i

THE BELIEFS AND ATTITUDES TOWARDS FILIPINO AS A SUBJECT

PERCEIVED BY THE GRADE 7 STUDENTS OF LNNCHS SCHOOL YEAR
2016-2017

_________________________________

An Undergraduate Thesis
Presented to the Thesis Committee
North Central Mindanao College
Maranding, Lala, Lanao del Norte

_________________________________

In Partial Fulfillment of the Requirements

For the Degree of
Bachelor of Elementary Education
Generalist

_________________________________

Marinda, Judelyn N.
Aruelo, Lenil G.
Encarnacion, Neizeben Y.
Pabulario, Ailyn May O.
Baricuatro, Jemalyn B.

2016-2017
 ii

APPROVAL SHEET

This undergraduate thesis study entitled “The Beliefs and Attitudes Towards

Filipino as a Subject Perceived by the Grade 7 Students of LNNCHS School Year

2016-2017” prepared and submitted by Marinda, Judelyn N., Aruelo, Lenil G.,

Encarnacion, Neizeben Y., Pabulario, Ailyn May O. and Baricuatro, Jemalyn B, in

partial fulfillment of the requirements of the degree of Bachelor of Elementary

Education major in General Education has been examined and its recommended for

the acceptance and approval for oral examination.

RUSSEL P. DAITOL

Adviser

Date:_________________

Approved by the committee on oral examination held on ___________ at

NCMC with a grade of ______________.

LIZA G. ZAMORA LIZA G. ZAMORA

Panel Member Panel Member

MRS. DESAMPARADOS F. BAMBA

Vice President for Research
Chairman
 iii

ABSTRACT

Marinda, Judelyn N., Aruelo, Lenil G., Encarnacion, Neizeben Y., Pabulario,

Ailyn May O. and Baricuatro, Jemalyn B, Bachelor of Elementary Education, North

Central Mindanao College, with this thesis study entitled “The Beliefs and Attitudes

Towards Filipino as a Subject Perceived by the Grade 7 Students of LNNCHS School

Year 2016-2017”.

The study employed descriptive survey research design. Questionnaires were

used to gather data from the research respondents. A total of 50 Grade 6 students from

the target school were used as samples of the study.

Results have shown that the overall mean of 4.15 indicated that the extent of

teachers’ competence in teaching Filipino subject was agreed by the students. Further,

the overall mean of 3.9 indicated that the extent of school factors in terms of reference

books in teaching Filipino subject was agreed by the students. Moreover, the overall

mean of 4.2 indicated that the extent of school factor in terms of teaching aids used by

the teachers in teaching Filipino subjects was strongly agreed by the students. Lastly,

the overall mean of 4.2 indicated that the extent of school factors in terms of

classroom management in teaching Filipino subject was strongly agreed by the

students. In addition, the overall mean of 3.78 indicated that the students agreed on

their beliefs towards Filipino subject. The overall mean of 2.86 indicated that the

students attitude towards Filipino subject was undecided.

In conclusion, there is a significant relationship between the teachers’

competence and the beliefs of the students towards Filipino subject. However, there is

no significant relationship between the teachers’ competence and the attitudes of the

students towards Filipino subject. Moreover, there is a significant relationship

 iv

between the school factors in terms of reference books, teaching aids and classroom

management in beliefs and attitudes of the students in Filipino subject.

- The Researchers
 v

DEDICATION

We humbly dedicate this study to

Our Families and Friends, who always supports us financially,

To our advisers, who continues to check our study,

And to our God Almighty who is Omnipresent, He always guides us.

- The Researchers
 vi

ACKNOWLEDGEMENT

The researchers of this thesis study would like to thank those persons who

contributed for the success of this study. This work would not been possible without

their assistance.

To their beloved parents who supported them financially, morally and

spiritually. They have worked hard each day and guide the researchers properly for

the success.

To their friends who encourage them every day.

To their panelists, who shared their intelligence and also their valuable time in

correcting their mistakes that make this research a successful one.

And most of all, the researcher would like to thank the Heavenly Father who is

Omnipresent. He enlightened their body and soul everyday and give them

determination to continue this study till become successful one.

- The Researchers
 vii

TABLE OF CONTENTS

Page
Title Page i
Approval Sheet ii
Abstract iii
Dedication v
Acknowledgement vi
Table of Contents vii
List of Tables viii
List of Figures viii
Chapter I: Introduction 1
Theoretical and Conceptual Framework 2
Statement of the Problem 4
Statement of the Hypothesis 5
Scope and Limitation of the Study 5
Significance of the Study 6
Definition of Terms 6
Chapter II: Review of Related Literature 8
Chapter III: Methodology 11
Research Design 11
Research Environment 11
Research Subjects/Respondents 12
Instruments 12
Data Gathering Techniques 13
Statistical Treatment 13
Chapter IV: Presentation, Analysis and Interpretation of Data 14
Chapter V: Summary of Findings, Conclusions and Recommendation 23
Summary of Findings 23
Conclusions 25
Recommendations 25
References
Appendices
Appendix A
Appendix B
Appendix C
Appendix D
Curriculum Vitae
 viii

LIST OF TABLES

Page
Table 1 Extent of Teachers Competence in Teaching Filipino Subject 14
Table 2 School Factors in Terms of Reference Books 16
Table 3 Teaching aids in Teaching Filipino Subject. 17
Table 4 School Factors in Terms of Classroom Management 18
Table 5 Beliefs of the Students Towards Filipino Subject. 19
Table 6 Attitudes of the Students towards Filipino Subject. 20
Table 7 Relationship between the Teachers’ Competence and Beliefs and
Attitudes 21
Table 8 Relationship between the School Factors and Beliefs and Attitudes 22

LIST OF FIGURES

Page
Figure1. The Conceptual Framework of the study 5
Figure 2 Location Map 12
 Chapter 1

INTRODUCTION

A country like the Philippines which is inhabited by numerous ethnic tribes

speaking different dialects, the study of our Filipino national language and its usage is

a great help for us especially in the field of communication, unity and progress,

through of it will be able to express ourselves and feelings and beliefs. Filipino

promotes better understanding among Filipino people but it is sad to say that presently

there are still many Filipino students who do not know how to use the Filipino

language. As a matter of fact many of them could hardly speak in Filipino. It has been

observed that many students prefer to learn more about the English language that the

Filipino language because of the colonial influence (Capuras, et.al., 2010).

