materials and English proficiency of the students.

Definition of terms

English Proficiency – Conceptually, it refers to the ability of students to use the English

language to make and communicate meaning in spoken and written

contexts while completing their program of study.

(https://policy.usq.edu.au/documents/161460PL). Operationally,

this used as dependent variable of this study.

Instructional Materials – Conceptually, it refers tothe content or information conveyed

within a course and provides the core information that students will

experience, learn, and apply during a course.

 (https://designteachengage.wisc.edu/instructional-materials)

Operationally, this used as independent variable of this study.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with legal basis, related literature, related studies, and

conceptual framework of the study.

Legal Basis

EXECUTIVE ORDER NO. 210

EXECUTIVE ORDER NO. 210 - ESTABLISHING THE POLICY TO STRENGTHEN

THE USE OF THE ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION IN THE

EDUCATIONAL SYSTEM

WHEREAS, Sec. 7, Article XIV of the 1987 Constitution provides that for purposes of

communication and instruction, the official languages of the Philippines are Filipino and,

until otherwise provided by law, English;

WHEREAS, it is a declared policy of the State to promote education as a means to

achieve and maintain an accelerating rate of economic development and social

progress;  

WHEREAS, there is a need to develop the aptitude, competence and proficiency of our

students in the English language to maintain and improve their competitive edge in

emerging and fast-growing local and international industries, particularly in the area of

Information and Communications Technology [ICT];

WHEREAS, strengthening the use of the English language as a medium of instruction

also depends on the improvement of the entire educational system, particularly in the

training of educators and the provision of learning materials and resources;

WHEREAS, the Department of Education [DepEd], the Commission on Higher

Education [CHED] and the Technical Education and Skills Development Authority

[TESDA] fully support the policies sought to be established herein and have favorably

endorsed the issuance of this Executive Order;

Related Literature

Instructional Materials

According to Raw (2010) the first instructional material is the textbook. Various

definitions to textbook emphasize the role of textbook as tool for learning. Textbook is

the nucleus to all the learning activities related to a particular curriculum. Textbook plays

a vital role in imparting knowledge to the students in the third world countries.

Yusuf (2005) further said that, the next instructional materials are the

chalkboards. The chalkboard is the teaching aid that teachers frequently used;

particularly during the lectures and discussions. There are different kinds such as,
blackboard, maker board, write board, felt board and magic board. The teachers use it

in classrooms to write the important words, statement, to draw diagrams, figures and

maps. Nichollos, (2000) added that other prominent instructional material include;

mathematics kits and this is usually study kit; it is a box containing a variety of visual

aids artistically assembles and displayed pertaining to a single topic

Furthermore, Faize and Dahan (2011) define instructional materials as print and

non-print items that are designed to impact information to students in the educational

process. Instructional materials include items such as prints, textbooks, magazines,

newspapers, slides, pictures, workbooks, electronic media, among others. Kadzera et.al

(2006) supports that these instructional materials bring learning to life by encouraging

students to learn and the use it in the classroom has the potential to assist the instructor

in clearly explaining new concepts, resulting in improved student knowledge of the

concepts being taught. They are, however, not ends in themselves, but rather means to

an end.

On the other hand, experience over the years has shown that teachers have

been depending on excessive use of words to express, convey ideas or facts in the

teaching-learning process and this process is termed the ‘chalk-talk’ method. In

contrast, Onasanya, et al. (2008) today advances in technology have made it possible

to produce materials and devices that could be used to minimize the teachers’ talking

and at the same time, make the message clearer, more interesting and easier for the

learner to assimilate. Raw (2003) also added that audio-visual aids are the teaching

aids use for the teaching learning process to assists in the teaching-learning processes
and it can also help to reduce the rate of forgetting example of this, include maps,

graph, diagrams among others.

Faize and Dahan (2011) mentioned that map and chart are generally used during

lecture and discussions about the relationships of things; like color clothes, among

others. Another is the overhead projector which is a device that projects the small

transparencies into large view on the board. Through overhead projector, the students

are able to read, look, react and understand the text, graph, picture or anything written

or drawn on the transparencies. Usman (2011) affirmed that overhead projectors are

becoming common and popular, and are widely used in normal teaching-learning

processes; for example, in seminars, workshops, among others. The lists of

instructional materials are inexhaustible in line with the teacher’s level of creativity and

resourcefulness.

