Effects of Computer Essay Example

thesis adviser, for his unwavering dedication, encouragement, and passion in imparting his expertise with the researchers. Without his guidance, this project would not have been feasible.

Special thanks go to the panel members who generously shared their knowledge, wisdom, and constructive criticisms. These contributions served as a guide for the researchers, motivating them to persevere in completing this study. We are grateful to Dr. Renato E. Apa-ap for his expertise in statistical data treatment, and to Dr. Nenita F. Buan, the dean of the College of Arts, for her motherly support and permission to conduct a survey among her students. Lastly, we would like to express our appreciation to the freshman students of the College of Arts who wholeheartedly cooperated in answering the questionnaire form.

The researchers would like to express their gratitude to Jerome N. Tuazon for his kindness, concern, time, and willingness to share his bright thoughts and ideas in completing this research work. They also appreciate the support, friendly advice, and ongoing encouragement from the ABE senior students, especially their friends, which have fostered deep friendship and collaboration. The researchers acknowledge their family for their financial support, patience, endless inspiration, understanding, and love that motivated them to pursue this study. Lastly, they recognize the Almighty God for His guidance and unwavering support throughout the study as without Him they would be unable to accomplish anything.

ABSTRACT

Title: English Grammar Performance of Freshman Students in the College of Arts of the Polytechnic University of the Philippines: Implications to Effective Instruction

Researchers: Andrade, Jamaica M. Andres , Donita R. Cardenas,
Jonalyn B.Maranan,
Ann Jenina B.

Degree: Bachelor of Arts in English

Institution: Polytechnic University of the Philippines

Year:

2010

Adviser : Dr.Valentino B.Jasul

Unifiedversion:

The researchers wish to express their appreciation towards Jerome N. Tuazon for his kindness and willingness to contribute his thoughts during this research project. They are also grateful for the support and encouragement received from senior ABE students at university who have fostered a collaborative environment through friendship. The researchers acknowledge their family members for providing financial support and motivation throughout this study. Finally, they recognize God's guidance which has been crucial in enabling them to achieve success.

Abstract:
English Grammar Performance among freshman students at Polytechnic University of the Philippines' College of Arts is explored in relation to effective instruction. The study was conducted in 2010 by researchers Jamaica M. Andrade, Donita R. Cardenas, Jonalyn B.Maranan, and Ann Jenina B., under the guidance of Dr.Valentino B.Jasul.

The problem addressed in the study was to assess the grammar skills of freshman students in the College of Arts at the Polytechnic University of the Philippines. The research aimed to obtain information on the gender, course, year and section, and type of high school attended by the college freshmen. The study also sought to measure the respondents' performance levels in various grammar skills including Asking Questions, Responding to Questions, Combining Sentences, and Expanding Sentences.

The text above asks about the level of performance in various grammar skills when grouped by variables such as gender, course, year and section, and type of high school attended. It also asks if there is a significant difference in performance ratings when grouped by section or degree program. This is all related to the research methodology.

The research study utilized the descriptive method of educational research, using a grammar test as

the instrument. The respondents were 407 students from the College of Arts at the Polytechnic University of the Philippines during the school year 2010-2011. The data collection was personally conducted by the researchers, with permission from the Dean of the College of Arts. Frequency and percentage distribution were employed to establish the profile of the respondents, while mean was used to evaluate their performance in grammar across different aspects.

The T-test for two independent samples was employed to assess the significant distinction in grammar performance based on the respondents' gender and type of high school attended. The summary of findings is as follows:

1. Respondents' Profile: The sample consists of 283 female and 124 male respondents. Among all the tested sections, the highest number of respondents (48 students) came from BSS 1-1. ABH 1-1 and ABP 1-1 both had a frequency of 47. ABTA 1-1, BSCP 1-1, and 1-2 each had a frequency of 45. BLIS 1-1 had a frequency of 44, while BSIOP 1-1 and 1-2 had the lowest number of respondents, with a frequency of 43.