Above mentioned beliefs and attitudes of the students will help us to gain

more knowledge and understanding towards the learning of Filipino language. If it is

properly learned and used, it will be an instrument that will bring our nation to the

highest peak of development most of the students who are interested in Filipino

language are likely to be more motivated to manage their own learning and develop

the requisite skills to become effective learners of the subject. And to do this, they

monitor their learning progress and create their learning strategies which are

necessary to overcome their difficulties in learning (Manegdeg, et.al., 2010).

In connection, the researchers of this study determined the teacher competence

and school factors in terms of books and classroom management in studying the

Filipino subject in relation to students’ beliefs and attitudes. The researchers would be

able to find ways to motivate the students to be more interested and participative in
 2

the learning process and also to the help of the teachers who are more

competent to teach Filipino subject.

Theoretical and Conceptual Framework

Albert Bandura’s social learning theory of 1977 which asserts that all learning

is acquired as a result of direct experience with the object, subject, thing, issue or an

idea. According to Bandura, people interact with their environment which shapes the

behavior of individual and vice versa. It emphasizes the immediate social context

where an individual observes and interprets the behavior of other people which in turn

would determine their behaviors. Individuals select models and will only adopt the

behavior of the models they deem similar to themselves and whom they esteem.

In this light, the learner determine the behaviors to adopt and which others to

reject without necessary engaging in the others behavior i.e. through observation.

Individual behavior decisions and perceptions determine also the extent to which one

will persist in any task which results in either success or a failure of the tasks to be

accomplished. Attitudes are therefore learnt experiences through observing, modeling

and imitating the subjects in our environment or the behavior of others. According to

Bandura some behavior changes may be mediated through modification of the model

itself, through role modeling, use of reinforcement and rewards and sometimes

through persuasion. In order for an individual to attempt a modeled behavior, he must

value the observed outcome and perceive it as successful (schunk & Zimmerman,

2007).

Capuras, et.al (2010) stated that the teacher competency will affect the beliefs

and attitudes of the students towards Filipino subject, when the teacher strategies will

not suitable to the needs or the level of the students; it will cause wrong learning
 3

development of the students and it becomes difficulties for their learning towards

Filipino subject. The beliefs and attitudes of the students have a relationship to the

teacher competency because the teacher can only be teach well if the students must be

comfortable and suitable for the teacher ideas and strategies of teaching in the Filipino

subject.

He also added that the school factors will affect the beliefs and attitudes of the

students towards Filipino subject. The school curriculum is very important to the

learning process of the students. When the school system’s not applicable for the

students, it comes up that the belief and attitudes of the students are not suitable for

their learning development. Its affect for their studies because the students will not be

interested to learn in those systems.

In connection, this study was focused on the beliefs and attitudes of the

students in Filipino subject in relation to the teacher competence and school factors in

terms of books and teaching aids. The conceptual framework of the study was shown

in Figure 1.

I. Teachers
Competence
II. School Factors Students’ Belief and
a. Reference Attitudes in Filipino
Books Subject
b. Teaching aids
c. Classroom
Management

Figure 1: Conceptual Framework of the Study

 4

Statement of the Problem

This study was focused on the beliefs and attitudes towards Filipino as a

subject perceived by the Grade 7 students of LNNCHS school year 2016-2017.

Specifically, this study aimed to answer the following questions:

1. What is the extent of teachers’ competence in Filipino subject as perceived by

the Grade 7 students?

2. What is the extent of school factors in Filipino subject as perceived by the

Grade 7 students in terms of the following indicators:

2.1 Reference Books,

2.2 Teaching aids;

2.3 Classroom management?

3. What is the extent of students’ belief in Filipino subject?

4. What is the extent of students’ attitudes in Filipino subject?

5. Is there a significant relationship between the teachers’ competence and the

beliefs and attitudes of the students?

6. Is there a significant relationship between the school factors in terms of

reference books, teaching aids and classroom management with the beliefs and

attitudes of the students in Filipino subject?

 5

Hypotheses

The following hypotheses of the study were tested for the validity at 0.05 of

level of significance.

1. There is no significant relationship between the teachers’ competence and the

beliefs and attitudes of the students.

2. There is no significant relationship between the school factors in terms of

reference books, teaching aids and classroom management in beliefs and

attitudes of the students in Filipino subject

Scope and Limitation of the Study

This study was focused on the beliefs and attitudes of the Grade 7 students

towards Filipino subject in Lanao del Norte National Comprehensive High School,

Baroy, Lanao del Norte for the year 2016-2017. Further, this study investigated the

teachers’ competence in teaching Filipino subject and the school factors in terms of

reference books, teaching aids and classroom management. Moreover, the relationship

between the teachers’ competence, school factors, beliefs and attitudes of the students

were also included.

The study employed descriptive survey research design. Questionnaires were

used to gather the data from the research respondents. A total of 50 Grade 7 students

from the target school were used as samples in the study. The data gathered were then

analyzed using the different statistical tools for the researchers to interpret at the

latter.
 6

Significance of the Study

This study would be beneficial to the following:

Students. This study would served as a guide for them and in order to promote

better understanding among learners who are studying Filipino subject.

Teachers. This study would give them general information about the thoughts

of the students towards the Filipino subject in terms of their beliefs and attitudes.

School Administrators. This would give general information to what the

students need in order for them to provide the learners need for effective and efficient

teaching-learning process and environment that conducive for learning.

Future Researchers. This would be a basis for future related studies pertaining

to beliefs and attitudes towards Filipino subject.

Definition of Terms

The following terms were used conceptually and operationally in this:

Attitudes – refers to the emotional condition of the students towards the

subject, the manner or the outlook of the student towards their study habits.

Beliefs - the conviction of the students in terms of the study habits.

Classroom Management – refers to the wide variety of skills and techniques

that teachers use to keep students organized, orderly, focused, attentive, on task, and

academically productive during a class

Dialect – is the language speak by the community or group of people that is

different from the standard language.