Nevertheless, Richards (2001) summed up that instructional materials are

designed to impact information to students in the educational process but these are

regarded as effective materials depending upon the techniques the teachers use. Good

techniques or methods the teacher used will characterize the good materials.

Electronic Interactive Instructional Materials

The impact of technology on learning cannot be overemphasized. Smaldino, S.

E., Lowther, D. L., & Russell, J. D. (2008) believe that the traditional classroom can

function with minimal or no application of technology, however, when applied correctly,

technology can significantly enhance learning in the traditional classroom system.

Technology has had great impact on learning of the physically able students and

physically challenged students.

The study on the digital access to learning materials for people with perceptual

disabilities, it was concluded that Digital Accessible Information System (DAISY) talking

books represent an advancement in learning technology for those who are blind,

visually impaired, or print-disabled. Digital talking books created with the DAISY

standard have the capacity to combine human or synthetic voice narration with

digitalized text, offering the advantages of electronic publishing and improved navigation

capabilities.

In a study of the impact of technology in the classroom, reported that over 73% of

the students agree that they find technology to be very useful because it allows easy

access to information and cutting-edge research and also it makes learning easier. The

study also showed that technology has tremendous effect on pedagogy.

In a different study involving the use and impact of the Internet in the classroom,

it was suggested that Internet use by the teacher and students should be divided into

five levels. The researchers contended that Level 1 can be reached when the teacher

obtains content information; Level 2 is reached when the teacher shares this information

with the students; Level 3 is reached if the teacher infuses the Internet information into a

lesson. The class reaches Level 4 if the teacher facilitates a student directed project;

and if the teacher plans and implements students’ use of the Internet, then Level 5 is

reached. They are of the opinion that involving students in Internet based projects

support the constructivist learning environment in the classroom.

 However, it has been found that the teachers’ use of the Internet in teaching is

very limited due to many factors, including limited access to the Internet in the

classroom, low level of expertise, lack of equipment or connectivity, and lack of time

concluded that computer assisted instruction (CAI) can be an effective method for at-

risk learners. The study showed some positive gains in various achievement tests as

well as increased student confidence and satisfaction with mathematical learning. In

addition, CAI provides alternative learning resources that can better address diversity in

language abilities, disabilities, skill levels, and learning styles among the at-risk

population. Taking this discussion further, let us look at how technology has impacted

learners in the distance education system.

Print Instructional Materials

According to Donkor (2010) print-based instructional materials have been more

popular than any other medium for teaching practical skills during the delivery of

technical and vocational education and training via distance learning. However, the

approach has its shortcomings and in recent times alternatives have been sought.

Hence, Nath (2014) stated that many distance educations programs all around

the world have utilized technological advancements to deliver instructional materials to

the learners. But, in developing countries like India, print materials are still dominant

medium of instruction. In many other places too, where online materials are more

dominant than print materials, print materials are used as an additional support to

learners. Therefore, in order to start from the existing situation in developing countries,

we need to exploit the print medium to its maximum. Regarding print materials in
distance education, the most often talked about issues are increasing accessibility by

using access devices and making them self-learning enabled.

Instructional designers are responsible for ensuring that every printed material

consists of several modules, depending on the number of semester credit unit of the

course. Each module consists of the following components: general and specific

instructional objectives, introductory section, the content of the course comprising topics

and subtopics, exercises, summary, formative tests, feedback, list of references, and

glossary of terms. Instructional designers are also responsible to ensure that the

modules are designed to be self-instructional to facilitate students to learn the materials

independently with minimum assistance from the tutors (UT, 2005)

In other words, printed instructional materials are designed to consider not only

the systematic presentation of the content but also other aspects relating to the precise

communication process, delivery process, and pedagogical matters. The printed

instructional materials are designed in such a way to represent teaching and learning in

the face to-face mode of instruction, and it is designed to motivate the students in self-

directed learning. Hence, the content of the materials must focus on encouraging

learners to study independently (Yunus&Pannen, 2004)

Audiovisual Instructional Materials

In the article of Prajapati V. (2020) stated that the use of audio-visual aids in the

classroom is greatly helpful for the students in developing an understanding of complex

concepts and these devices enables the students to grasp these concepts quickly and

easily. She added that the latest technological advancements present many options
before the teachers to make their jobs easier. It is for this reason that teachers all over

the world have started incorporating the use of audio-visual aids in their lesson plans.