Based on the results, a significant number of respondents attended public high schools (306 out of the total). Meanwhile, 101 respondents went to private high schools. Additionally, the researchers assessed the performance levels of the respondents in terms of their skills. In Test I for grammar skill (asking questions), BSIOP and BSCP demonstrated a "proficient" level of performance. Conversely, ABH had the lowest mean score and achieved a "moderately proficient" level.

Regarding the second grammar skill Test II (responding to questions), BSS achieved a “proficient” level of performance, while ABH achieved a level of performance that can be considered “fairly

proficient.” When it comes to the third grammar skill, Test III (combining sentences), only BSIOP reached a “proficient” performance level, while sections ABH and ABP demonstrated a “moderately proficient” performance. The results of the last grammar test, Test IV (expanding sentences), indicate that a “proficient” performance was only achieved by BSIOP and ABH. Additionally, when grouping the respondents according to gender, their levels of performance were analyzed.

When examining performance levels based on gender in Test I (asking questions), it was found that over 50% of male and female respondents received a rating of "fairly proficient". The grand mean for male respondents in Test II (responding to questions) also indicated a performance level of "fairly proficient", while female respondents achieved a "proficient" level based on their ratings. In Test III (combining sentences), both male and female respondents obtained a grand mean indicating a performance level of "fairly proficient".

In the last grammar skill Test IV (expanding sentences), both male and female respondents achieved different levels of proficiency. The male respondents had a "moderately proficient" grand mean performance, while the female respondents had a "fairly proficient" grand mean performance.

In terms of course, year, and section, BSCP 1-1 performed at a "proficient" level in Test I (asking questions). BSIOP 1-1 achieved the same performance level in Tests II (responding to questions) and III (combining sentences) as well as Test IV (expanding sentences). Additionally, BSIOP 1-2 also reached a "proficient" level of performance.

Both ABH 1-1 and ABP 1-1 demonstrated a "moderately proficient" performance in several tests. They excelled in Test I (questioning), Test II (answering questions), and Test III (sentence combination). Furthermore, they exhibited the same level of proficiency

in Test IV (sentence expansion). The reported high school attended was classified as 3.3.

The level of performance in different types of high schools was categorized for the respondents. The data revealed that individuals who completed their education in various public and private high schools demonstrated a "fairly proficient" skill level in Test II (Responding to Questions). Similarly, both respondents from public and private high schools showed a "fairly proficient" ability in Test III (Combining Sentences). Nevertheless, in Test IV (Expanding Sentences), graduates from diverse public and private high schools were still "fairly proficient," whereas those who attended private high schools reached a higher level of proficiency.

The study analyzed how well males and females performed in different sections of grammar skills. Overall, there were no significant differences between the genders in most sections. However, Test I (questioning), Test II (answering questions), Test III (sentence combination), and Test IV (sentence expansion) did show some variations, as indicated by the P-values. It is important to note that all these P-values were greater than the significance level of 0.05.

The results indicate that the null hypothesis, stating no significant difference in performance ratings for grammar skills based on gender, is accepted. However, certain tests showed a significant difference in performance ratings between male and female respondents. These obtained values were lower than the standard level of significance at 0.05, leading to the rejection of the null hypothesis. Similarly, there was no significant difference in performance ratings among all sections for all grammar skills. The obtained values were all higher than the standard level of significance at 0.05, resulting in the acceptance of the null hypothesis. Additionally, no information was provided

regarding the type of high school attended.

The study compared the performance ratings of respondents from different public and private high schools in various sections. Four tests were conducted to evaluate different abilities. Test I assessed the ability to ask questions, including sections BSIOP 1-1, BSCP 1-1, ABH 1-1, BSCP 1-2, BSIOP 1-2, and BLIS 1-1. Test II evaluated the ability to respond to questions with sections BSS 1-1, BSIOP 1-1, BSCP 1-1, ABTA 11', BSCP l2-, BSIOP l2-, and BLIS l-. In test III participants were tested on their skill of combining sentences with sections BS5 ll', ISlOPlI', SClPlI'. AHll.. IAIlP Ill' , .ABTAlI '.BSCIPIl-', .BSI0Pl-I",andBLISII.'. And finally test IV measured the skill of expanding sentences across all sections.