 7

Filipino Subject – is the Subject to be taught to the students in all level of the

Philippines school. Filipino language is use as the second language or used as

instruction.

Teaching aids = an object (such as a book, picture, or map) or device (such as

a dvd or computer) used by a teacher to enhance or enliven classroom instruction

audiovisual teaching aids

Teachers’ Competence - includes knowledge, skills, attitudes and experiences,

which has to be target category of profession of educator.

Textbook - is one of the primary tool and instructional material where the

teacher will be able to get his new topic to discuss to his learners, it serve as a guide to

a teacher of what he will do to teach.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter reviews the related literature that would shed light on the focus of

the study and finds research gaps where this current study tackled.

The study of the belief and attitude and the use of our Filipino national

language help our students express themselves their feelings and their opinions.

Through communication they can understand and be understood. It cannot be denied

that many students cannot express their mind and their opinion means cannot

communicate well. The language is the tie of every people, of every race and of every

nation according to St. Buenaventura. It is written, it is the bank of all the tradition of

the people. In other world language is the mind of whole nation that is why this is the

true and most important needs of every Filipino people. Filipino as national language

brings unity and understanding to each and every one (Capuras, et.al., 2010).

According to Katigbak (2000), student’s belief in their own language

competence and ability to use the language in any activities both in school and in

outside the community is to highly relevant to successful learning in Filipino

language.

Attitude plays a vital role in a learner’s development of reading skills. Firstly,

learner attitudes influence the reading performance of L2 readers (Kush, Marley, &

Brookhart, 2005). For example, attitude influences the degrees of a reader’s

engagement in the reading process as well as the amount of practice L2 readers

undertake. Secondly, poor attitude often leads to situations in which learners read less,

or completely avoid reading in the second language (McKenna, Stratton, Grindler, &
 9

Jenkins, 2000). Attitude is clearly an individually-driven trait but as Malcolm (2000)

asserts at least two external factors contribute to its development: environmental and

pedagogic. The environmental factor includes “social, cultural, political and economic

imperatives that shape the L2 educational milieu” (p. 39). The pedagogic factor refers

to how the interaction between teachers, learners, and the learning situation develop

positive or negative attitudes in the learner. Tucker and Lambert (2000) claimed that

L2 development was influenced by teachers’ attitudes, more than parental or

community-wide attitudes. Most of the scholars in the field conclude that “a positive

attitude to language learning is a necessary but not a sufficient condition for success”

(p. 39).

The study of the belief using the Filipino language has a great help to the

student, to express themselves. And their feelings through conversation with others

but there are many students who cannot express themselves, and cannot be

understood; they cannot explain their opinion. We believe that Filipino language is

tool that connects each one of us toward unity and understanding (Agravio, 2009).

According to Bretaña’s (2005) study at present their observation has a greater

impact in the problems in different dialects in the gathering of the Filipino Language.

We cannot deny there are many students in elementary and high school that cannot

express their feeling in Filipino language.

According to Mantong (2000) the skill, knowledge, attitude, thinking skill,

belief and principle of the teachers are the factors that teachers should posses in order

to teach in effective way and efficient, in the other hand a teacher should be a

competitive and competent one.

 10

According to Saligang (2000) textbook is one of the primary tool and

instructional material where the teacher will be able to get his new topic to discuss to

his learners, it serve as a guide to teacher of what he will going to teach.

According to Ladica (2001) and Bretana (2005), using instructional material

helps the students to enhance their ability to speak in effective way in using language

in a proper usage. There are four on how to become an effective to listen, read, speak,

and write.

According to Camino (2003) using instructional material comply the needs of

every learners, when there are no enough textbook in the classroom, it help to

motivate students to become more interactive to the class.

With the limited literatures about the beliefs and attitudes of the students in

Filipino subject, this study investigated the relationship between the teacher

competence, school factors in terms of teaching aids, reference books and classroom

management to beliefs and attitudes of the students in Lanao del Norte National

Comprehensive National High School for the year 2016-2017.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, locale of the study, research

subjects/respondents, instrumentation, data procedures and statistical treatment that

will be used in this study.

Research Design

This study employed a descriptive survey research design. Descriptive

research is used to describe characteristics of a population or phenomenon being

studied (Shields, 2013). In this study, the researchers described the relationship

between the teachers competence in Filipino subject, school factors in terms of

reference books, teaching aids and classroom management, and the beliefs and

attitudes of the students in Filipino subject.

Locale of the Study

This research was conducted in Lanao del Norte National Comprehensive

High School (LNNCHS), Baroy, Lanao del Norte for the year 2016-2017. Lanao Del

Norte National Comprehensive High School teaches students in grades seventh

through twelfth in Baroy, Lanao Del Norte of Northern Mindanao (Region X). The

school has 61 instructional rooms and 8 non-instructional rooms, which are all

powered by a power grid. With 2,497 students, class size is around 41 students.
 12

Figure 2 Map of LNNCHS

.

Research Subjects/Respondents

The Grade 7 students enrolled in Lanao del Norte National Comprehensive

High School for the year 2016-2017 were the research respondents. Moreover, a total

of 50 respondents selected through convenience sampling, a non-random sampling

technique wherein the respondents were selected through their availability.

Instrumentation

Questionnaires were used as instruments of this study. Further, it was adopted

from (Capuras, et.al., 2010). It was divided into three (3) parts. Part I was about the

teaching competence in Filipino subject. Part II was about the school factors in terms

of reference books, teaching aids and classroom management. Part III was about the

beliefs and attitudes of the students in Filipino subject. Hypothetical range used were:
 13

1.0 – 1.79 Strongly Disagree, 1.8 – 2.59 Disagree, 2.6 – 3.39 Undecided, 3.4 – 4.19

Agree, and 4.2 – 5.0 Strongly Agree.

Data Gathering Techniques

The researchers of this study were first sought approval to conduct a survey to

the target school of the research. After the approval of the letter, the researchers

constructed the survey questionnaires and validated by the research advisers. Then,

they also observed the environment of their research subjects in order for them to

internalize their study. Questionnaires were distributed to gather data and recollected

for the analysis and interpretation of data. Statistical tools were used to solve the data.