However, the Meritec AV Integrator blog found out that the students react better

to audio visual aids as they are found to be more attentive and take a greater interest in

the subject matter and it has far greater illustrative qualities for students than reading

textbooks for the same information where there is greater need for intense

concentration and information retention is significantly decreased. Besides, learning

through audio visual means is the next best thing to being in a certain situation or being

involved practically with a subject when it is not actually physically possible for the

student to do so and also promotes conversation among the students as they are found

to be more engaged with the subject matter. They may find humour in what they see, or

it may inspire a number of emotions making the presentation much more memorable

and entices class discussion after the presentation. The benefits are manifold.

English Proficiency

From the article of Runde D.F. (2017), proficiency in English is a critical

component of a successful current society. English is the third most spoken and most

widely taught language. Commonly used in over 100 countries by more than 300 million

people as a first language and by over 600 million as a second language, English is a

“global language,” the “lingua franca of the modern era.” English skills are necessary for

any country to fully benefit from global commerce; access the latest science,

technology, and innovation; and exert influence in the world. Over 20 percent of

published literature is in English, followed by approximately 10 percent in Mandarin and

German respectively. The United States, in partnership with other Anglophone

countries, should do more to further the use of English abroad, especially in parts of the

world where English proficiency is not currently strong and in strategic geographies

such as the Middle East, Southeast Asia, and Central Asia.

The level of proficiency in the English language amongst university students has

long been discussed. Despite learning English as a second language since primary

school, there are still several students who failed to use the language effectively. This

becomes a major concern by the Ministry of Higher Education Language as English is

now used globally in most job sectors around the world. Students who encounter

problems in the English language often find it hard to secure a job. Therefore, university

students need to equip themselves with good English communication skills, not only for

job demands but also for their advantage. The study had shown that one of the major

factors contributing to the low proficiency in English among Malaysian undergraduate

students is language anxiety (NurAfiqahbt Ab. Latif, 2014). However, there is still an

insufficient study in this area on the other factors contributing to the low level of

proficiency in the English language and how student’s attitude towards bilingual

education affects their level of proficiency.

One of the factors affecting the level of proficiency in the English language

among university students is language anxiety. Language anxiety can be defined as the

feeling of anxiety towards second language acquisition. Students who faced language

anxiety often fear negative evaluation by their educators or native speakers. Humphries

R. stated in her paper that fear of negative evaluation greatly affected students when

they tried to practice their target language. Little anxiety can be motivating and gives
benefit for the students, however, if it passes a certain limit, it will affect students’ focus

towards language learning which results in poorer performance.

Otherwise, the study done by Humphries R. (2015) reveals that it would be less

intimidating if the instructor was more friendly and encouraging rather than be an

authority figure. This is because students feel more comfortable interacting using the

target language with their friends rather than their instructor. According to the research

conducted by NurAfiqahBinti Ab. Latif (2014), language anxiety among adult learners in

UniversitiTeknologi Malaysia (UTM) reveals that there is no relationship between

language anxiety and gender or age.

On other hand, the study also reveals that there is no significant difference

between males and females because both genders experiencing a similar amount of

anxiety in their second language class. Furthermore, language anxiety also has no

significant difference between old and young learners. However, the duration of learning

English does affect the level of language anxiety experienced by the learners as the

longer the years of learning, the lower level of language anxiety facing by them. Apart

from that, fear of negative evaluation caused by language anxiety could clearly be seen

in a study conducted on a group of Malaysian university students where they claimed

that the impediment they experienced to communicate in English makes them passive

in the classroom (Noor Hashimah, 2007).

Related Studies

The study of Mercado JD.S & Ching RC (2016) entitled Teachers as Producers

and Consumers of Educational Materials: An Analysisrevealed that one of the

necessities of a 21st century educator is the ability to develop learner’s materials to

address the needs of individual students. Primarily, the objective of this study is to

identify the perspective of Filipino teachers on how they produce and consume

educational materials such as visual aids, hand-outs, presentations, lesson plans, work

sheets, video tutorials and more. Another point that this study aims to identify is if the

teacher-respondents have shared their work whether in tangible form or through online

platforms. To meet these objectives, a qualitative research method was used to provide

a complex textual description of how the teacher-respondents experience the given

research issue. Moreover, this method provides flexibility for it allows greater

spontaneity and adaptation. To gather responses, Google Forms was used to reach

more number of teachers. There were eight research questions that helped the

researcher to conclude that the teacher - respondents perceived themselves as

producers than consumers of educational materials.

