Chapters I To Iv

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

San Isidro Campus, San Isidro Nueva Ecija
College of Education
CHAPTER 1
The Problem and Its Setting
Introduction
High school life is one of the most memorable experiences
in one’s life. It is the time wherein students with ages
ranging from 12-17 try to go out to their comfort zone, meet
different types of peers, and develop camaraderie. It also
represents a crucial development period of adolescent.
Relationship with significant others plays vital role to
develop their behaviors, values, attitudes and skills as well
as learning. As stated by Clarken (2012), learning is greatly
influenced by our social interactions with others. It is also
an effective method for investigating reality and gaining
insight and understanding. Having learners ask question to one
another, they could help each other to find the answers and
explain things in a manner that can be more easily understood.
Much learning comes from social interaction, wherein the
learners become knowledgeable by socializing to different
kinds of people. They actively discover and develop new
knowledge and understanding by a simple conversation and
1
dialogue. However, these social influences might affect the
English language achievement of the learners.
As the researchers knew that English is used as the
medium of instruction in the Philippines, it is a must to
enhance the students’ knowledge and skills to the English
language so that they can function effectively in any
situation which requires the use of English particularly in a
classroom setting that challenges their academic performance.
The need to learn and master the English language is something
that the researchers have to work on to be able not to be left
behind by others. This view is supported by former President
Gloria Macapagal Arroyo’s promulgation on May 17, 2003 Of
Executive Order No. 210 entitled Establishing the Policy to
Strengthen the use of English Language as a Medium of
Instruction in the Educational System wherein it strengthened
the use of English language as a medium of instruction to
promote education as a means to achieve and maintain an
accelerating rate of economic development and social progress.
Though social relationship to others enhance
collaborative and cooperative learning, we cannot eliminate
2
the fact that high school students are also experiencing
social problems like inequality, peer pressure, discrimination
and impulsive romantic relationship that might result to poor
performance and low grades in English subject as well as drop
outs. Social factors such as school environment, romantic
relationships, clubs or organizations and students cults have
a great impact on their English achievement. As stated by Umar
S.S., Shaib I.O., Aituisi D.N., Yakubu N.A., and Bada O.
(2010), academic performance is an excellent measure of the
transfer of knowledge in modern society. Some variables of
interaction can be studied. Social factors such as school
environment, romantic relationships, organizations or clubs,
student cults and sports activities have been found to have
effects on English achievement. These social factors affect
English achievement in terms of time demanded and the
psychological state they may cause. Among the four factors
cited, the researchers decided not to include student cults
for the reason that it is not applicable in the locale, since
the culture here is different from Nigeria where the previous
research was conducted.
3
School Environment must be a wholesome place to study,
wherein the students have a cordial relationship with the
teachers but know their boundaries. The process of
socialization involves interaction and communication among
people. In other words, a learner becomes socialized by
interacting with teachers and peers in school. Shi (2008)
indicated that the process of socialization made children’s
language and cognitive abilities develop continuously.
Moreover, Krashen (2010) also stated that a non-threatening
learning environment is vital for students to develop positive
learning attitudes, because a threatening learning environment
would hinder learning and make teaching materials difficult to
understand. The teacher-student relationship and student-
students relationship can impact student’s motivation,
academic achievement, and daily attendance. According to
Phillips (2014), the most important variable is how the
teachers relate to the students in their classes. The
challenge is creating an emotionally safe environment without
relinquishing the role as the teacher. To achieve this, the
teachers have to find the right balance of being emotionally
open and authentic without sacrificing the boundaries and
4
hierarchy that keep the teachers and the students secure.
Teachers must be aware that they are in charge of the
classroom and of their relationship with their students. At
the same time, they should be a truly caring person who really
is in their corner to help combat the loneliness felt by so
many adolescents.
Today, we can observe that many high school students are
having romantic relationship while studying. They are spending
most of their time to their partner while others are busy
maintaining their grades; consequently they get lower grades
in academe. As explained by Kofler M. (2013), in his study,
romantic relationship between high school students affect
their English achievement while those who are single have a
higher grade and they are more focused on their academics.
Many schools offer clubs and organizations for students.
They also play a very large role in student discipline. These
clubs and organizations provide opportunities for students to
participate in school activities, to interact with peers in a
supervised setting, to develop leadership skills and to form a
harmonious relationship to teachers and co-students.
According to Reeves (2008), there is a strong association
5
between student involvements in extracurricular activities and
improved their behavior and English performance. Reeves
explained that all students who participate in some type of
extracurricular activity perform better than students who are
not involved.
Meanwhile, the researchers concluded that age and sex
could truly affect their English performance. Kung et al.
(2008) claimed that age shapes social status, social relations
and behaviors. Also, sex differences in mortality are greatest
among younger adults.
Improving social interaction is something that somebody
could work on in his/her life. This precedes development
wherein knowledge is transmitted through socialization. Its
main goal is to develop good communication skills, boost
confidence and a wide understanding in the English language
which may lead to effective learning. Learning therefore is
influenced by social factors; namely school environment,
romantic relationship, and school organization/clubs. The
researchers decided to conduct this study for they have
experienced the same situation and know how hard it is in the
6
part of the learners, so they want to find solution to these
problems that the learners are experiencing nowadays. Also,
the researchers want to enlighten their minds that English
achievement or English proficiency is a big help in their
future career wherein, once they have graduated in college and
have the skills in the English language they could qualify in
any English-related job they wish to work on.
7
Conceptual Framework
This study presents an input wherein the students’
profiles and the social-related variables are included. In the
process, the researchers gathered data through questionnaire
and the data treated statistically. The output or outcome is a
proposed action plan to overcome the effects of social-related
variables in relation to English achievement.
Moreover, researchers concluded that age and sex
could truly affect their English performance. Kung et al.
(2008) claimed that age shapes social status, social relations
and behaviors.
School is the center of the students’ daily lives and an
institution for learning which also acts as a second home for
the students. In fact, school is one place to train students
how to get involved in society. The process of socialization
involves interaction and communication among people. In other
words, a learner becomes socialized by interacting with
teachers and peers in school.
According to Umar S.S., Shaib I.Q., Aituisi D. N., Yakubu
N.A. and Bada O. (2010), they cited factors that affect the
8
English achievement such as school environment which is highly
responsible for encouraging students to improve their English
performances. According to Eric S. (2015), school environment
has broad influence on students’ learning and growth,
including a significant aspect of their social, emotional, and
ethical development. Also, Denial, K.K.,and Felix, K. (2014)
claimed that there is the impact of the school environment and
peer influence on the students’ academic performance
especially in English class.
The romantic relationship provides outlook of student’s
life which motivates them in achieving goals such as
performing well in their studies. On the contrary, romantic
relationship gives more negative effects on the English
performance (Manning et. al. 2009).
School organization may help students raise self-esteem
and enhance school spirit. According to Fredricks and Eccles
(2008), activity participation can be linked to positive
academic outcomes including improve grades, test scores, more
school engagements and increase educational aspirations.
9
OUTPUT
Proposed Action plan to
overcome the effects of
social-related
variables in relation
to English achievement.
PROCESS
 Statistical
Treatment of
Data
 Questionnaire
1. Students’ Profile
INPUT  Age
 Sex
 Grade in English in the last
quarter
2. Social-related variables
 School environment
Figure 1. Research Paradigm
 Romantic relationship
 School organizations/clubs
Figure 1 illustrates the paradigm of this
Figure 1. Research Paradigm 10