Statistical Treatment

The following were the statistical tools that will be used in this study:

Mean. This was used to know the degree of response in each item indicators.

Standard Deviation. This was used to determine the variability of response in

each item indicators.

Pearson “r”. This was used to determine the relationship of the variables.
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the results and discussion of the data gathered from the

survey interview. Further, extent of teacher competence, school factors, and beliefs

and attitudes of the Grade 7 students in Filipino subject was included in this chapter.

Extent of Teachers Competence

As shown in Table 1, the overall mean of 4.15 indicated that the extent of

teachers’ competence in teaching Filipino subject was agreed by the students. The

highest mean of 4.22 interpreted as strongly agreed was posted on items 1 (The

Teacher has the ability to motivate a good aims in the Filipino subject.) and 2 (The

Teacher has the ability to give the right aims in the Filipino subject.) while the lowest

mean of 3.75 interpreted as agreed was posted on item 10 (The teacher is on time in

entering the classes.).

Table 1 Extent of Teachers Competence in Teaching Filipino Subject

TEACHER’S COMPETENCE MEAN SD DESCRIPTION

1. The Teacher has the ability to motivate a good
aims in the Filipino subject. 4.22 0.76 Strongly Agree
2. The Teacher has the ability to give the right
aims in the Filipino subject. 4.22 0.76 Strongly Agree
3. Teachers have interaction with the students
inside the classroom. 4.18 0.81 Agree
4. The teacher has different style in teaching. 4.2 0.8 Strongly Agree
5. The teacher has the ability to explain their
subject matter specially the Filipino subject. 4.17 0.74 Agree
6. The method of teaching is being implemented
in accordance with the aims. 4.2 0.73 Strongly Agree
7. The Teachers are creative and very active. 4.18 0.79 Agree
8. The Teacher has the ability to value the
Filipino subject. 4.2 0.68 Strongly Agree
 15

9. The Teacher gives evaluation after the lesson

proper. 4.13 0.77 Agree
10. The teacher is on time in entering the classes. 3.75 0.86 Agree
OVERALL MEAN 4.15 0.77 Agree
1.0– 1.79 Strongly Disagree
1.8 – 2.59 Disagree
2.6 – 3.39 Undecided
3.4 – 4.19 Agree
4.2 – 5.0 Strongly Agree

The findings indicated that the teachers have performed a high extent of

competence in teaching Filipino subject. According to Mantong (2000) the skill,

knowledge, attitude, thinking skill, belief and principle of the teachers are the factors

that teachers should posses in order to teach in effective way and efficient in the other

hand a teacher should be a competitive and competent one.

School Factors

This variable was measured in terms of reference books and teaching aids in

teaching Filipino subject. Table 2 to 4 presented the extent of school factors as

perceived by the students in terms of reference books, teaching aids and classroom

management.

As shown in Table 2, the overall mean of 3.9 indicated that the extent of

school factors in terms of reference books in teaching Filipino subject was agreed by

the students. The highest mean of 4.32 interpreted as strongly agreed by the students

was posted on item 10 (Teachers’ reference can be found in the library.). The lowest

mean of 3.18 interpreted as undecided by the students was posted on item 4 (The

library in-charge is helpful to the needs of the students.).

 16

Table 2 School Factors in Terms of Reference Books

REFERENCE BOOKS MEAN SD DESCRIPTION

1. The text books used are related to the subject
matter. 4.05 0.75 Agree
2. The text book conforms in the need of the
students. 3.42 1 Agree
3. The students are given the opportunity to read
books and analyze it well. 3.75 0.93 Agree
4. The library in-charge is helpful to the needs of the
students. 3.18 0.83 Undecided
5. The library caters the needs of the students. 3.57 0.77 Agree
6. There is enough Filipino textbook. 4.17 0.81 Agree
7. The students used the library for study and
research. 4.08 0.98 Agree
8. Reference books in the library are being used by
the students and teachers. 4.28 0.85 Strongly Agree
9. The new edition books are used by the students. 4.15 1.12 Agree
10. Teachers’ reference can be found in the library. 4.32 0.65 Strongly Agree
OVERALL MEAN 3.9 0.87 Agree
1.0– 1.79 Strongly Disagree
1.8 – 2.59 Disagree
2.6 – 3.39 Undecided
3.4 – 4.19 Agree
4.2 – 5.0 Strongly Agree
The findings indicated the reference books in teaching Filipino subjects relates

to the subject and was used by the students to learn Filipino subject. According to

Ladica (2001) and Bretana (2005) According to them, Using instructional materials

help the students to enhance their ability to speak in effective way in using language

in a proper usage. There are four on how to become an effective to listen, read, speak

and write.

As shown in table 3, the overall mean of 4.2 indicated that the extent of school

factor in terms of teaching aids used by the teachers in teaching Filipino subjects was

strongly agreed by the students. The highest mean of 4.45 interpreted as strongly

agreed was posted on item 9 (The teacher uses an outline in teaching a Filipino
 17

subject.). The lowest mean of 4.03 interpreted as agreed was posted on item 8 (The

teacher uses teacher’s manual in teaching.).

Table 3 Teaching aids in Teaching Filipino Subject.

TEACHING AIDS MEAN SD DESCRIPTION

1. The teacher uses a visual aid in teaching. 4.15 0.78 Agree
2. The teacher uses new edition books. 4.17 0.78 Agree
3. The teacher uses reference books in the
class. 4.13 0.83 Agree
4. The teacher use journal in Teaching. 4.17 0.89 Agree
5. The teacher use chart as aid in teaching
Filipino subject. 4.22 0.98 Strongly Agree
6. The teacher uses module and kit in teaching
Filipino subject. 4.05 0.93 Agree
7. The teacher uses display board as a
motivation in teaching. 4.27 0.82 Strongly Agree
8. The teacher uses teacher’s manual in
teaching. 4.03 0.86 Agree
9. The teacher uses an outline in teaching a
Filipino subject. 4.45 0.7 Strongly Agree
10. Economical material is being used as
teaching aid by teachers. 4.35 0.82 Strongly Agree
OVERALL MEAN 4.2 0.84 Strongly Agree
1.0– 1.79 Strongly Disagree
1.8 – 2.59 Disagree
2.6 – 3.39 Undecided
3.4 – 4.19 Agree
4.2 – 5.0 Strongly Agree

The findings indicated that the teachers used varied teaching aids in teaching

Filipino subject. According to Perez (2001) it is proven that instructional materials in

teaching are very essential to the students in order for them to understand the subject

matter and to become more interactive or participative in different classroom

activities especially in Filipino subject to enhance their skill and ability to become

effective and progressive learners.