The obtained values in all these tests showed no significant difference between the performance ratings of respondents from different types of high schools as they were greater than the level of significance at O.S. Thus confirming that null hypothesis stating no significant difference in performance rating among respondent when grouped by type school attended was accepted.
However; in Test I there was a significant difference in performance ratings between section SSIl-I ', ATAII ' , APAI-' ; sectionAHIJ .'APA" V'; and section AWfinTestIII.The values generated for these sections were less thanthe levelofsignificanceat0.S.Therefore,the null hypothesis is rejectedinthese cases.

The performance ratings of male and female respondents from the College of Arts displayed a notable disparity in their achieved values in Test I (question asking), Test II (question responding), Test III (sentence combining), and Test IV (sentence expanding). These values were all below the standard level of significance at 0.05, indicating rejection of the null hypothesis that there is no significant

difference among respondents' performance ratings in various grammar skills when categorized by gender.

Furthermore, there was also a significant discrepancy in respondents' performance ratings for different grammar skills when classified according to degree program.

The performance ratings of the respondents in different sections, including Test I, Test II, Test III, and Test IV, exhibited a significant difference compared to the standard level of significance at 0.05. This indicates the rejection of the null hypothesis that states there is no significant difference among the respondents' performance ratings in different grammar skills when grouped according to degree program.

In a similar fashion, the performance ratings of the respondents who attended various public and private high schools also displayed a significant difference in Test I, Test II, and Test III compared to the standard level of significance at 0.5. As a result, the null hypothesis stating there is no significant difference among the respondents' performance ratings in different grammar skills when grouped according to type of high school attended is rejected.

However, for Test IV, no notable distinction was observed among the performance ratings of respondents based on this variable. The obtained P-value in Test IV exceeds the standard level of significance at 0.

Henceforth, it can be concluded that the null hypothesis asserting there is no significant difference in performance ratings of respondents in different grammar skills based on type of high school attended is accepted.

The researchers have concluded the following after conducting the present investigation:

1. The majority of respondents were female, most of whom graduated from various public high schools.
2. The respondents showed a "fairly proficient" level of performance in Asking Questions, Responding to Questions, Combining Sentences, and Expanding Sentences.
3.

When categorizing the respondents by gender, female participants displayed a "fairly proficient" performance while male participants achieved a "moderately proficient" rating. When grouping them based on their course, year, and section, all respondents generally received a "fairly proficient" performance rating.

When classifying respondents by the type of high school attended, those from public high schools were classified as "proficient" while those from private high schools were categorized as "fairly proficient" in terms of performance. Additionally, there was no significant variation in performance ratings among respondents in different grammar skills when grouped by section or degree program. Based on these findings and conclusions, the researchers suggest the following recommendations: 1.

The students were discovered to be moderately skilled in Asking Questions, Responding to Questions, Combining Sentences, and Expanding Sentences. To enhance these abilities further, it is suggested that English classes allocate a minimum of 30 minutes for group discussions, open forums, and conversations. These activities will foster the habit of asking and answering questions among students while also providing opportunities to practice combining and expanding sentences.

Furthermore, the performance of the participants varied based on factors like gender, course, year and section, as well as type of high school attended. Henceforth, it is imperative for English teachers to cater to individual differences in all language classes. By identifying each student's unique needs and interests, teachers can refine the focus of their teaching material and facilitate proficiency in using the English language for every student.

The respondents' performance rating on different grammar skills did not show any significant difference when grouped according to degree program. However, adding subjects that focus on communication using the English language could help students achieve a

certain level of grammatical competence and familiarity with the language. This study aims to investigate whether gender, course, year and section, and type of high school attended affect the grammar skills performance of students in the College of Arts at the Polytechnic University of the Philippines. Similar studies using different variables should also be conducted to expand English professors' knowledge regarding their students' English grammar performance. The table of contents includes the title page, certification and approval sheet, acknowledgments, certification of originality, abstract, table of contents, and lists of tables and figures. Chapter 1 discusses the problem and its background, including the introduction, background of the study, theoretical framework, conceptual framework, statement of the problem, and hypothesis.Scope and Limitations of the Study: Section 9
Significance of the Study: Section 10
Definition of Terms: Section 11

