Motivating factors as correlates of Basic English communication skills : a supplementary material for enhancement / 6
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Alicia Navera Buņi.
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- xvi, 125 pages 28 cm.
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2004.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Education major in Educational Administration.
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ABSTRACT: This research attempted to find out the motivating factors as correlates of Basic English communication skills: a supplementary material for enhancement is expected for its output. Specifically, it sought to describe the profile of the respondents in terms of language spoken at home, educational attainment of parents, and average monthly family income. This study illustrated the communication profile of the respondents based on the Basic English test and the respondents' first semester's grade in English. It identified the extent of the respondents' motivating factors when categorized according to: personal, family, teacher and school/environment factors. It surely determined if there were significant relationship between the respondents' profile and motivating factors and between the respondents' communication skills in English and the above mentioned factors. This study formulated possible supplementary materials for enhancement of Basic English communication. This study utilized the descriptive method of research. The respondents who were purposively chosen totaled to one hundred three (103) freshmen students. Those who qualified as respondents followed these criteria: 1) freshman students enrolled for the first semester, 2) had a first semester's grade in English of 2.00 and above, and 3) answered the questionnaires on motivating factors and took the Basic English test. Data management and statistical analysis were generated getting the Weighted Mean, Percentage, and Correlation Coefficient. After careful analysis of the data, the following findings were obtained: Twenty or 23.33% of the respondents speak English. Eighty two or 39.81% of the parents finished college. Most of the respondents' parents, 41 or 39.80% have an average monthly income between P8,000.00-P11,999.00 below poverty line. Correlation analysis between the respondents' profile and the personal factors revealed that the language spoken at home (r=.010) and the average monthly family income (r=.97) have a significant relationship of the respondents' profile and family factor, the result of the correlation showed that the educational attainment of parents have no significant relationship with the motivating factor. The significant relationship of respondents' average family monthly income (r=.94) and motivating factors according to teacher factor category revealed that the language spoken at home, (r=.08) and educational attainment of the parents (r=.63) have no significant relationship with the teacher factor. Correlation showed that only the language spoken at home, (r=.22) have significant relationship with the school/environmental factors. The communication skills revealed a significant relationship with the personal factor, (r=.89). On the bases of the findings as hereby summarized, the following conclusions are drawn. Few of the respondents use the English language at home than the Filipino language; most of the parents finished college degree and have an average family income of P8,000.00-P11,999.00. It was observed that the respondents had a higher grade in their first semester's grade than in their Basic English test. Respondents were all motivated by the four factors; they only differed in the extent of motivation. Among all the motivating factors, it was only the personal factor that significantly had the relationship with the Basic English communication skills of the respondents. Based from the aforementioned conclusions, the following recommendations are hereby offered: 1) Students have to use English in communicating with classmates, peers and with professors in school every time. 2) The English professors should avail of the Supplementary Material for English Enhancement prepared by the researcher. 3) A parent-teacher dialogue to inform the parents or guardians of the importance of speaking English at home and in school should be employed. 4) Journal writing and reaction paper should be encouraged at the end of every lesson so they could practice their writing skills. 5) Book review or story review should be part of their requirements once a month to be able to organize their thoughts and utilize new vocabulary words learned. 6) Teachers should be encouraged to prepare modules or workbooks for Grammar instruction. Incentives should be provided by the schools where they teach. 7) The school should provide more English magazines and journals like Times Magazines and Reader's Digest in the library since the parents cannot provide these to them. 8) English competitions either interclass or inter year level which involve writing skills could be conducted in school to allow students to have self-confidence and training in speaking and writing in English.