 18

Table 4 School Factors in Terms of Classroom Management

CLASSROOM MANAGEMENT MEAN SD DESCRIPTION

1. There are display materials in the classroom. 4.2 0.88 Strongly Agree
2. The classroom is spacious. 4.05 0.77 Agree
3. The classroom is conducive to learning. 4.1 0.92 Agree
4. There are rules and regulations inside the
classroom. 4.13 0.68 Agree
5. There are enough lighting facilities inside the
classroom. 4.3 0.79 Strongly Agree
6. There are enough chairs for the students. 4.02 0.65 Agree
7. The classroom is clean. 4.05 0.81 Agree
8. There are pictures inside the classroom
pertaining to the Filipino subject. 4.28 0.61 Strongly Agree
9. There are enough cleaning materials inside the
classroom. 4.3 0.72 Strongly Agree
10. There is enough ventilation inside the
classroom. 4.17 0.78 Agree
OVERALL MEAN 4.2 0.88 Strongly Agree
1.0– 1.79 Strongly Disagree
1.8 – 2.59 Disagree
2.6 – 3.39 Undecided
3.4 – 4.19 Agree
4.2 – 5.0 Strongly Agree

As shown in table 4, the overall mean of 4.2 indicated that the extent of school

factors in terms of classroom management in teaching Filipino subject was strongly

agreed by the students. The highest mean of 4.3 interpreted as strongly agreed was

posted on item 9 (There are enough cleaning materials inside the classroom.). The

lowest mean of 4.02 interpreted as agreed was posted on item 6 (There are enough

chairs for the students.). The results have indicated that the teachers have a very high

extent of classroom management that is conducive for learning.

 19

Beliefs and Attitudes of the Students in Filipino subject

As shown in Table 5, the overall mean of 3.78 indicated that the students

agreed on their beliefs towards Filipino subject. The highest mean of 4.4 interpreted

as strongly agreed was posted on item 8 (Filipino subject are very important to the

students.). The lowest mean of 3.27 interpreted as agreed was posted on item 2 (Short

period of time is needed in studying Filipino.). The findings indicated that the students

have believed that Filipino subject was important.

Table 5 Beliefs of the Students Towards Filipino Subject.

BELIEFS MEAN SD DESCRIPTION

1. The subject matter can be easily explained in
Filipino. 3.85 0.8 Agree
2. Short period of time is needed in studying
Filipino. 3.27 0.66 Agree
3. Filipino subject is very interesting. 3.92 0.72 Agree
4. Students are excited and happy in listening in
the explanation of the Filipino subject. 3.8 0.71 Agree
5. The students want Filipino subject to be taught
rather than other subject. 3.42 0.7 Agree
6. Students have different attitude towards Filipino
subject. 3.67 0.84 Agree
7. The students can easily understand the
terminology of the Filipino subject. 3.73 0.71 Agree
8. Filipino subject are very important to the
students. 4.4 0.79 Strongly Agree
9. The students can easily understand the test in
Filipino. 3.8 0.55 Agree
10. The students can express their feelings using
Filipino language. 3.92 0.74 Agree
OVERALL MEAN 3.78 0.72 Agree
1.0– 1.79 Strongly Disagree
1.8 – 2.59 Disagree
2.6 – 3.39 Undecided
3.4 – 4.19 Agree
4.2 – 5.0 Strongly Agree
 20

As shown in Table 6, the overall mean of 2.86 indicated that the students

attitude towards Filipino subject was undecided. The highest mean of 3.67 interpreted

as agreed was posted on item 10 (I want to expand my knowledge especially in

grammar through the use of Filipino language.) while the lowest mean of 1.87

interpreted as disagreed was posted on item 6 (I don’t like to attend Filipino class.).

Hence, the findings indicated that students want to expand the knowledge and

grammar use in the Filipino language.

Table 6 Attitudes of the Students towards Filipino Subject.

ATTITUDE MEAN SD DESCRIPTION

1. I cannot communicate well in Filipino. 2.5 1.01 Disagree
2. I do not want to speak Filipino in school. 2.47 1.02 Disagree
3. There are words in Filipino that cannot be
understood by the students. 3.33 0.88 Undecided
4. Filipino subject is boring compared to the other
subject. 2.73 0.88 Undecided
5. My attitudes towards Filipino subject is
negative. 3.18 0.88 Undecided
6. I don’t like to attend Filipino class. 1.87 0.93 Disagree
7. I am more participative in any subject rather
than in Filipino subject. 2.78 1.06 Undecided
8. I am interested to learn ahead in other subject
compare to Filipino subject. 2.72 1 Undecided
9. I want to share my feelings and thoughts to
others by using Filipino language. 3.37 0.81 Undecided
10. I want to expand my knowledge especially in
grammar through the use of Filipino language. 3.67 0.88 Agree
OVERALL MEAN 2.86 0.94 Undecided
1.0– 1.79 Strongly Disagree
1.8 – 2.59 Disagree
2.6 – 3.39 Undecided
3.4 – 4.19 Agree
4.2 – 5.0 Strongly Agree
 21

Test of Hypothesis

Hypothesis 1: There is no significant relationship between the teachers’

competence and the beliefs and attitudes of the students.

Table 7 shows the relationship between the teachers’ competence and the

beliefs and attitudes of the students.

Table 7 Relationship between the Teachers’ Competence and Beliefs and Attitudes

Level of Critical
Variables Significance Value Pearson "r" Remarks
Teachers' Competence and - Reject
Beliefs 0.05 0.632 0.168745087 Ho
Teachers' Competence and - Accept
Attitudes 0.05 0.632 0.638256107 Ho.