REVIEW OF RELATED LITERATURE AND STUDIES:
Foreign Literature: Section 13
Local Literature: Section 26
Foreign Study: Section 18
Local Study: Section 19
Synthesis and Relevance of Reviewed Literature and Studies: Section 23

RESEARCH METHODOLOGY:
Research Method Used: Section 27
Population and Sample Size: Section 27
Sampling Technique: Section 29
Research Instruments: Section 29
Data Gathering Procedure: Section 30
Statistical Treatment of Data: Section 31

The text provides a brief overview of the content of the document, which includes the presentation, analysis, and interpretation of data, as well as a summary, conclusions, and recommendations. It also lists the works cited and various appendices. The document contains several tables that present frequency and percentage distributions for different variables.

The text below provides information about the respondents' performance in different categories such as the type of high school attended, gender, course, year, and section. It also mentions tests conducted to determine significant differences in performance ratings.

Frequency and Percentage Distribution

of Respondents According to Type of High School Attended 5. Mean Distribution of the Respondents' Level of Performance on the Four Grammar Skills 6. Respondents' Level of Performance when Grouped According to Gender 7. Respondents' Level of Performance when Grouped According to Course, Year, Section 8. Respondents' Level of Performance when Grouped According to Type of High School Attended 9. Test of Significant Difference among the Respondents' Performance Ratings on each of the Grammar Skills when Grouped According to Sections 10. Test of Significant Difference in the Respondents' Performance Ratings when Grouped According to Gender (Asking Questions) 11.

The text focuses on conducting tests of significant difference in the respondents' performance ratings when grouped according to gender. This includes testing the respondents' performance ratings by combining sentences and expanding sentences. Additionally, there is a test of significant difference in the respondents' level of performance when grouped according to degree program, which involves asking and responding to questions.

17. Combining sentences, the text presents a test of significant difference in the respondents' level of performance when grouped according to their degree program. Furthermore, it expands on this topic by testing the significant difference of respondent performance based on the type of high school they attended. Additionally, it asks question about the difference in performance based on type of high school attended and responds to those questions as well. Finally, it combines sentences to further discuss the test of significant difference in respondent performance when grouped according to degree program or type of high school attended.

The study in Chapter 1 examines the performance gap among respondents based on their high school type. In our modern society, language communication holds

great importance and receives significant attention. The skill to communicate effectively with others is vital for personal success, national survival, world peace, and even space exploration. Therefore, the grammar teacher plays a crucial role in enabling effective communication.

The teachers assist their students in communication by providing them with the essential tool - language. English, which is extensively utilized by individuals to thrive in a rapidly evolving world, holds particular significance for global competitiveness. As English is acknowledged as Filipinos' second language and it is anticipated that all educated Filipinos possess fluent proficiency in English, it becomes indispensable for every student, irrespective of their field of study, to prioritize the study of English language and grammar. Comprehending grammar plays a vital role in gaining complete understanding of any language, including English.

Having a good understanding of grammar is vital when it comes to assessing language usage, encompassing word formation, sentence structure, paragraph composition, and proper application. Familiarity with the structure of a language assists individuals in identifying errors committed by others or themselves. Mastering English grammar is essential for successful communication. However, despite being the third largest English-speaking nation globally, the Philippines may not possess high proficiency in English.

According to the March 2006 Social Weather Survey, Filipinos' self-assessed English proficiency has decreased in the last twelve years when compared to surveys conducted in December 1993 and September 2000. Professors are concerned about their students' ability to speak proper English and comprehend grammar rules. With this context, the researcher aimed to examine the issue of declining English performance among students and identify areas that require improvement. As part of their curriculum, college freshmen are required to take different

English courses.

To ensure effective English teaching in schools, it is essential for professors and students to consistently collaborate. This collaboration will not only enable students to learn how to speak the language, but also comprehend its structure. According to David Crystal's The Cambridge Encyclopedia of the English Language, having knowledge about grammar entails being able to discuss sentence construction, describe rules, and understand the consequences of not adhering to them. Hence, grammar plays a crucial role in learning the English Language.