It has been proven also by Policarpio P. H (2020) in his study entitled Teaching

Grammar Using Localized Instructional Materials among Multilingual Learners which the

purpose of this study was to investigate the effects of using localized instructional

materials in teaching grammar on the academic performance in English among

multilingual learners, using experimental method. These students were enrolled in

Bamban Central Elementary School in the province of Tarlac, Philippines. Tarlac is one
of the 81 provinces in the Philippines. It is known for having a diverse and multilingual

community, with three languages, namely: English, Filipino and Kapampangan; the

schools in this province are committed in maintaining and preserving their culture and

identity. A 40- item pretest and posttest were developed to measure the students’

competency in grammar before and after the implementation of using localized

instructional materials and the traditional instructional materials techniques on two

groups of respondents. Interview was also conducted to gather information from

teachers who used localized instructional materials. The results showed that the

performance of the experimental group using localized instructional materials was

significantly better than the performance of the control group using traditional

instructional materials. The finding revealed that the use of localized instructional

materials in teaching grammar is indeed more effective. Consequently, the study

recommends developing authentic, contextualized and localized instructional materials

in English subjects to enhance the English language skills of the students.

On the other hand, the study of Basilan (2018) entitled “Scantiness of

Instructional Materials in Senior High School: Basis for a Proposed Digital Instructional

Archive” Teaching materials is a generic term used to describe the resources teachers

utilize to deliver instruction with ease and greater effectiveness. Regardless of their

variation, these materials support learning content, allow students to engage in the

concepts application and provide an opportunity for evaluation. With the coming of R.A.

10533, the Enhanced Basic Education Curriculum or popularly known as K-12

Curriculum the needs for the instructional materials doubled as the learners stay in the

public schools for two (2) additional years. On its initial years, Senior High Schools
greatly experienced scantiness of instructional materials in teaching different subjects.

Thus, this paper aimed to aid the scantiness of instructional materials in Bauan

Technical High School. With this, problems encountered regarding the supply, usability

and accessibility of instructional materials by so called facilitators of learning were

explicitly manifested through questionnaire guided interviews and Focus Group

Discussion. By Content Analysis, momentous inputs were coded, interpreted and

validated. Significantly, the study found out that the most outstanding experience of the

respondents in the teaching learning process was the accumulation of instructional

material tailored fit to the needs of the learners and would suffice the yields of the

Department of Education curriculum guides. More than time consuming, instructional

materials’ supply, usability and accessibility were constraints for the facilitators. In the

midst of this, teachers maximized the use of online sources which eased this

scantiness. This led to the proposed offline digital instructional archive, Libro ni Bonsai,

a Google Play Store free mobile application, oasis of tailor fit curriculum guide based

instructional materials that would aid present dilemma.

Conceptual Framework

Figure 1 shows the conceptual framework of the variables. The independent

variable refers to the instructionalmaterials while the dependent variable refers to the

English proficiency, and the moderator variable refers to the age and gender of grade

10 students in Magwawa Integrated School. The independent variable is instructional

materialwhich are those materials used by a teacher to simplify their teaching. The

indicators of the independent variable are electronic interactive instructional materials,

audiovisual instructional materials and print instructional materials

 The dependent variable is English proficiency which is the ability of students to

use the English language to make and communicate meaning in spoken and written

contexts.. These will be used to determine the relationship between instructional

materials and English proficiency.

INDEPENDENT VARIABLES DEPENDENT VARIABLES
The level of instructional materials The level of English proficiency of

of grade 10 students in Magwawa grade 10 students in Magwawa

Integrated School S.Y. 2021-2022: Integrated School S.Y. 2021-2022:

 Electronic Interactive  English Proficiency Test

Instructional Materials Result

 Audiovisual Instructional
Materials
 Print Instructional Materials

 Age

 Gender

INTERVENING VARIABLE

Figure1. Conceptual Paradigm of the Study

 CHAPTER III

METHODOLOGY

This chapter discusses the research methodology to be used in the study. The

chapter presents details of the research design, the respondents of the study, research

instruments, data gathering procedure and statistical treatment of the data to be

employed in the conduct of the study.