As shown in table 7, the results of Pearson “r” for the teachers’ competence

and beliefs of the students of 0.169 was less than the critical value of 0.632 at alpha

analysis level of significance of 0.05. Hence, the null hypothesis was rejected. With

this, there is a significant relationship between the teachers’ competence and the

beliefs of the students towards Filipino subject.

However, the results of Pearson “r” for the teachers’ competence and attitudes

of the students of 0.638 was greater than the critical value of 0.632 at alpha analysis

level of significance of 0.05. Hence, the null hypothesis was accepted. With this, there

is no significant relationship between the teachers’ competence and the attitudes of

the students towards Filipino subject.

Hypothesis 2: There is no significant relationship between the school factors

in terms of reference books, teaching aids and classroom management in beliefs and

attitudes of the students in Filipino subject.

 22

Table 8 shows the relationship between the school factors in terms of

reference books, teaching aids and classroom management in beliefs and attitudes of

the students in Filipino subject.

Table 8 Relationship between the School Factors and Beliefs and Attitudes

Level of Critical
Variables Significance Value Pearson "r" Remarks
School Factors and Beliefs in
terms of
Reference Books 0.05 0.632 0.556555508 Reject Ho
-
Teaching aids 0.05 0.632 0.203637999 Reject Ho
Classroom management 0.05 0.632 0.336889041 Reject Ho
School Factors and Attitudes
in terms of
Reference Books 0.05 0.632 0.09756847 Reject Ho
-
Teaching aids 0.05 0.632 0.203637999 Reject Ho
Classroom management 0.05 0.632 0.504679106 Reject Ho

As shown in table 8, the results of Pearson “r” for school factors in terms of

reference books, teaching aids, and classroom management were less than the critical

value at alpha analysis level of significance of 0.05. Hence, the null hypothesis was

rejected. This means that there is a significant relationship between the school factors

in terms of reference books, teaching aids and classroom management in beliefs and

attitudes of the students in Filipino subject.

 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of the researchers.

Summary of Findings

This study was focused on the beliefs and attitudes of the Grade 7 students

towards Filipino subject in Lanao del Norte National Comprehensive High School,

Baroy, Lanao del Norte for the year 2016-2017. The study employed descriptive

survey research design. Questionnaires were used to gather data from the research

respondents. A total of 50 Grade 6 students from the target school were used as

samples of the study. The data analysis resulted to the following research findings:

1. What is the extent of teachers’ competence in Filipino subject as perceived by

the Grade 7 students?

The overall mean of 4.15 indicated that the extent of teachers’ competence in

teaching Filipino subject was agreed by the students (c.f. Table 1).

2. What is the extent of school factors in Filipino subject as perceived by the

Grade 7 students in terms of the following indicators: Reference Books,

Teaching aids; Classroom management?

The overall mean of 3.9 indicated that the extent of school factors in terms of

reference books in teaching Filipino subject was agreed by the students. Moreover,

the overall mean of 4.2 indicated that the extent of school factor in terms of teaching

aids used by the teachers in teaching Filipino subjects was strongly agreed by the
 24

students. Lastly, the overall mean of 4.2 indicated that the extent of school factors in

terms of classroom management in teaching Filipino subject was strongly agreed by

the students (c.f. Table 2, 3, 4).

3. What is the extent of students’ belief in Filipino subject?

The overall mean of 3.78 indicated that the students agreed on their beliefs

towards Filipino subject (c.f. Table 5).

4. What is the extent of students’ attitudes in Filipino subject?

The overall mean of 2.86 indicated that the students attitude towards Filipino

subject was undecided (c.f. Table 6).

5. Is there a significant relationship between the teachers’ competence and the

beliefs and attitudes of the students?

There is a significant relationship between the teachers’ competence and the

beliefs of the students towards Filipino subject. However, there is no significant

relationship between the teachers’ competence and the attitudes of the students

towards Filipino subject.

6. Is there a significant relationship between the school factors in terms of

reference books, teaching aids and classroom management in beliefs and

attitudes of the students in Filipino subject?

There is a significant relationship between the school factors in terms of

reference books, teaching aids and classroom management in beliefs and attitudes of

the students in Filipino subject.

 25

Conclusions

The results of the study had formulated the following conclusions.

Based on the results of the data that the researchers have been gathered

through the survey, it was found out that the beliefs and attitudes of the students

towards the Filipino subject were very important to them, because they believe that

they can share their feelings to others by using the Filipino language and to

communicate will with other people.

Learners already know a great deal and also have the ability to extend and

refashion their knowledge. A teacher should need to maintain a high degree of control

over the learners in order to create the conditions under which the subject can be right

especially in teaching Filipino subject.

The teacher should motivate those learners who are de-motivated to the task of

learning and nurture those who are already well motivated. There are several ways in

which one can achieve this: by giving students meaningful, relevant and interesting to

do, by adopting a positive attitudes towards learners, encouraging the positive efforts

by learners will help to keep on motivation by giving encouraging feedback to their

responses to oral questions or written assignments: and by involving learners in the

classroom activities that demand inter-students communication and cooperative

efforts on their part.

Recommendations

The following were the recommendation formulated by the researchers based

on their findings.
 26

1. Teacher competency should posses by a teacher because it helps to a teacher

to determine the aim to make students learn effectively and efficiently.

2. Teachers have to do several activities such as plan properly, provide effective

instruction and evaluate the learning using appropriate methods and

techniques.

3. Competent teacher would also create classroom conditions and climate, which

are conducive for students learning.

4. Teachers must have its linkage with all three domain under which

performance can be assessed it covers the domains of knowledge skills and

attitudes.

5. Future research about the background of the students and their environment

should be considered.

6. Future researchers should use larger samples.

7. Future researchers should include other factors such as grade level, schools

and students’ academic achievement in Filipino subject should be investigated.

 REFERENCES

Agravio, R.B. (2000) Karagdagan kagamitang panturo para sa Unang taon ng mataas

na paaralan ng Valencia (Project Study) Master thesis, Central mindanao

University, Musuan, Maramag, Bukidnon.