Figure 1 shows the research paradigm. It presents the
Input-Process-Output model to show the relationship of
variables. The study’s input includes (1) the profile of the
Grade 10 students of San Mariano National High School as to
age, sex, and grade in English in the last quarter (2) the
social-related variables that affect students’ English
achievement enclosed school environment, romantic
relationship, and school organizations or clubs. The process
of this study includes the conduct of students’ English
achievement to determine the effects of social-related
variables and of a survey through questionnaire to gather the
data correlated to determine the importance of students
towards the effect of social-related variables in English
achievement. The outcome or output is a proposed action plan
to overcome the effects of social-related variables in
relation to English achievement.
11
Statement of the Problem
This study aimed to determine the social-related
variables affecting the English achievement of Grade 10
students of San Mariano National High School, school year
2017-2018.
Specifically, it sought to answer the following
questions:
1. How may the profile of the respondents be described in
terms of:
1.1 age;
1.2 sex;
1.3 grade in English in the last quarter?
2. How may social-related variables be evaluated in terms
of:
2.1 environment;
2.2 romantic relationship; and
2.3 school organizations or club?
3. Is there any significant relationship between the
respondent’s profile and the social-related variables in
relation to their English achievement?
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4. What action plan may be proposed to overcome the effects
of social-related variables in relation to the English
achievement?
Null Hypothesis
There is no significant relationship between the respondents’
profile and the social-related variables in relation to their
English achievement.
Significance of the Study
The result of the study is beneficial to the following:
The Teachers. The results of the study can provide
background knowledge to teachers about the hindrances in
students’ English achievement in school. This could assist
teachers in using the appropriate approach in dealing with
students who have issues to their school environment, romantic
relationship, club or organizations.
The Students. Since the students who are involved in the
study are in Junior High School and are on their adolescent
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period it could help them to overcome some social problems
that they are experiencing or will experience in the future
inside and outside the school.
The Parents. The findings of the study can help the
parents become aware of their children’s activities. To guide
and assist them whenever they need to in order for them to
meet an excellent performance.
School Administrators. The findings of the study may
serve as a guide in providing activities that could help
students in enhancing their social interaction to achieve an
excellent performance especially in English subject.
Future Researchers. This study may be used as a reference
for their future related researches or studies.
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Scope and Delimitation
The study focused on determining the effects of social-
related variables in English achievement of Grade 10 students
of San Mariano National High School at San Antonio, Nueva
Ecija, in terms of school environment, romantic relationship,
and school organizations/clubs. This study further assessed
the relationship between the profile of the respondents and
the social-related variables affecting their English
achievement. This study involved 145 students enrolled at San
Mariano National High School, during school year 2017-2018.
Definition of Terms
The following terms are used in the study and are defined
here operationally and theoretically.
English Achievement is used to check the achievement level
of an individual in reading, writing, listening and speaking
as well as proficiency in grammar and vocabulary of the
English language. (Bekdas, B. 2015)
15
Club/Organization-A club is an organization of people
interested in a particular activity or subject who usually
meet on a regular basis. (Collins Dictionary).
Romantic relationship- A strong romantic association based
on a strong emotional or intellectual attachment (especially
as opposed to a relationship based principally on sexual
attraction) (Oxford Dictionary).
School environment- A school environment is broadly
characterized by its facilities, classrooms, school-based
health supports, and disciplinary policies and practices. It
sets the stage for the external factors that affect students
(Collins Dictionary).
Social factors- are circumstances/characteristics/aspects
that influence and affect the way you live and behave. It
ranges from having mild to extreme impacts on life, (Ong,
2017). These are the factors that affect our thought and
behavior in social situations.
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CHAPTER 2
Research Methodology
This chapter presents the research method, the subjects
or respondents, the sampling procedure, the data gathering
procedure, the instrument and the statistical treatment.
Research Method
This research used the descriptive method of research
which Aggarwal, (2008) claimed that descriptive research is
devoted to the gathering of information about prevailing
conditions or situations for the purpose of description and
interpretation. It is also presented that this method is not
simply amassing and tabulating facts but include proper
analysis, interpretation, comparisons, identification of
trends and relationships. Also, Calderon (2008) stated that
it describes data and characteristics about the population or
phenomenon being studied. Since, this study was concerned in
determining the effects of social factors towards students in
school environment, romantic relationship, and school
17
organization or clubs; the relationship between the
respondents’ belongingness and their profile variables, the
descriptive method of research is the most applicable method
to use.
Research Locale
This study was conducted at San Mariano National High
School due to its accessibility and appropriateness. The
campus is located at San Mariano, San Antonio, Nueva Ecija
which is a first class municipality in the province of Nueva
Ecija, Philippines.
San Mariano National High School was established and
operated in the year 1996 under the supervision of Mr.
Domingo R. Bernabe.
It offers Junior High School as well as Senior High
School in different strands such as Accountancy, Business and
Management (ABM), Science Technology Engineering and
Mathematics (STEM), Humanities and Social Sciences (HUMSS)
and Shielded Metal Arc Welding (SMAW).
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Welcome San Antonio
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Pr
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al
Ro
Iglesia ni Cristo
ad
SMNHS
T
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S
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Marcelo St.
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A
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San Mariano t
Elem. School
Figure 2
Vicinity Map of SMNHS - San Antonio, Nueva Ecija
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Respondents
The respondents of this research were the 145 Grade 10
students of San Mariano National High School in San Antonio,
Nueva Ecija.
The respondents were stratified according to their
sections. The sample of 63% was taken from every stratum.
Table 1
Distribution of the Respondents
Section N N
Narra 48 30
Acacia 46 29
Mahogany 46 29
Yakal 46 29
Molave 45 28
Total 231 145
Whereas:
N = number of students (population), total= 145 (5% margin of
error)
63% = sample proportion, all frequencies under 63% was