In light of these facts, researchers conducted a study on freshman students' performance in English grammar at the College of Arts at the Polytechnic University of the Philippines and its implications for enhancing English instruction.

The objective of the study was to investigate the relationship between gender, course, type of high school attended, and performance in an English grammar test. It specifically examined how these variables influenced four specific grammar skills: asking questions, responding to questions, combining sentences, and expanding sentences. The research took place at the Polytechnic University of the Philippines' College of Languages and Linguistics within the Department of English and Foreign Languages. This department is responsible for all English subjects across the university, including those in the College of Arts.

The College of Arts consists of five departments: History, Sociology, Library and Information Science, Philosophy, and Humanities. These departments offer courses that encompass English and grammar subjects. Researchers have observed that certain students within the College of Arts display disinterest in studying English grammar as they fail to recognize its relevance to their chosen field. Some students perceive grammar as dull and uninteresting, while others underestimate its importance. Consequently, some professors face challenges when

teaching English due to students' lack of motivation to acquire it.

In his 14th century poem The Vision of Piers Plowman, William Langland stressed the importance of grammar by stating that "Grammar is the foundation of everything." Philosopher Ludwig Wittgenstein also recognized the connection between thought and reality in the language's grammar. Grammar is crucial for effective communication and demonstrates human intelligence, setting us apart from animals. Proficiency in spoken and written English is especially critical for many well-paid jobs. As a result, it remains one of the main subjects taught in schools.

Grammar serves as the foundation for sentence structure in all languages, such as English. Even from childhood, humans possess the skill to construct sentences. Comprehending grammar grants us a glimpse into the intricate potential of the human mind. Although grammar is commonly linked to errors and accuracy, it also holds a vital function in crafting coherent, captivating, and accurate sentences and paragraphs. Furthermore, grammar remains pertinent in literary analyses since it enables interpretation of poetry and narratives. Moreover
, grammar proves indispensable in transmitting knowledge to others and significantly contributes to achieving professional accomplishments.

It is crucial to study grammar and understand its importance in college curriculums. Researchers emphasize the need to assess the grammar skills of first-year students at the University because their scores on the Polytechnic University of the Philippines College Entrance Test (PUPCET) for the 2010-2011 academic year were lower than average. The objective of this investigation is to help teachers identify areas where students excel and struggle with English grammar usage. This analysis will allow educators to implement effective methodologies and techniques, ultimately improving English grammar instruction at the University.
Theoretical Framework

According

to Chomsky (1965), linguistic theory focuses on an ideal speaker-listener in a completely homogeneous speech-communication. This ideal individual possesses perfect knowledge of the language used by the speech community and is unaffected by factors like memory limitations, distractions, shifts in attention and interest, and errors in applying their language knowledge during actual communication. Chomsky defines "competence" as the idealized capacity located in the psychological or mental realm, while "performance" refers to the production of real utterances. In simpler terms, competence involves knowing the language, while performance involves using the language (informationplease.com). Additionally, Lyons (1996) identifies ideal competence as a psychological or mental property or function.

The text discusses the difference between competence and performance in language learning. Competence refers to knowing the language, while performance refers to actually using it. Many language instruction programs have traditionally focused more on teaching competence, by presenting and practicing words and sentences in a way that helps learners internalize the forms. This approach assumes that once learners have learned the information, they will be able to use it in reading, writing, listening, and speaking. To prioritize the "doing" part of learning and accurately measure learners' language proficiency, a more communicative approach to teaching can be employed.

The focus on both competence and performance is achieved by encouraging students to eventually learn through the language instead of just learning the language. The researchers in this study followed a conceptual framework, as shown in Figure 1. The framework includes two categories of input: grammar test and personal variables such as gender, course, year and section, and type of high school attended. The process includes conducting a grammar performance test and analyzing the data

statistically.

The third frame displays the College of's output as well as its identified weaknesses and strengths.