Bretaña, M.P. (2005) Isang karagdagang kagamitang panturo sa sining

pakikipagtalastasan sa antas para kolohiyo ng Mountain View College, Master

Thesis Central Mindanao University.

Katigbak, G (2000) Linguistic Performance of Selected High School students in

Filipino (Unpublished Master’s thesis, Philippine Normal University, Manila,

Philippines)
 APPENDICES
APPENDIX A
LETTER TO THE PRINCIPAL
 APPENDIX B
LETTER TO THE TEACHER
 APPENDIX C
THE BELIEFS AND ATTITUDES OF THE SELECTED GRADE VII
STUDENTS IN LNNCHS FOR THE YEAR 2016-2017
(QUESTIONNAIRE)

Name (Optional):
Grade Level:

Part I: Perceptions on Extent of Teachers’ Competence in Teaching Filipino

Subject
Directions: Check the box that corresponds to your degree of agreement and
disagreement about the teacher competence in teaching Filipino subject. Use the
likert scale below:
1– Strongly Disagree
2–Disagree
3 –Undecided
4 –Agree
5 –Strongly Agree

TEACHER’S COMPETENCE 1 2 3 4 5
1. The Teacher has the ability to motivate a good aims in the Filipino
subject.
2. The Teacher has the ability to give the right aims in the Filipino
subject.
3. Teachers have interaction with the students inside the classroom.
4. The teacher has different style in teaching.
5. The teacher has the ability to explain their subject matter specially
the Filipino subject.
6. The method of teaching is being implemented in accordance with
the aims.
7. The Teachers are creative and very active.
8. The Teacher has the ability to value the Filipino subject.
9. The Teacher gives evaluation after the lesson proper.
10. The teacher is on time in entering the classes.
Part II: Perceptions on Extent of School Factors in Teaching Filipino Subject
Directions: Check the box that corresponds to your degree of agreement and
disagreement about the school factors in teaching Filipino subject. Use the likert
scale below:
1– Strongly Disagree
2–Disagree
3 –Undecided
4 –Agree
5 –Strongly Agree
TEACHING AIDS 1 2 3 4 5
1. The teacher uses a visual aid in teaching.
2. The teacher uses new edition books.
3. The teacher uses reference books in the class.
4. The teacher use journal in Teaching.
5. The teacher use chart as aid in teaching Filipino subject.
6. The teacher uses module and kit in teaching Filipino subject.
7. The teacher uses display board as a motivation in teaching.
8. The teacher uses teacher’s manual in teaching.
9. The teacher uses an outline in teaching a Filipino subject.
10. Economical material is being used as teaching aid by teachers.

REFERENCE BOOKS 1 2 3 4 5
1. The text books used are related to the subject matter.
2. The text book conforms in the need of the students.
3. The students are given the opportunity to read books and analyze it
well.
4. The library in-charge is helpful to the needs of the students.
5. The library caters the needs of the students.
6. There is enough Filipino textbook.
7. The students used the library for study and research.
8. Reference books in the library are being used by the students and
teachers.
9. The new edition books are used by the students.
10. Teachers’ reference can be found in the library.
 CLASSROOM MANAGEMENT 1 2 3 4 5
1. There are concrete materials in the classroom.
2. The classroom is spacious.
3. The classroom is conducive to learning.
4. There are rules and regulations inside the classroom.
5. There are enough lighting facilities inside the classroom.
6. There are enough chairs for the students.
7. The classroom is clean.
8. There are pictures inside the classroom pertaining to the Filipino
subject.
9. There are enough cleaning materials inside the classroom.
10. There is enough ventilation inside the classroom.

Part III: Beliefs and Attitudes towards Filipino Subject

Directions: Check the box that corresponds to your degree of agreement and
disagreement about beliefs and attitudes towards filipino subject. Use the likert
scale below:
1– Strongly Disagree
2–Disagree
3 –Undecided
4 –Agree
5 –Strongly Agree

BELIEFS 1 2 3 4 5
1. The subject matter can be easily explained in Filipino.
2. Short period of time is needed in studying Filipino.
3. Filipino subject is very interesting.
4. Students are excited and happy in listening in the explanation of
the Filipino subject.
5. The students want Filipino subject to be taught rather than other
subject.
6. Students have different attitude towards Filipino subject.
7. The students can easily understand the terminology of the Filipino
subject.
8. Filipino subject are very important to the students.
9. The students can easily understand the test in Filipino.
10. The students can express their feelings using Filipino language.

ATTITUDE 1 2 3 4 5
1. I cannot communicate well in Filipino.
2. I do not want to speak Filipino in school.
3. There are words in Filipino that cannot be understood by the
students.
4. Filipino subject is boring compared to the other subject.
5. My attitudes towards Filipino subject is negative.
6. I don’t like to attend Filipino class.
7. I am more participative in any subject rather than in Filipino
subject.
8. I am interested to learn ahead in other subject compare to Filipino
subject.
9. I want to share my feelings and thoughts to others by using Filipino
language.
10. I want to expand my knowledge especially in grammar through
the use of Filipino language.
 APPENDIX D

PEARSON “R” CALCULATIONS

FORMULA:

TEACHER’S
BELIEFS COMPETENCE XY X^2 Y^
1 3.85 4.22 16.247 14.8225 17.8084
2 3.27 4.22 13.7994 10.6929 17.8084
3 3.92 4.18 16.3856 15.3664 17.4724
4 3.8 4.2 15.96 14.44 17.64
5 3.42 4.17 14.2614 11.6964 17.3889
6 3.67 4.2 15.414 13.4689 17.64
7 3.73 4.18 15.5914 13.9129 17.4724
8 4.4 4.2 18.48 19.36 17.64
9 3.8 4.13 15.694 14.44 17.0569
10 3.92 3.75 14.7 15.3664 14.0625
Total 37.78 41.45 156.5328 143.5664 171.9899
degrees of
freedom 48
critical value 0.632
computed value -0.168745087
 CLASSROOM
BELIEFS MANAGEMENT XY X^2 Y^
1 3.85 4.2 16.17 14.8225 17.64
2 3.27 4.05 13.2435 10.6929 16.4025
3 3.92 4.1 16.072 15.3664 16.81
4 3.8 4.13 15.694 14.44 17.0569
5 3.42 4.3 14.706 11.6964 18.49
6 3.67 4.02 14.7534 13.4689 16.1604
7 3.73 4.05 15.1065 13.9129 16.4025
8 4.4 4.28 18.832 19.36 18.3184
9 3.8 4.3 16.34 14.44 18.49
10 3.92 4.17 16.3464 15.3664 17.3889
Total 37.78 41.6 157.2638 143.5664 173.1596
degrees of
freedom 48
critical value 0.632
computed
value 0.336889041

