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This document appears to be a research paper submitted in partial fulfillment of course requirements. It includes sections on acknowledgements, dedication, table of contents, and five chapters that discuss the introduction, literature review, methodology, results and discussion, and conclusions. The paper examines the relationship between teachers' instructional strategies, students' subject proficiency, willingness to listen, and perception of teacher credibility. It employs surveys and interviews to gather data from speech communication students and teachers across multiple University of the Philippines campuses. The research aims to provide insights on improving teaching methods and learning outcomes in speech communication courses.

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Javier Bolong
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20 views10 pages

Prelim Parts Sample

This document appears to be a research paper submitted in partial fulfillment of course requirements. It includes sections on acknowledgements, dedication, table of contents, and five chapters that discuss the introduction, literature review, methodology, results and discussion, and conclusions. The paper examines the relationship between teachers' instructional strategies, students' subject proficiency, willingness to listen, and perception of teacher credibility. It employs surveys and interviews to gather data from speech communication students and teachers across multiple University of the Philippines campuses. The research aims to provide insights on improving teaching methods and learning outcomes in speech communication courses.

Uploaded by

Javier Bolong
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Research title research title research title research title

research title research title research title

research title

A research presented to the


STRAND
Senior High School
Ateneo de Manila University

In partial fulfillment of the requirements


for the
CSIP-Dulot Class
Immersion, Integrating Project and Paper

Hodor H. Hodor

Cersei A. Lannister

John C. Snow

Arya N. Stark

Daenerys K. Targaryen

(Date of completion)
ii

The Christian Service and Involvement Program Subject Area, Senior High School,

Ateneo de Manila University accepts this Integrating Project and Paper entitled:

Research title research title research title research title

research title research title research title

research title

Submitted by (name of group member), (name of group member), (name of group

member), (name of group member) in partial fulfillment of the requirements of CSIP Dulot

Immersion, Integrating Project and Paper.

__________________________________
Full name of Adviser
Adviser

__________________________________
Frederick Ian D. Salonga
Coordinator
SHS – CSIP
iii
Acknowledgments

I offer my deepest gratitude to my advisers, mentors, assistants, and muse in my

efforts to produce this research. I am forever indebted to the following people for their

contributions in the fulfillment of this research.

Thank you mama, papa, Jane, RJ for the never-ending love and support in my

endless learning journey. To my man, Ian, heart, I am so lucky to have a man like you by

my side.

My heartfelt thanks to my awesome and fabulous research advisers and critic, Dr.

Carmencita Del Villar, Prof. Regina Banaag-Gochuico, and Prof. Jose Carlo De Pano, who

believed in and helped me with my research. My deepest gratitude for your guidance and

patience in reading my research drafts. Thank you Prof. Teresa Paula de Luna, Prof. Niel

Kenneth Jamandre, Prof. Melanie Leaño, Prof. Heidi Emily Abad, Prof. Carina Clavio,

and Dr. Elenita Que for giving comments that surely made my thesis a whole lot better.

Thank you for sharing your expert opinions which improved this study.

To all those who never failed to encourage me when I felt like giving up, may it be

through on-line means or face-to-face. Last, thank you Lord for helping me realize what is

your purpose of me. I know this is just one of the beginnings of your plans. Make me your

instrument, so that I can touch the minds and hearts of my students and lead them to your

path.

TO GOD BE THE GLORY!


iv
Dedication
(OPTIONAL)

I know it breaks your heart


Moved to the city in a broke-down car
And four years, no calls
Now you're looking pretty in a hotel bar
And I, I, I, I, I can't stop
No, I, I, I, I, I can't stop

So, baby, pull me closer


In the back seat of your Rover
That I know you can't afford
Bite that tattoo on your shoulder
Pull the sheets right off the corner
Of that mattress that you stole
From your roommate back in Boulder
We ain't ever getting older
v

Table of Contents

Title Page i
Acknowledgments ii
Dedication iii
List of Tables x
List of Figures xi
Abstract xii

Chapter One: Introduction


Introduction 1
Statement of the Problem 7
Objectives of the Study 8
Significance of the Study 10
Scope and Limitations 14

Chapter Two: Review of Related Literature


Instructional Strategies’ Role in Learning 17
Assessing Students’ Subject Proficiency 28
Listening and Academic Performance 33
Teacher’s Ethos as Perceived by Students 40
Synthesis 45
Theoretical Framework 47
Bruner’s Theory of Instruction 48
Dale’s Cone of Experience 51
Mastery Goal by Ambrose, Bridges, DiPietro, Lovett, and Norman 55
LAW of Listening by Steil and Bommelje 56
Source Credibility by McCroskey and Teven 57
Conceptual-Operational Framework 60
vi
Theory of Instruction 61
Instructional Strategy of Bruner and Dale 62
Mastery Goals Measure by Ambrose, Bridges, DiPietro, Lovett,
and Norman - UP Grading System 69
Willingness to Listen Scale by Richmond and Hickson 70
Source Credibility Measure by McCroskey and Teven 72
Predicted Relationship of Variables 73
Definition of Terms 78