included in the sample, sample = 145
Sample and Sampling Procedure
20
The stratified random sampling procedure was used in
choosing the samples from the Grade 10 students of San Mariano
National High School. Stratified random sampling is a method
of sampling that involves the division of a population into
smaller groups known as stratum. Stratified random sampling,
ensures that subgroups (strata) of a given population are each
adequately represented within the whole sample population of a
research study. This is an effective sampling technique for
studying how a trend or issue might differ across subgroups
(Crossman, 2017). Since, the student population of the study
have groupings or stratification (year-level and section), the
sampling procedure was the most applicable. A random sample
from each group or stratum was taken in a number proportional
to the stratum or group’s size when compared to the
population. These subsets of the strata or groups were
combined to form a random sample therefore, from a population
of 231 Grade 10 students; a sample proportion of 145 students
became the actual respondents of the study.
Construction and Validation of Instrument
21
Questionnaire was used in data gathering to determine the
effects of social-related variables in English achievement of
the respondents. According to McLeod (2014), questionnaires
provide a relatively cheap, quick and efficient way of
obtaining large number of information from a large sample of
people.
The researchers adapted a questionnaire from related
studies as cited by Umar S.S. Griffin and Bartholomew (2009)
and they made a weak modification from items 1-3 to construct
their own questionnaire. They ensured that there were enough
items to gather data to cover all aspects of the problem and
answer all specific questions under the statement of the
problem. They also consulted Mr. Dennis Adrales, a Social
Science teacher on how to prepare effective questions. Then,
they submitted the questionnaire to their professor for
finalization and correction.
Furthermore, the questionnaire was submitted to the panel
members for suggestions and corrections for more clarity and
definiteness.
22
The questionnaire was presented to the statistician to give
permission to validate the instrument through dry-run and IBM
SPSS software. Copies of the questionnaire were distributed to
selected Grade 10 students of Cabiao National High School who
were not participants of the study. Since the students had no
questions about the items in the questionnaire, the
questionnaire was finalized.
The Research Instrument
The research instrument used in gathering data was the
questionnaire.
In the questionnaire, the 4-point Likert scale was used
by the individual student to evaluate the given items. The
questionnaire focused on (1) the profile of the respondents;
and (2) the questions on the effects of social-related
variables toward English achievement in terms of school
environment, romantic relationship, and school organizations
or clubs.
23
Data Gathering Procedure
The researchers asked permission to the principal of San
Mariano National High School to distribute questionnaires to
the Grade 10 students who were the subjects of their study.
Once their request was approved, the assigned researcher who
facilitated the distribution of the questionnaire explained
the direction and made clarifications of some words or
statements that were not clear to them. Then, the
questionnaires from the students were retrieved right away.
Statistical Treatment of Data
The gathered data had been treated statistically with the
use of IBM SPSS software or statistics software in order to
answer the questions identified in the statement of the
problem.
Frequency count and percentage were used to describe the
profile of the students.
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Percentage Formula:
F
%= x 100
N
where:
% = Percentage
F = Frequency
N = total number of population
Weighted Mean was used to describe the effects of social-
related variables of the students in their English
performance.
Formula:
∑f
WM =
wf
where:
WM = weighted mean
∑f = total number of respondents
Wf = sum of frequencies multiplied by respective