BELIEFS TEACHING AIDS XY X^2 Y^

1 3.85 4.15 15.9775 14.8225 17.2225
2 3.27 4.17 13.6359 10.6929 17.3889
3 3.92 4.13 16.1896 15.3664 17.0569
4 3.8 4.17 15.846 14.44 17.3889
5 3.42 4.22 14.4324 11.6964 17.8084
6 3.67 4.05 14.8635 13.4689 16.4025
7 3.73 4.27 15.9271 13.9129 18.2329
8 4.4 4.03 17.732 19.36 16.2409
9 3.8 4.45 16.91 14.44 19.8025
10 3.92 4.35 17.052 15.3664 18.9225
Total 37.78 41.99 158.566 143.5664 176.4669
degrees of freedom 48
critical value 0.632
computed value -0.203637999
 REFERENCE
BELIEFS BOOKS XY X^2 Y^
1 3.85 4.05 15.5925 14.8225 16.4025
2 3.27 3.42 11.1834 10.6929 11.6964
3 3.92 3.75 14.7 15.3664 14.0625
4 3.8 3.18 12.084 14.44 10.1124
5 3.42 3.57 12.2094 11.6964 12.7449
6 3.67 4.17 15.3039 13.4689 17.3889
7 3.73 4.08 15.2184 13.9129 16.6464
8 4.4 4.28 18.832 19.36 18.3184
9 3.8 4.15 15.77 14.44 17.2225
10 3.92 4.32 16.9344 15.3664 18.6624
Total 37.78 38.97 147.828 143.5664 153.2573
degrees of
freedom 48
critical value 0.632
computed value 0.556555508

TEACHER’S
ATTITUDES COMPETENCE XY X^2 Y^
1 2.5 4.22 10.55 6.25 17.8084
2 2.47 4.22 10.4234 6.1009 17.8084
3 3.33 4.18 13.9194 11.0889 17.4724
4 2.73 4.2 11.466 7.4529 17.64
5 3.18 4.17 13.2606 10.1124 17.3889
6 1.87 4.2 7.854 3.4969 17.64
7 2.78 4.18 11.6204 7.7284 17.4724
8 2.72 4.2 11.424 7.3984 17.64
9 3.37 4.13 13.9181 11.3569 17.0569
10 3.67 3.75 13.7625 13.4689 14.0625
Total 28.62 41.45 118.1984 84.4546 171.9899
degrees of
freedom 48
critical value 0.632
computed
value -0.638256107
 CLASSROOM
ATTITUDES MANAGEMENT XY X^2 Y^
1 2.5 4.2 10.5 6.25 17.64
2 2.47 4.05 10.0035 6.1009 16.4025
3 3.33 4.1 13.653 11.0889 16.81
4 2.73 4.13 11.2749 7.4529 17.0569
5 3.18 4.3 13.674 10.1124 18.49
6 1.87 4.02 7.5174 3.4969 16.1604
7 2.78 4.05 11.259 7.7284 16.4025
8 2.72 4.28 11.6416 7.3984 18.3184
9 3.37 4.3 14.491 11.3569 18.49
10 3.67 4.17 15.3039 13.4689 17.3889
Total 28.62 41.6 119.3183 84.4546 173.1596
degrees of
freedom 48
critical value 0.632
computed
value 0.504679106

ATTITUDES TEACHING AIDS XY X^2 Y^

1 2.5 4.15 10.375 6.25 17.2225
2 2.47 4.17 10.2999 6.1009 17.3889
3 3.33 4.13 13.7529 11.0889 17.0569
4 2.73 4.17 11.3841 7.4529 17.3889
5 3.18 4.22 13.4196 10.1124 17.8084
6 1.87 4.05 7.5735 3.4969 16.4025
7 2.78 4.27 11.8706 7.7284 18.2329
8 2.72 4.03 10.9616 7.3984 16.2409
9 3.37 4.45 14.9965 11.3569 19.8025
10 3.67 4.35 15.9645 13.4689 18.9225
Total 28.62 41.99 120.5982 84.4546 176.4669
degrees of freedom 48
critical value 0.632
computed value 0.682422099
 REFERENCE
ATTITUDES BOOKS XY X^2 Y^
1 2.5 4.05 10.125 6.25 16.4025
2 2.47 3.42 8.4474 6.1009 11.6964
11.088
3 3.33 3.75 12.4875 9 14.0625
4 2.73 3.18 8.6814 7.4529 10.1124
10.112
5 3.18 3.57 11.3526 4 12.7449
6 1.87 4.17 7.7979 3.4969 17.3889
7 2.78 4.08 11.3424 7.7284 16.6464
8 2.72 4.28 11.6416 7.3984 18.3184
11.356
9 3.37 4.15 13.9855 9 17.2225
13.468
10 3.67 4.32 15.8544 9 18.6624
111.715 84.454 153.257
Total 28.62 38.97 7 6 3
degrees of
freedom 48
critical value 0.632
computed value 0.09756847
 Curriculum Vitae

Name:
Age:
Current Address:
Birthdate:
Civil Status:
Citizenship:
Mother’s Name:
Father’s Name:
Educational Background:
Primary:
Elementary:
Secondary:
Tertiary:

Name:
Age:
Current Address:
Birthdate:
Civil Status:
Citizenship:
Mother’s Name:
Father’s Name:
Educational Background:
Primary:
Elementary:
Secondary:
Tertiary: