Esp Fin

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Alabang-Zapote Road, Pamplona, Las Pias City

Chapter I
THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES
INTRODUCTION
English is the universal language that everybody uses to communicate and be
globally competitive. t is used as a means o! instruction not only in teaching but in
di!!erent !ields as "ell. n primary, secondary and tertiary level, English is one o! the
important sub#ects that are being taught.
$ub#ect verb agreement is paramount !or e!!ective and clear communication. t
helps one to "rite good grammar and "or% that can be read and understood "ith ease.
&ost students !ind it hard to construct a sentence "ithout committing mista%es in using
sub#ect and verb agreement. 'hey are una"are that there are rules to !ollo" in
constructing sentences. n preparation o! the upcoming licensure e(amination !or
teachers, the researchers aim to assess the level o! competency in grammar speci!ically
in sub#ect verb agreement.
Even though sub#ect verb agreement is one o! the basic !eatures o! the English
grammar and has been re!erred to as a !airly simple or easy semantic )see *oc% and
miller +,,+, Euban% +,,-., even advanced learners and sometimes also native spea%ers
!ail to use the !eature correctly.
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'he researches made this study in order to %no" the mastery o! the respondents in
terms o! sub#ect and verb agreement as to be the basis o! opportunity class "herein the
researchers "ill conduct themselves.
REVIEW OF RELATED LITERATURE
$tudents need to clearly "rite "hat they "ant to convey in order to transmit
their messages e!!ectively to the receiver. n other "ords, choices o! "ords and correct
grammatical rules need to be employed by them. /o"ever, these students o! L0 )a
language "hich is not a native language in a country but, it is "idely used as a medium
o! communication. in the researcher1s class have di!!iculties in constructing correct
sentences in English. 'his is because they have problems in the sub#ect 2 verb
agreement rules. 'hese students have problems in sub#ect 2verb agreement because in
their L+ )generally a person1s mother tongue3 the language ac4uired !irst. "hich is
*ahasa &alaysia, it doesn1t have rules regarding sub#ect- verb agreement. 'hat1s "hy
ma#ority o! learners have problems in their "riting. &alay learners have di!!iculty in the
sub#ect- verb agreement because *ahasa &alaysia does not di!!erentiate bet"een people
and, there!ore it is not necessary !or verbs to agree "ith the sub#ect. n English,
ho"ever, this is essential in the present tense and "ith the verb 5be6. *ecause o! this it
creates con!usion among learners. 'hese students tend to ma%e errors in their "riting.
Although the sub#ect 2 verb agreement structure "as introduced early to students,
"riting involves constructing sentences correctly. 'here!ore, in English !or students to
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e!!ectively communicate their ideas "ell in "riting, they must be able to construct
meaning!ul sentences that have correct grammar. 7orn )0888. states that the sentences
created by "ords and phrases are the essential bloc%s o! meaning that allo" us to
communicate thoughts. ! there are not constructed care!ully, they can ma%e reading
di!!icult. /e !urther states that ma#or basic usage and grammar slips in "ritten English
are those associated "ith verbs. *ased on the !act that sub#ect-verb agreement area is
very important to e(press ideas especially in "riting, "here non verbal communication
is absent, the students really need to master this rule in order to "rite e!!ectively. *y
"riting a piece o! "or% that is error !ree, it sho"s that learners have mastered the
English grammar rules and it "ill give a good impression to be others "ho read their
"or%.
'here are !our language s%ills "hich must be mastered by students in order to be
able to use the language as a means o! communication both orally and in "ritten
discourse. 'hose !our language s%ills are listening, spea%ing, reading and "riting.
$tudents need to practice each s%ill seriously as to gain enough mastery o! the s%ill in
4uestion. 'he grammar o! the language is the basic %no"ledge to learn those !our s%ills,
since there are many rules "hich should be obeyed in order to produce correct sentences
either spo%en or "ritten.
9or there are limited researches e(clusively !ocus on sub#ect-verb agreement,
many related "or%s are reported on dealing "ith grammatical errors, some o! "hich
includes sub#ect-verb agreement case. At"ell )+,:;., *igert and <nutsson )0880.,
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Chodoro" and Leacoc% )0888. proposed the n-gram error chec%ing !or !inding
grammatical errors. /and-cra!ted error production rules )or 5mal-rules6., "ith conte(t-
!ree grammar, are designed !or a "riting tutor !or dea! students )&ichaud et al., 0888..
$imilar strategies "ith parse trees are pursued in )*ender et al., 088-., and error
templates are utili=ed in )/eidorn, 0888. !or a "ord processor. An approach combining
a hand-cra!ted conte(t !ree grammar and stochastic probabilities is proposed in )Lee and
$ene!!, 088>. !or correcting verb !orm errors, but it is designed !or restricted domain. A
ma(imum entropy model using le(ical and part o! speech )P?$. !eatures, is trained in
)=umi et al., 088@. to recogni=e a variety o! errors, and achieves AAB precision and
0@B recall on evaluation data. Cohn Lee and $tephanie $ene!! )088:. proposed a
method based on irregularities in parsing tree and n-gram, to correct English verb !orm
errors made by non-native spea%ers, and achieved a precision around :@.,@B. /o"ever,
on sub#ect-verb agreement processing, it mainly aimed at those sentences "hich are
relatively simple, and proved some 5D/6 sub#ect problems to be di!!icult !or its
approach.
'he sub#ect and verb must agree in numberE both must be singular or both must be
plural. Problems occur in the present tense because one must add an -s or 2es at the end
o! the verb "hen the sub#ects or the entity per!orming the action is a singular third
personE he, she, it or "ords !or "hich these pronouns could substitute. 'here are
grammar rules that have to be !ollo"ed in order to determine the sub#ect and verb
agreement. 'he basic rule has it that a singular sub#ect should ta%e a singular verb,
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"hile a plural sub#ect should ta%e a plural verb. 'he tric% is in %no"ing "hether the
sub#ect is singular or plural. 'he ne(t tric% is recogni=ing a singular or plural verb.
Ferbs do not !orm their plurals by adding an s as nouns do. n order to determine "hich
verb is singular and "hich one is plural, thin% o! "hich verb you "ould use "ith he or
she and "hich verb you "ould use "ith they.
'he grammar rules are the !ollo"ingE
Rule +E '"o singular sub#ects connected by or or nor re4uire a singular verb.
E(ampleE &y aunt or my uncle is arriving by train today.
Rule 0E '"o singular sub#ects connected by either/or or neither/nor re4uire a
singular verb.
E(ampleE Geither Cindy nor Elsie is available.
Rule @E Dhen one o! the t"o sub#ects connected by either/or or neither/nor, put it
second and !ollo" it "ith the singular verb am.
E(ampleE Geither she nor am going to the !estival.
Rule -E Dhen a singular sub#ect is connected by or or nor to a plural sub#ect, put
the plural sub#ect last and use a plural verb.
E(ampleE 'he serving bo"l or the plates go on that shel!.
Rule AE Dhen singular and plural sub#ects are connected by either/or or
neither/nor, put the plural sub#ect last and use a plural verb.
E(ampleE Geither Cenny nor the others are available.
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Rule >E As a general rule, use a plural verb "ith t"o or more sub#ects "hen they
are connected by and.
E(ampleE A car and a bi%e are my means o! transportation.
Rule ;E $ometimes the sub#ect is separated !rom the verb by "ords such as along
with, as well as, besides, or not. gnore these e(pressions "hen
determining "hether to use a singular or plural verb.
E(ampleE 'he politician along "ith the ne"smen is e(pected shortly.
Rule :E 'he pronoun each, everyone, every one, everybody, anyone, anybody,
someone, and somebody are singular and re4uire singular verbs. 7o
not be misled by "hat !ollo"s o!.
E(ampleE Each o! the girls sings "ell.
Rule ,E Dith "ords that indicate portions 2 percent, fraction, part, majority,
some, all, none, remainder, and so forth 2 loo% at the noun in your o!
phrase )ob#ect o! the preposition. to determine "hether to use a singular
or plural verb. ! the ob#ect o! the preposition is singular, use a singular
verb. ! the ob#ect o! the preposition is plural, use a plural verb.
E(ampleE Every piece o! the ca%es is gone.
Rule +8E 'he e(pression the number is !ollo"ed by a singular verb "hile the
e(pression a number is !ollo"ed by a plural verb.
E(amplesE 'he number o! people "e need to hire is thirteen.
A number o! people have "ritten in about this sub#ect.
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Rule ++E Dhen either and neither are sub#ectsH they al"ays ta%e singular verbs.