Research Design

This study will utilize the descriptive correlation designof research. In this study,

instructional materials serves as an independent variable while English proficiency is

the dependent variable.Descriptive-correlation studies provided understanding of what

is in a specific situation with an identified population and examines the extent to which

two or more variables relate to one another Szapkiw (2012). Otherwise, this type of

study entails the collection of data using a test questionnaire so that the data may be

quantified and statistically treated in order to back up facts or claims (Creswell, 2003).

Respondents of the Study

The respondents of the study are the Grade 10 students in Magwawa Integrated

School S.Y 2022-2023. They were picked as respondents of this study because they

can provide accurate data about English proficiency test for the fulfilment of this study.

To identify the respondents, the researchers will undertake a comprehensive

enumeration based on the list of students from the subject teacher.

Research Instrument
 To measure the variables of this study, the researchers will conduct teaching

demonstrations about English lesson applying the different types of instructional

materials which are electronic interactive instructional materials, audiovisual

instructional materials and print instructional materials and afterwards the researchers

will provide an English proficiency test based on the lesson they demonstrated.

Print Instructional Materials

Scale Descriptive Equivalent Descriptive Interpretation

0-8 Far Below Standard The students scored 0-8

which mean print

instructional materials is far

below standard of English

proficiency.

9-16 Below Standard The students scored 9-16

which mean print

instructional materials is

below standard of English

proficiency.

17-24 Meet Standard The students scored 17-24

which mean print

 instructional materials is

meet standard of English

proficiency.

25-32 Above Standard The students scored 25-32

which mean print

instructional materials is far

above standard of English

proficiency.

33-40 Far Above Standard The students scored 0-8

which mean audiovisual

instructional materials is far

above standard of English

proficiency.

Audiovisual Instructional Materials

Scale Descriptive Equivalent Descriptive Interpretation

0-8 Far Below Standard The students scored 0-8

which mean audiovisual

instructional material is far

 below standard of English

proficiency.

9-16 Below Standard The students scored 9-16

which mean audiovisual

instructional materials is

below standard of English

proficiency.

17-24 Meet Standard The students scored 17-24

which mean audiovisual

instructional materials is

meet standard of English

proficiency.

25-32 Above Standard The students scored 25-32

which mean audiovisual

instructional materials is far

above standard of English

proficiency.

33-40 Far Above Standard The students scored 0-8

which mean audiovisual

instructional materials is far

above standard of English

 proficiency.

Electronic Interaction Instructional Materials

Scale Descriptive Equivalent Descriptive Interpretation

0-8 Far Below Standard The students scored 0-8

which mean electronic

interactive instructional

materials is far below

standard of English

proficiency.

9-16 Below Standard The students scored 9-16

which mean electronic

interactive instructional

materials is below standard

of English proficiency.

17-24 Meet Standard The students scored 17-24

which mean electronic

interactive instructional

materials is meet standard

 of English proficiency.

25-32 Above Standard The students scored 25-32

which mean electronic

interactive instructional

materials is far above

standard of English

proficiency.

33-40 Far Above Standard The students scored 0-8

which mean electronic

interactive instructional

materials is far above

standard of English

proficiency.

Data Gathering Procedure

This research will be conducted in Magwawa Integrated School specifically in

Grade 10 students. After the validation of the instrument, the researchers will secure a

letter that will be passed to the school principal to ask permission to conduct an English
teaching demonstration followed by English proficiency test based on the lesson

demonstrated.

For the distribution of the English proficiency test questionnaires, the researchers

will follow the safety protocols implemented by the school in order to be safe and to

prevent the transmission of Covid-19 virus. The data gather will be checked and

tabulated by the researchers and it will be submitted and being analyzed and

interpreted by our statistician and subject for discussion, conclusion, and

recommendation by the researchers.

Statistical Treatment of Data

The following statistical tools the will be used in this study:

Frequency- This will be used to determine the number of respondents.

Percentage- This will be used to determine the numbers of the respondent’s profile.

Mean- This will be used to determine the Instructional Materials and English Proficiency

of Grade 10 students in Magwawa Integrated School.

Pearson product moment Correlation – This will be used to determine the significant
relationship between Instructional Materials and English Proficiency of Grade 10
students in Magwawa Integrated School.
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