Chapter Three: Methodology


Research Design 81
Research Participants 83
Sampling 85
Instruments 86
Procedures for Data Gathering 93
Procedures for Data Analyses 96

Chapter Four: Results and Discussion


I. Demographic Profile of Respondents 99
II. Teachers’ Instructional Strategy Usage, Student-Perceived Subject
Proficiency, Students’ Willingness to Listen, and Student-Perceived
Teacher Ethos General Levels by Teachers 103
III. Correlation of Instructional Strategy and Subject Proficiency 120
IV. Correlation of Instructional Strategy and Students’ Willingness to Listen 134
V. Correlation of Instructional Strategy and Student-Perceived Teacher Ethos 144
VI. Factors Related to Teachers’ Instructional Strategy Usage 173
VII. Other Factors Related to Student-Perceived Subject Proficiency,
Students’ Willingness to Listen, and Student-Perceived Teacher Ethos 182
vii

Chapter Five: Summary, Implications, and Recommendations


Summary and Conclusion 198
Implications of the Study 212
Recommendations 216

References 219

Appendices
Appendix A. Sample letter of approval addressed to the department head 227
Appendix B. Sample letter for pilot test addressed to the teachers 228
Appendix C. Pilot test results for survey questionnaire A 229
Appendix D. Survey Questionnaire A 231
Appendix E. Survey Questionnaire B 234
Appendix F. Interview Guide for Speech Communication Teachers 239
Appendix G. Interview Guide for Speech Communication Students 241
Appendix H. Email Correspondence with Student A 242
Appendix I. Email Correspondence with Student B 244
Appendix J. Email Correspondence with Teacher H 246
Appendix K. Interview with Teacher I 248
Appendix L. Interview with Teacher J 250
Appendix M. Speech Communication 10 Syllabus – UP Baguio 253
Appendix N. Communiation 3 Syllabus– UP Diliman 254
Appendix O. Communication 3 Syllabus– UP Manila 258

Curriculum Vitae 260


viii
List of Tables

Table 1. Operational Measure of Teachers’ Use of Instructional Strategies 68


Table 2. University of the Philippines Grading System 69
Table 3. Summary of Teachers’ Demographic Details 100
Table 4. Summary of Students’ Demographic Details 102
Table 5. Instructional Strategy Usage of Teacher-Respondents 104
Table 6. General Level of Student- Perceived Subject Proficiency 114
Table 7. General Level of Students’ Willingness to Listen 115
Table 8. General Level of Student- Perceived Teacher Competency 117
Table 9. General Level of Student- Perceived Teacher Trustworthiness 118
Table 10. General Level of Student-Perceived Teacher Goodwill 118
Table 11. Correlation of Instructional Strategy and
Student-Perceived Subject Proficiency 120
Table 12. Correlation of Instructional Strategy and
Students’ Willingness to Listen 134
Table 13. Correlation of Instructional Strategy and
Student-Perceived Teacher Ethos 144
Table 14. Correlation of Instructional Strategy and
Student-Perceived Teacher Competence 146
Table 15. Correlation of Instructional Strategy and
Student-Perceived Teacher Trustworthiness 154
Table 16. Correlation of Instructional Strategy and
Student-Perceived Teacher Goodwill 163
Table 17. Reasons for Always to Occasional Usage of Instructional Strategy 174
Table 18. Reasons for Rarely to Non-usage of Instructional Strategy 177
Table 19. Sources of Knowledge of Instructional Strategy 180
ix
List of Figures

Figure 1. Edgar Dale’s Cone of Experience by Edgar Dale 24


Figure 2. Relationship of Instructional Theory and Learning Theory 26
Figure 3. HURIER Model by Judi Brownell 35
Figure 4. Misappropriation of Dale’s Cone of Experience and Retention Rate 53
Figure 5. Instructional Strategy by Bruner and Dale 63
x
Abstract

This quantitative study aimed to determine the relationships between Speech

Communication teachers’ instructional strategies use and student-perceived subject

proficiency, students’ willingness to listen, and student-perceived teacher ethos in selected

Luzon units of the University of the Philippines. Bruner’s (1966) Theory of Instruction

was adapted as the anchor theory of the research framework. The theory states that in

introducing a new lesson a teacher must apply enactive first, then iconic, last is symbolic

instructional strategy.

Data were obtained from administered survey questionnaires and semi-structured

interview during the first semester of school year 2014-2015. Using multi-stage sampling,

there were a total of 11 Speech Communication teacher-respondents and 295 student-

respondents. Based on the results of Pearson Product Moment Correlation at ∝ = .05,

findings reveal that there is no significant relationship between Speech Communication

teachers’ use of enactive, iconic, and symbolic instructional strategies and student-

perceived subject proficiency, students’ willingness to listen, and student-perceived

teacher ethos in selected Luzon constituent units of the University of the Philippines.

The research recommends for teachers to use active and more engaging activities in

their class, include new media aside from the traditional media. In addition, school

administrators should provide more opportunities to their faculty members to have

professional growth by providing seminars and workshops that will improve teachers’

learning pedagogies and technology inclusion in class.

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