deviation
Below is the Likert scale used:
25
Weighted Mean Verbal Interpretation
3.40 – 4.00 Strongly Agree
2.60 – 3.39 Agree
1.80 – 2.59 Disagree
1.00 – 1.79 Strongly Disagree
Pearson R product-moment correlation was used in order to
assess whether there is a significant relationship between the
profile of the respondent and the social-related variables
affecting English achievement.
Chapter 3
26
Presentation, Analysis and Interpretation of Data
This chapter presents the findings of the study based on
the questions prepared in Chapter I. It also presents the
analysis and interpretation of the findings.
1. Profile of the Respondents
Data on the profile of the respondents as to age, sex and
grades in English last quarter are presented below.
1.1 Age
Table 2
Age of the Respondents
Age Frequency Percentage (%)
15 50 34.5
16 73 50.3
17 and above 22 15.2
Total 145 100%
Table 2 shows the age of the respondents. It is shown in
the table that 73 or 50.3 percent of the respondents were
27
within the age of 16, 50 or 34.5 percent of them were within
the age of 15, and 22 or 15.2 percent of them were within the
age of 17 and above.
Since the majority of the respondents were within the age
of 16, it implies that the respondents are within the regular
age group of Grade 10.
1.2 Sex
Table 3
Sex of the Respondents
Sex Frequency Percentage (%)
Male 57 39.3
Female 88 60.7
Total 145 100%
Table 3 shows the sex of the respondents. It is revealed
in the table that 88 or 60.7 were female while 57 or 39.3 were
male. The data imply that females are dominant than the males.
1.3 Grades in English Last Quarter
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Table 4
Grades in English Quarter of the Respondents
Grades in English Frequency Percentage (%)

last Quarter
75-80 24 17.6
81-85 54 39.7
86-90 50 36.8
91-95 8 5.9
Total 136 100%
As shown in Table 4, 54 or 39.7 percent of the
respondents were within the grade bracket of 81-85, 50 or 36.8
were within the grade bracket of 89-90, 24 or 17.6 were within
the grade bracket of and only 8 or 5.9 percent of them had a
grade bracket of 91-95.
Since majority of the respondents were within the grade
bracket of 81-85, it indicates that the students are within
the average group of learners.
Table 5
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CLASSROOM MANAGEMENT
Weighted Interpre
The student-teacher… Mean -tation
is organized in checking of the 3.78 Strongly
1
attendance. Agree
motivates the learners before giving the 3.34
2
assignment. Agree
administers individual exercises and 3.34
3
supervises group work. Agree
creates positive atmosphere by having a 3.6 Strongly
4
sense of humor. Agree
5 distributes and collects paper. 3.26
Agree
maintains cleanliness, orderliness, and 4 Strongly
6
class discipline. Agree
uses method suited to the learners’ needs 3.43 Strongly
7
and interests. Agree
executes a motivation for the lesson and 3.47
8 is creative enough in adapting methods Strongly
that address learner's capability. Agree
engages more learners activities rather 3.52
9 than teacher activities and connects the Strongly
lesson to real life situations. Agree
identifies and applies necessary 3.34
10
preventive or safety measures. Agree
3.5 Strongly
Agree
Table 5 shows the effects of social-related variables in
English Achievement as to school environment. For the
respondents, item 3, “The school environment aids me to
develop a wholesome relationship to others so it encourages me
30
to go and attend my English class every day” obtained the
highest weighted mean of 3.00 which is interpreted as agree
while item 5, “The school environment motivates me to deliver
my ideas, thoughts and opinions in English” acquired the
lowest weighted mean of 2.83 which is also interpreted as
agree. Overall, respondents assessed the items on school
environment with an average weighted mean of 2.92 which is
interpreted as agree.
Since both the highest and the lowest mean of the
respondents are interpreted as agree, the data suggest that
they have a positive views on the effects of school
environment in their learning. As stated by Baker et al.,
2008; O’Connor et al., 2011, teachers who support students in
the learning environment can positively impact their social
and academic outcome, which is important for the long-term
trajectory of school and eventually employment. Also, Luo
(2009) claimed cooperative learning could reduce students’
anxiety when learning English and increase students’ learning
motivation and desire to learn more. Therefore, we could infer
that the relationship students with teachers and peers would
have impact on learning English.
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Table 6
PERSONALITY
Weighted Interpre
is neat and presentable. 3.78 Strongly
1
Agree
is free from mannerisms that tend to 3.47
2 disturb the learners' attention. Strongly
Agree
is approachable. 3.78 Strongly
3
Agree
is always wearing complete uniform. 3.91 Strongly
4
Agree
has good posture. 3.82 Strongly
5
Agree
acts professionally. 3.69 Strongly
6
Agree
has a positive aura. 3.69 Strongly
7
Agree
builds good rapport with others. 3.56
8 Strongly
Agree
puts boundaries regarding teacher-student 3.52
9 interaction inside the classroom. Strongly
Agree
embodies the ethics of being a teacher. 3.52 Strongly
10
Agree
3.5 Strongly
Agree
Table 6 shows the effect of social-related variables in
English Achievement as to romantic relationship. For the
respondents, item 5, “The romantic relationship makes me an
32
open-minded person for the love and affection of others which
inspires me in making poems and short stories in English”
obtained the highest weighted mean of 3.00 which is
interpreted as agree while item 1 “The romantic relationship
contributes to the development of my intellectual skills and
concept that is necessary on my studies” acquired the lowest
weighted mean of 2.92. Overall, the respondents assessed all
the items on romantic relationship with an average weighted
mean of 2.97 which is interpreted as agree.
The data suggest that the students view the romantic
relationship positively as the students agree to it. This
means that students are more inspired to study while having an
intimate relationship; however romantic relationship gives
more negative effects on the English performance (Manning et.
al. 2009).
Table 7
PROFESSIONALISM
Weighted Interpre
33
is punctual. 3.73 Strongly