E(amplesE Geither o! them is available to spea% right no".
Either o! us is capable o! doing the #ob.
Rule +0E Ise a singular verb "ith sums o! money or periods o! time.
E(amplesE 'en dollars is a high price to pay.
9ive years is the ma(imum sentence !or that o!!ense.
Rule +@E Collective nouns such as team and sta!! may be either singular or plural
depending on their use in the sentence.
E(amplesE 'he sta!! is in a meeting. )$ta!! is acting as a unit here..
'he sta!!s are in disagreement about the !indings. )'he sta!!s are
acting as separate individuals..
&any theories have been "ritten about the sub#ect-verb agreement. n one study
made by $usanto 9erri among eight grade students, the students1 mastery level in
sub#ect-verb agreement belongs to the average level. 9urther, this means that only 08B
out o! !orty students have e(cellent achievement, 00.AB have good achievement, 08B
got average achievement and the rest in either poor criteria or !ailed the achievement
test. )9erri, $usanto, &astery o! $ub#ect-Ferb Agreement in 7escriptive 'e(t, 08+8..
n another presentation, it says that sub#ect-verb agreement po"er point and
"or%sheet bundle is a !antastic resource !or teaching or revie"ing sub#ect-verb
agreement. 'he unit "or%s by graduating students !rom easy and beginning sub#ect
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verb agreement 4uestions, to middle level and then ultimately hard 4uestions. 'he easy
tutorials are composed o! basic principles o! singular and plural sub#ects and pronouns.
'he medium tutorial covers delayed sub#ects and the hard tutorial covers compound
sub#ects and compound e(ceptions. *e!ore moving on, each level o! di!!iculty students
are re4uired to master the rule !or sub#ect verb agreement !or each di!!iculty setting.
'he !inal assessment 4ui= re4uires that students read and correct ++ errors "ithin 0
paragraphs.
THEORETICAL FRAMEWORK
According to Cean Piaget in the study o! Gicole Joddard )April 088,., assimilation is
the process o! ta%ing one1s environment and ne" in!ormation and !itting it into pre-e(isting
cognitive schema. t is ho" a person relates the previous %no"ledge into ne"ly ac4uired ideas.
! a person is !aced "ith un!amiliar in!ormation, he decodes it by re!erring to the previously
learned in!ormation. ?n the other hand, accommodation is altering one1s pre-e(isting schema in
order to !it in the ne" in!ormation.
'hey are some"hat interrelated and coe(ist "ith each other. 9or an instance, a child
learns that a singular sub#ect re4uires a singular verb and a plural sub#ect re4uires a plural verb.
/o"ever, there "ill be a time "herein he "ill encounter a plural-loo%ing noun that re4uires a
singular verb.
nstruction in comprehension strategy o!ten involves the gradual practice o!
responsibility "herein teachers initially e(plain model strategies. ?ver time, they give students
more responsibility until they become independent. 'his teaching is generally associated "ith
the idea o! sel!-regulation and re!lects $ocial Cognitive 'heory "hich is originally
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conceptuali=ed by Albert *andura. 'he researchers aimed to prove ho" the respondents treat
the sub#ect-verb agreement in terms o! testing the prior %no"ledge as "ell as the ne"ly ac4uired
ideas.

CONCEPTUAL PARADIGM
Figure 1. The Conceptual Paradigm of the Study
'he researchers used the Roc%y Road as a representation o! the earth1s layers. t "as a
sel!-designed paradigm to sho" the input, process and output in a layered !orm to emphasi=e the
steps made in the study. 'he paradigm "as named a!ter the layers o! the earth since the
researchers aim to un!old the results and !indings by going through some layers that "ill enable
them to come up "ith a basis !or an opportunity class. 'he crust comprises the demographic
pro!ile o! the respondents according to age, area o! speciali=ation and student1s status served as
the inputs o! the study. 'he mantle consisting o! the administration o! the diagnostic
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e(amination in sub#ect and verb agreement and analysis o! the results served as the process o!
the study. 'he core "hich constitutes the basis !or an opportunity class served as the output o!
the study.
'he sel!-designed paradigm per!ectly described to the study since it sho"ed the relation
bet"een the layers or levels that the researchers have to go through be!ore un!olding the results
in order to come up "ith the basis !or an enhanced program.
