Approval Sheet – the Problem and a Review of the Related Literature – the Factors of Poor Academic Performance Among 4th Year Students
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Approval Sheet
This research entitled, “The Factors of Poor Academic Performance among 4th year students.” Prepared and submitted by Jhon Dave Bayawa, Carlos Baysa Jr., Hezyl Mae Roble, Hanah Love Bustamante, Charles Ian Ello, and Justine Follante.
Panelist
Ms. Stephanie Ann C. Rabadon
Panelist/Subject Teacher
Acknowledgement
The researchers wish to convey the sincerest gratitude to the following persons who willingly extended their warmest support while the study was on process.
The researchers want to thank their parents and guardians who supported financially and morally throughout the way in constructing the study.
To the researchers mentor in English (Cheating Research) Ms. Stephanie Ann Rabadon who considerately taught them the right things to do, who willingly helped them in making this research paper successful and who solidly trust them that they can do it despite of the difficulties and time constraints.
To the researchers adviser, Ms. Stephanie Ann Rabadon, who kindly guided and taught them from the beginning until the end including the defense of the research paper, who always motivated and inspired them to do their best and who steadily trusted them that they can make it regardless of academic pressures and time constraints.
And above all to Almighty God who gave them strength, wisdom, patience and knowledge in making this study. Thank you.
The Researchers
Abstract
Table of Contents
Title Page
Acknowledgement
Abstract
Table of Contents
CHAPTER
The Problem and A Review of Literature
Related Literature
Theoretical/Conceptual Framework
Statement of the Problem
Significance of the Study
Scope and Delimitation
Definition of Terms
Method
Local and Participants
Research Instrument
Data Gathering Procedure
Results and Discussions
Conclusions and Recommendations
Conclusions
Recommendations
References
Appendices
Survey Questionnaire for 4th year St. Peter Students
CHAPTER 1
The Problem and a Review of the Related Literature
In our society nowadays, the world needs globally competitive individuals who can communicate well in hiking for progress. In fact, one of the main qualifications for any job is that the applicant must possess high potential in communication skills. Thus, many are vying for the acquisition of this skill but, only relevant worthwhile trainings and exposures can help a person achieve such potential.
These worthwhile trainings and exposure obviously start when each individual is still undergoing studies on language. Like any other skills, speaking the English language fluently cannot be honed overnight. It takes time, effort and willingness to enhance the acquired skill. Furthermore, it takes more experience and exposure before one can master the command of the language.
In the field of education, most institutions are truly aware of this need which must be given due actions. English language teachers in universities and colleges are called to begin their optimum task which is to train the learners in this particular macro skill as a means of preparation in facing the final battle of students career—to become a competent applicant or employee possessing dignified potential in speaking ability.
Developing the competence of an English language learner is still the target of English language teaching today. This competence is composed of several components. One of which is the competency in speaking. English is now taught for communication. A learner must be able to put together all his learning of the language in order to express his idea for communication.
It is not enough for English Language Teachers to purely dwell on the Lecture Method to inculcate grammar, sound production and other features of the language (semantics, morphology, phonetics and phonology, syntax, etc.) to the learners. Such approach does not guarantee learning for it is very superficial when the students do not see its significance maybe due to boredom, impracticality, superficiality, etc. Moreover, learners have multiple intelligences, experiences and interest which need to be developed or enhanced and to be focused but with traditional and teacher-centered instructional activities, their potentials, experiences and interest remain novice, dormant, undeveloped and neglected or maybe somehow developed but only slight because theyre under passive- traditional learning.
Thus, instructional activities must make the learning and bring together the features of the language more comfortable, more meaningful, more experiential, more interactive and more authentic. The use of student-centered or less teacher-centered instructional activities will allow the students to integrate all the features