1
Agree
has voice control and modulation. 3.52 Strongly
2
Agree
is able to elicit the correct answer from 3.47
3 the learners through skillful questioning. Strongly
Agree
speaks clearly and loud enough to be heard 3.69
4 by the class. Strongly
Agree
uses the correct pronunciation of words 3.3
5 when speaking.
Agree
has proficiency in the use of the language 3.34
6 of instruction.
Agree
has the ability to encourage the learners 3.47
7 to participate actively during the
discussion of the lesson. Strongly
Agree
has a good tolerance of learners’ 3.43
8 unpleasant behavior. Strongly
Agree
has the ability to discuss or explain the 3.39
9 abstract concepts of the lesson within the
grasping ability of the learners.
Agree
has the ability to ask relevant and 3.47
10 thought-provoking questions. Strongly
Agree
3.48 Strongly
Agree
Table 7 shows the effect of social-related variables in
English Achievement as to school organization or club. For the
respondents, item 5, “The school organization or club is one
34
way to meet and have new friends who are willing to teach me
in my English lesson” obtained the highest weighted mean of
3.03 which is interpreted as agree while item 2 “The school
organization or club gives me the opportunity to gain
leadership skills as well as to boost my confidence and self-
esteem” acquired the lowest weighted mean of 2.87. Overall,
the respondents assessed the items on school organization or
club with an average weighted mean of 2.96 which are
interpreted as agree.
The data suggest that engagement in extracurricular
activities could give a better grade point average. According
to Fredricks and Eccles (2008), activity participation can be
linked to positive academic outcomes including improve grades,
test scores, more school engagements and increase educational
aspirations.
Table 8
ATTITUDE/RELATION TO OTHERS
The student-teacher… Weighted Interpre
35
Mean -tation
has respect to his/her superiors and 3.82
1 colleagues. Strongly
Agree
knows how to collaborate with others. 3.73 Strongly
2
Agree
helps his/her fellow student-teachers in 3.78
3 times of need. Strongly
Agree
has a sense of leadership. 3.78 Strongly
4
Agree
builds good relationship with others, 3.78
5 especially with the teachers and personnel
of the school. Strongl
y Agree
has the eagerness to learn more. 3.78 Strongly
6
Agree
is open to any suggestion. 3.6 Strongly
7
Agree
participates actively in activities in the 4
8 school. Strongly
Agree
knows his/her limit as a student-teacher. 4
9 Strongly
Agree
accepts and gives apology. 3.69 Strongly
10
Agree
3.79 Strongly
Agree
Table 8 shows the summary of the effects of social-
related variables in English Achievement. As shown in the
table the students viewed positively the romantic relationship
36
more than the other social-related variables with an average
weighted mean of 2.97 which is interpreted as agree.
Results revealed that students were more inspired in
school when they were engaged in romantic relationship. As
Elevate, (2016) explained that teenagers having a romantic
relationship gain self-confidence, get inspired, gain more
friends, and excel in their classes. However, it could make
most teenagers to keep secrets from their parents, tend to be
quarrelsome, disregard major priorities and gain lower grades
in school.
Table 9
USE OF TEACHING MATERIALS
37
Weighted Interpre
has skills in selecting effective teaching 3.47
1 aids and devices. Strongly
Agree
makes use of visual aids to illustrate 3.52
2 his/her lesson. Strongly
Agree
uses real objects and mock ups. 3.52 Strongly
3
Agree
asks for help and suggestion to others, 3.47
especially to the experienced ones
4 regarding the selection and utilization of
materials. Strongly
Agree
makes use of available facilities in the 3.47
5 school. Strongl
y Agree
uses materials that are easy to be 3.65
6 manipulated. Strongly
Agree
uses audio-visual materials. 3.65 Strongly
7
Agree
shows expertise in utilizing instructional 3.47
8 materials. Strongly
Agree
uses audio materials. 3.65
9 Strongly
Agree
uses materials that address the learning 3.6
10 needs of the learners. Strongly
Agree
3.54 Strongly
Agree
38
3. Relationship between respondents’ profile and the effects
of social-related variable in English achievement
Table 9
Correlation Analysis between Profile of the Students toward
the Social-Related Variables Affecting English Achievement
SOCIAL RELATED VARIABLES
School
RESPONDENT’SPROFILE School Romantic
Organization
VARIABLE Environment Relationship
/Club
Age Pearson -.002 .002 -.123

Correlation
Sig. .983 .979 .141

(2-tailed)
N 145 145 145
Sex Pearson .175* -.033 .092

Correlation
Sig. .035 .690 .272

(2-tailed)
N 145 145 145
Grade Pearson .245** .180* .297**

in Correlation
39
English Sig. .004 .036 .000

last (2-tailed)
quarter N 136 136 136
Table 9, shows the correlation analysis between the
profile of the respondents and the effects of social-related
variables in English achievement. It can be gleaned in the
table that their grades in English in the last quarter had a
relationship to school environment and school organization or
club by having 0.01 values in the significance level and sex
has a connection to school environment and romantic
relationship by having a 0.05 value in the significance level.
School environment has a .245 Pearson correlation and Student
organization has .297 correlations which imply that there is
slight high correlation, and definite but small relationship
while romantic relationship has .180 Pearson correlations
which implies that there is slight correlation and almost
negligible relationship towards grade in English. In terms of
sex student environment has .175 Pearson correlation which
shows that there is a slight correlation and almost negligible
40
relationship while the rest of the variables have no
correlation.
The data imply that school environment and school
organization greatly correlate to the students’ grade in
English while romantic relationship had less effect, while age
has no relationship to the social variables towards their
achievement in English. Krashen (2010) stated that a non-
threatening learning environment was vital for students to
develop positive learning attitudes.
4. Proposed Action Plan to overcome the effects of social-
related variable towards English achievement
The output of the study is a proposed action plan to
overcome the effects of social-related variables in English
achievement. Since school environment and school organization
or club had a positive correlation to the respondents’ grade
in English, the challenge is to promote a positive
relationship between students and students to teachers and to
engage the students more, in joining extracurricular
41
activities which could develop their skills in different
aspects of the English language.
Chapter 4
Summary, Conclusions and Recommendations
This chapter presents the summary of findings,
conclusions drawn and recommendations based on the findings
and conclusions of the study.
Summary of Findings
This study aimed to determine the effects of social-
related variables in English Achievement of the Grade 10
students of San Mariano National High School. It also aimed to
propose an action plan to overcome the effects of social-
related variables in English Achievement.
The findings of the study are summarized as follows:
42
1. Profile of the Respondents
1.1 Age
The age with the highest frequency was 73 or 50.3 percent
was 16, followed by 50 or 34.5 percent was 15, and 22 or 15.2
percent was 17 and above.
1.2 Sex
From a total of 145 Grade 10 students, there were 57
males and 88 females.
1.3 Grades in English Last Quarter
The grade bracket with the highest frequency was 81-85
with 54 or 39.7 percent, followed by 89-90, with 50 or 36.8
percent, 75-80 with 24 or 17.6 and only 8 or 5.9 percent of
them had a grade bracket of 91-95.
2. Effects of Social-related Variables in English Achievement
2.1 School Environment
43
Students proved that social-related variables as to
school environment affects their achievement in English. It
had an average weighted mean of 2.92.
2.2 Romantic Relationship
Students agreed that romantic relationship had an effect
in their English achievement. It had an average weighted mean
of 2.97.
2.3 School Organization or club
Students agreed with the school organization or club had
an effect in their English achievement. It had an average of
weighted mean of 2.96.
3. Relationship between the respondents’ profiles and the
effects of social-related variables in English achievement.
There was a correlation between the grade of the
respondents in English and the social-related variables as to
school environment, romantic relationship and school
organization or club. There was also a correlation between the
sex of the respondents and their school environment therefore,
44
the hypothesis was rejected. However, age does not have any
relationship to the social variables the hypothesis was not
rejected.
4. Proposed Action plan to overcome the social-related
variables affecting the English achievement
An Action plan aimed to overcome the effects of social-
related variables towards English achievement and to engage
the students in joining activities which could develop their
skills to cope with the needs of learning.
Conclusion
Based on the findings of the study, the following
conclusions were drawn;
1. The respondents were in the age appropriate for Grade 10
students who were on the adolescents’ period, dominated by
females who got an 81-85 average grade in English.
45
2. English achievement was positively influenced by school
environment, romantic relationship and school organization.
The students agreed that all these variables had an effect on
English achievement.
Recommendations
In view of the study, the following recommendations are
suggested;
1. Teachers may…
a. establish a sense of community within the classroom
where they respect students and students respect them and one
another.
b. motivates students to work harder to excel in English
class as well as to the other subjects.
c. employ a teaching approach fastened of the diversity
of cultures in the classroom.
46
d. implement the proposed action plan to overcome the
effects of social-related variables in relation to English
achievement.
2. Students may…
a. adjust or adapt with the nature of their classroom and
realize and accept that their classmates and teachers have
varied cultural experiences, beliefs, values, attitudes and
language.
b. determine the advantages and disadvantages of having a
romantic relationship while studying.
c. manage their time in joining school organization and
maintain their grades.
d. implement the proposed action plan to overcome the effects
of social-related variables in relation to English
achievement.
3. Parents may…
a. encourage the learners to have a good relationship to
their classmates and teachers.
47
b. guide their children to limit their time spent with
their boyfriends or girlfriends if any.
c. implement the proposed action plan to overcome the
achievement.
4. School Administrators may…
a. implement activities that could develop the student
skills in learning English.
b. provide programs on how they will handle different
factors that may affect their achievement in English.
c. provide posters that could give awareness to students,
about the effects of having relationship while studying.
d. implement the proposed action plan to overcome the
achievement.
5. Future researchers may,
a. use the findings of this study as basis for further
related study.
48
References
Aggarwal, (2008) Definition of Descriptive Method. Retrieved

from https://www.coursehero.com
Bekdas, (2015) Identifying factors related to students’ English

Proficiency levels through a segmentation method.
Retrieved from https://www.thesis.bilkent.edu
Calderon, (2008) Definition of Descriptive Method. Retrieved

from https://www.coursehero.com
Clarken, (2012) Social Factors in Learning. Retrieved from

rodclarken.wordpress.com
Collins 2018, Collins English Dictionary
Crossman, A. (2017) Retrieved from

https://www.thoughtco.com/stratified-sampling-3026731
49
Denial, K. K. and Felix, K. (2014) Effects of School

Environment to Academic Performance. Retrieved from
https://www.academia.edu
Elevate, J. (2016) Retrieved from

https://www.google.com.ph/amp/s/joshuaelevate.wordpress.co
m/2016/02/15/early-romantic-relationship-advantages-and-
disadvantages-5/amp/
Eric, S. (2015) School Environment Important for Students’

Success. Retrieved from https://www.irna.ir
Former President Gloria Macapagal Arroyo’s Promulgation on May 17,

2003, Executive Order 210. Retrieved from
http:/www.officialgazette.gov.ph/2003/05/27/executive-order-no
210-s-2003
Friedrich and Eccles, (2008) Impact of Etracurricular

Activities on Students. Retrieved from
https://www2.uwstout.edu
Griffin and Bartholomew, (2009): Romantic Relationship. Retrieved

from https://www.psychology.org.nz
Kofler M, (2013) Effects of Romantic Relationship on Academic

Performance. Retrieved from
https://www.statisticsindustrial.blogspot.com
50
Krashen, (2010) Affective Filter and Second Language

Acquisition. Retrieved from:
https://www.ukessays.com/essays/english-language
Kung et al. (2008) Social, Behavioral, and Biological Factors,
and Sex Differences in Mortality. Retrieved from
https://www.link .springer.com
Manning et al. (2009) Effects of Romantic Relationship on

Academic Performance. Retrieved from
https://www.academia.edu
McLeod, (2014) Definition of Questionnaire. Retrieved from

https://www.simplypsychology.org/questionnaires.html
Ong, (2017) Social Factors. Retrieved from

http://www.quora.com
Oxford Dictionary (offord.com)
Phillips, (2014) Effect of School physical Environment on

Academic Achievement between Pupils. Retrieved from
https://wwwajournal.co.uk/HSVol.18
Reeves, (2008)The Extra Curricular Advantage. Retrieved from

https://www.creativeleadership.net
Umar,S.S and Shaib, I.O. (2008). The Effect of Social Factors

on Students' Academic Performance in Nigerian Tertiary
Institutions. Research methods and statistics: Concepts
and applications. Auchi, Nigeria: Smitel. Wright.
Retrieved from http://digitalcommons.unl.edu/libphilprac
51
Appendices
52
Appendix A
53
Letter to the Principal
54
Appendix B
Sample Questionnaire for the Respondents
Dear respondent,
The researchers request answer for the following
questions for their study entitled “Social-related Variables
Affecting the English Achievement of Grade 10 Students”.
Please answer the questions honestly. Be assured that all of
your answer will be treated with utmost confidentiality.
Thank you for your cooperation.
The Researchers
QUESTIONNAIRE
“SOCIAL-RELATED VARIABLES AFFECTING THE ENGLISH ACHIEVEMENT”

Name (Optional):__________________________
I. Profile of the Respondent
Direction: Please put a check mark ( ) on the blank opposite
to the statement appropriate to you.
Age: ____14 ____16

____15 ____17 and above
Sex: ____Male
____Female
55
Grade in English last quarter: ____75-80 ____91-95

____81-85 ____96-99
____86-90
II. Social-Related Variables Affecting English Achievement

Direction: Please put a check mark ( ) on the column that
corresponds to your answers in each statement.
4- Strongly Agree
3- Agree
2- Disagree
1- Strongly Disagree
I.School Environment
The school environment… 4 3 2 1
1. makes me feel comfortable asking questions

whenever I am confused in our English lessons as a
result I easily understand the lesson.
2. makes me feel comfortable as well as respected

in class that’s why I am eager to study hard.
3. aids me to develop a wholesome relationship to

others so it encourages me to go and attend my
English class every day.
4. helps me to overcome my fears in English class

especially in public speaking.
5. motivates me to deliver my ideas, thoughts and

opinions in English.
II.Romantic Relationship
56
Romantic relationship... 4 3 2 1
1. contributes to the development of my

intellectual skills and concept that is necessary
on my studies.
2. encourages me to do better in my English subject

in terms of examinations.
3. aids me to be more sensitive to the feelings of

others in able not to offend those who have a hard
time in learning English.
4. helps me to boost my confidence to be more

active in joining English tasks/activities.
5. makes me an open-minded person for the love and

affection of others which inspires me in making
poems and short stories in English.
III.School Organization/Clubs
School Organization/Club… 4 3 2 1
1. teaches me how to engage with diverse people and

explore my interest in English lesson such as
grammar and oral communication.
2. gives me the opportunity to gain leadership

skills as well as to boost my confidence and self-
esteem.
3. helps me to improve time management.
4. promotes collaborative and cooperative learning

in school.
5. is one way to meet and have new friends who are

willing to teach me in my English lesson.
57
Appendix C
Curriculum Vitae
58
Name: Clarish L. Calceta
Address: San Vicente, Cabiao, Nueva Ecija
Birthdate: July 16, 1990
Age: 27
Religion: Roman Catholic
Status: Married
Name of Mother: Estelita D. Lapuz
Occupation: (Deceased)
Name of Father: Diosdado B. Lapuz
Occupation: (Deceased)
Educational Background
Tertiary: Nueva Ecija University of Science and Technology
Poblacion, San Isidro, Nueva Ecija
2015-present
Secondary: Camba High School
Camba, Arayat, Pampanga
2002-2006
Primary: San Vicente Elementary School
San Vicente, Cabiao, Nueva Ecija
1996-2002
59
Name: Ceylon B. Giron
Address: Papaya, San Antonio, Nueva Ecija
Birthdate: July 18, 1998
Age: 19
Status: Single
Name of Mother: Narmie B. Giron
Occupation: OFW
Name of Father: Regelado E. Giron
Occupation: OFW
2015-present
Secondary: San Francisco National High School
San Francisco, San Antonio, Nueva Ecija
2011-2015
Primary: Papaya Elementary School
Papaya, San Antonio, Nueva Ecija
2005-2011
60
Name: Princess Cynel P. Padre
Address: San Jose, Jaen, Nueva Ecija
Birthdate: September 22, 1997
Age: 20
Status: Single
Name of Mother: Priscilla Padre
Occupation: Housekeeper
Name of Father: Nilo Padre
Occupation: Farmer
2015-present
Secondary: Putlod-San Jose National High School
Putlod, Jaen, Nueva Ecija
2010-2014
Primary: Putlod Elementary School
Putlod, Jaen, Nueva Ecija
2004-2010
61
Name: Ma. Lourdes M. Manalang
Address: San Vicente, Cabiao, Nueva Ecija
Birthdate: February 10, 1999
Age: 19
Status: Single
Name of Mother: Gemma M. Manalang
Occupation: Housewife
Name of Father: Raymond T. Manalang
Occupation: OFW
2015-present
Secondary: Cabiao National High School
Cabiao, Nueva Ecija
2011-2015
Primary: San Vicente Elementary School
San Vicente, Cabiao, Nueva Ecija
2005-2011
62

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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

The Problem and Its Setting

High school life is one of the most memorable experiences

in one’s life. It is the time wherein students with ages

ranging from 12-17 try to go out to their comfort zone, meet

different types of peers, and develop camaraderie. It also

represents a crucial development period of adolescent.

Relationship with significant others plays vital role to

develop their behaviors, values, attitudes and skills as well

as learning. As stated by Clarken (2012), learning is greatly

influenced by our social interactions with others. It is also

an effective method for investigating reality and gaining

insight and understanding. Having learners ask question to one

explain things in a manner that can be more easily understood.

Much learning comes from social interaction, wherein the

learners become knowledgeable by socializing to different

kinds of people. They actively discover and develop new

knowledge and understanding by a simple conversation and

dialogue. However, these social influences might affect the

English language achievement of the learners.

As the researchers knew that English is used as the

medium of instruction in the Philippines, it is a must to

enhance the students’ knowledge and skills to the English

language so that they can function effectively in any

situation which requires the use of English particularly in a

classroom setting that challenges their academic performance.

The need to learn and master the English language is something

that the researchers have to work on to be able not to be left

behind by others. This view is supported by former President

Gloria Macapagal Arroyo’s promulgation on May 17, 2003 Of

Executive Order No. 210 entitled Establishing the Policy to

Strengthen the use of English Language as a Medium of

Instruction in the Educational System wherein it strengthened

the use of English language as a medium of instruction to

promote education as a means to achieve and maintain an

accelerating rate of economic development and social progress.

Though social relationship to others enhance

collaborative and cooperative learning, we cannot eliminate

the fact that high school students are also experiencing

social problems like inequality, peer pressure, discrimination

and impulsive romantic relationship that might result to poor

performance and low grades in English subject as well as drop

outs. Social factors such as school environment, romantic

relationships, clubs or organizations and students cults have

a great impact on their English achievement. As stated by Umar

S.S., Shaib I.O., Aituisi D.N., Yakubu N.A., and Bada O.

(2010), academic performance is an excellent measure of the

transfer of knowledge in modern society. Some variables of

interaction can be studied. Social factors such as school

environment, romantic relationships, organizations or clubs,

student cults and sports activities have been found to have

effects on English achievement. These social factors affect

English achievement in terms of time demanded and the

psychological state they may cause. Among the four factors

cited, the researchers decided not to include student cults

for the reason that it is not applicable in the locale, since

the culture here is different from Nigeria where the previous

research was conducted.