STATEMENT OF THE PROBLEM
'his study aimed to assess the level o! mastery on the sub#ect verb agreement o!
the !ourth year Education students in the Iniversity o! Perpetual /elp $ystem 7AL'A
AK 08+@-08+- as a basis !or opportunity class.
$peci!ically, this study sought to ans"er the !ollo"ing 4uestionsE
+. Dhat is the demographic pro!ile o! the respondents in terms o!E
a. ageH
b. area o! speciali=ationH
c. students1 status.
0. s there a signi!icant relationship bet"een the level o! mastery in the sub#ect
verb agreement and the demographic pro!ile o! the studentsL
@. s there a signi!icant di!!erence bet"een the level o! mastery in the sub#ect
verb agreement and the demographic pro!ile o! the studentsL
-. Dhat development program may be proposedL
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HYPOTHESES
'here is no signi!icant relationship bet"een the mastery o! the sub#ect verb
agreement o! the respondents and the demographic pro!ile o! the students.
SCOPE AND LIMITATION OF THE STUDY
'he study is !ocused on the relationship o! the assessment on the level o!
mastery in the sub#ect verb agreement o! the !ourth year students !rom the College o!
Education in the Iniversity o! Perpetual /elp $ystem 7AL'A. 'he respondents are +A
students !rom the !ourth year level only.
SIGNIFICANCE OF THE STUDY
'his study "ould bene!it the !ollo"ingE
Respondents. 'he results o! the study "ould bene!it the !ourth year education
students AK 08+@-08+- as it provided !eedbac% on their mastery in sub#ect and verb
agreement and may provide remediation !or improving the student1s per!ormance.
Teachers. 'he !indings o! the study "ould help teachers to determine the
students1 possible di!!iculties, and current level in the mastery o! sub#ect and verb
agreement.
College of Education. 'he diagnostic e(amination and its results could serve as
a basis !or improving instructional methodology to better develop students1 s%ills in
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sub#ect and verb agreement. t "ould also provide !eedbac%s !or the development o! the
curriculum.
Future Researchers. 'he !indings o! this study could serve as a re!erence and
basis !or !uture studies concerning student development in order to improve the 4uality
o! education students receive.
DEFINITION OF TERMS
9or clari!ication, the !ollo"ing terms are operationally and conceptually de!ined in this
study:
Accommodation- this re!ers to altering one1s pre-e(isting schema in order to !it
in the ne" in!ormation.
Assimilation- the process o! receiving ne" !acts or o! responding to ne"
situations.
Level of mastery of the respondents - a term used to describe the level o!
mastery o! a student in terms o! sub#ect verb agreement.
Opportunity class- a program to be given to the respondents to help them
increase their mastery in sub#ect verb agreement.
Rocky road-it is the term used to name the sel!-designed conceptual !rame"or%
by the researchers.
Subject-verb Agreement- an agreement bet"een the !orm o! the sub#ect "ith
regard to its verb.
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Chapter 2
METHODOLOGY
'his chapter deals "ith the research design, respondents o! the study, research
instruments, data gathering procedure, and statistical treatment.
RESEARCH DESIGN
'he descriptive method o! research "as used in the study. 7escriptive &ethod is
concerned "ith the description and characteristics about a population. 7escriptive
designs provide comprehensive in!ormation about a problem or situation, its variables
and its !eatures. 'hey are more precise in their !ocus and scope than e(ploratory
designs. According to 9rancis <.?. Kuen et al., in the boo% ME!!ective Jrant Driting
and Program Evaluation !or /uman $ervice Pro!essionals,M a descriptive study uses
more speci!ic data-gathering techni4ues, may involve various comparison groups in its
attempt to produce a representative sample and provides speci!ic and clear in!ormation
regarding the problem. 7escriptive research designs cannot control conditions nor test
hypotheses.
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POPULATION AND SAMPLING
Purposive sampling, also commonly called a #udgmental sample, is one that is
selected based on the %no"ledge o! a population and the purpose o! the study. 'he
sub#ects "ere selected because o! some characteristics. n this research, !i!teen )+A.
students !rom the !ourth year level "ere as%ed to ans"er the given 4uestionnaire.
RESPONDENTS OF THE STUDY
'he respondents o! the study "ere the !ourth year education students in
Iniversity o! Perpetual /elp $ystem 7AL'A, AK 08+@-08+-. 'here "ere !i!teen )+A.
respondents "ho had ta%en the diagnostic e(amination given by the researchers.
RESEARCH INSTRUMENT
'he researchers made use o! a validated researcher-!ormulated 4uestionnaire in
the !orm o! a 7iagnostic E(amination in $ub#ect Ferb Agreement. 'he research
instrument "as comprised o! one hundred )+88. 4uestions.
VALIDATION OF INSTRUMENT
'he above mentioned instrument "as validated by t"o e(perts in the College o!
Education at the Iniversity o! Perpetual /elp $ystem 7AL'A 2 Las Pias Campus.
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DATA-GATHERING PROCEDURE
n the pursuit o! the ob#ectives o! the study, the researchers administered the
7iagnostic E(amination in $ub#ect and Ferb Agreement to all !i!teen )+A. respondents.
'he respondents ans"ered all the 4uestions, a!ter "hich, the researchers chec%ed all the
ans"er sheets and tallied the scores o! the respondents and later on, totalled. 'he scores
o! the respondents "ere critically analy=ed and interpreted.
STATISTICAL TREATMENT OF DATA
n the pursuit o! the ob#ectives o! the study, the researchers administered the
7iagnostic E(amination in $ub#ect Ferb Agreement to all !i!teen )+A. respondents. 'he
respondents ans"ered all the 4uestions, a!ter "hich, the researchers chec%ed all the
ans"er sheets and tallied the scores. 'he scores o! the respondents "ere critically
analy=ed and interpreted.
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Chapter 3
RESULTS AND DISCUSSIONS
'he researchers present in this chapter the data gathered and the statistical analysis
o! these data to ans"er the speci!ic ob#ectives o! the study in the statement o! the
problem.
$peci!ic Problem no. + Dhat is the relationship o! the demographic pro!ile o! the
students according to their age and the level o! mastery in sub#ect-verb agreementL
'able + is the representation o! the data gathered to represent the demographic
pro!ile o! students "ho too% the survey 4uestionnaire according to their age.
'able + illustrates that out o! the +A respondents, ;)->.>;B. o! the respondents "ho
ans"ered the survey 4uestionnaire "ere o! age 0+ years old "ho represents the ma#ority
o! the population, !ollo"ed by the ages 08 and 00 "ho1s !re4uency are both @)08B., and
!inally there is +)>.>;B. respondent "ho each came !rom the ages +, and @0 and above.
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'able 0 is the representation o! the data gathered to represent the demographic pro!ile o!
students "ho too% the survey 4uestionnaire according to their ma#or.
'able 0 illustrates that out o! the +A respondents, >)-8.88B. o! the respondents "ho
ans"ered the survey 4uestionnaire "ere $PE7 ma#or students "ho represents the ma#ority o!
the population, !ollo"ed by the Pre $chool ma#or "ho1s !re4uency is -)0>.>;B., "hile the
&APE/ and &ath &a#or respondents both had 0)+@.@@. !re4uency, and !inally there is
+)>.>;B. respondent "ho came !rom the $ocial $ciences &a#or.
Table of Frequency of the respondents by Age
Table 1
Age 19 20 21 22 23 and above Total
Score Freq
.
Freq
.
Freq
.
Freq
.
Freq.
31-35 8.88 8.88 +.88 8.8; 8.88 8.88 +.88 >.>;
36-40 8.88 +.88 8.8; 8.88 8.88 8.88 +.88 >.>;
41-45 8.88 8.88 8.88 8.88 +.88 8.8; +.88 >.>;
46-50 8.88 +.88 8.8; +.88 8.8; +.88 8.8; 8.88 @.88 08.88
51-55 8.88 8.88 8.88 8.88 8.88 8.88 8.88
56-60 8.88 8.88 +.88 8.8; +.88 8.8; 8.88 0.88 +@.@@
61-65 8.88 +.88 8.8; +.88 8.8; 8.88 8.88 0.88 +@.@@
66-70 8.88 8.88 +.88 8.8; 8.88 8.88 +.88 >.>;
71-75 8.88 8.88 0.88 8.+@ +.88 8.8; 8.88 @.88 08.88
76-80 + 8.8; 8.88 8.88 8.88 8.88 +.88 >.>;
Total + >.>; @.88 08.88 ;.88 ->.>; @.88 08.88 +.88 >.>; +A.88 +88.88
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Table of Frequency of the respondents by Specialization
Table 2
Major MAPEH Math Pre School Soc Sci SPED Total
Score Freq
.
Freq
.
Freq
.
Freq.
31-35 8.88 8.88 +.88 8.8; 8.88 8.88 +.88 >.>;
36-40 8.88 8.88 0.88 8.+@ 8.88 8.88 0.88 +@.@@
41-45 8.88 8.88 8.88 8.88 8.88 8.88 8.88
46-50 +.88 8.8; +.88 8.8; +.88 8.8; 8.88 8.88 @.88 08.88
51-55 8.88 8.88 8.88 8.88 8.88 8.88 8.88
56-60 8.88 8.88 8.88 8.88 0.88 8.+@ 0.88 +@.@@
61-65 8.88 8.88 8.88 +.88 8.8; +.88 8.8; 0.88 +@.@@
66-70 8.88 8.88 8.88 8.88 +.88 8.8; +.88 >.>;
71-75 8.88 +.88 8.8; 8.88 8.88 0.88 8.+@ @.88 08.88
76-80 +.88 8.8; 8.88 8.88 8.88 8.88 +.88 >.>;
Total 0.88 +@.@
@
0.88 +@.@@ -.88 0>.>; +.88 >.>; >.88 -8.88 +A.88 +88.88
'able @ is the representation o! the data gathered to represent the demographic pro!ile o!
students "ho too% the survey 4uestionnaire according to their status.
'able @ illustrates that out o! the +A respondents, +0):8.88B. o! the respondents "ho
ans"ered the survey 4uestionnaire "ere Regular students o! the college "ho represents the
ma#ority o! the population, "hile @)08.88B. o! the respondents "ere rregular students o! the
college.
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Table of Frequency of the respondents by Status
Table 3
Status Regular Irregular Total
Score Feq. Feq.
31-35 +.88 8.8; 8.88 +.88 >.>;
36-40 +.88 8.8; 8.88 +.88 >.>;
41-45 +.88 8.8; 8.88 +.88 >.>;
46-50 @.88 8.08 8.88 @.88 08.88
51-55 8.88 8.88 8.88 8.88
56-60 0.88 8.+@ 8.88 0.88 +@.@@
61-65 0.88 8.+@ 8.88 0.88 +@.@@
66-70 +.88 8.8; 8.88 +.88 >.>;
71-75 +.88 8.8; +.88 8.8; 0.88 +@.@@
76-80 8.88 0.88 8.+@ 0.88 +@.@@
Total +0.88 :8.88 @.88 08.88 +A.88 +88.88
'able - sho"s the demographic pro!ile o! the students by age, speciali=ation, and status "ho1s
Chi $4uare Falue should be greater the greater the Chi $4uare Critical in order to have a
signi!icant value.
'he table sho"s that none o! the three demographic pro!iles had any signi!icance to the
sub#ect 2 verb agreement comprehension mastery o! the -
th
year students in the college o!
education.
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'able A sho"s the -
th
years1 level o! mastery on sub#ect-verb agreement as a "hole. As
observed, +-),@.@@B. o! the respondents "ho too% the survey 4uestionnaire got scores
ranging belo" ;A "hich has a description or ran%ed as Fery Poor "hile +)>.>;B. !rom
the respondents ran%ed Poor.
Demographic Profile of the Respondents
Table 4
Demographic Profile Chi Square Value Chi Square
Critical
Result
AGE @,.,,,,@ >+.AA> ACCEP'
GILL
MA1OR @0.8:@@@ AA.;A: ACCEP'
GILL
R/IR +8.:@@@@ +>.,+, ACCEP'
GILL
Level of Mastery
Table 5
Raw Score Description f %
below 75 Very Poor 14 93.33
75-80 Poor 1 6.67
81-85 Average 0 0.00
86-90 oo! 0 0.00
91-95 Very oo! 0 0.00
96-100 "#ce$$ent 0 0.00
TOTAL 15 100
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Chapter 4
SUMMARY, CONCLUSION AND RECOMMENDATIONS
'his chapter covers the summary o! the important chapters at this research,
conclusions that "ere dra"n out !rom the relevant in!ormation gathered and the
recommendations !ormulated a!ter the conclusions have done.
SUMMARY OF FINDINGS
?ut o! +88B respondents, >.>;B passed the e(am, the rest have grades o! ;A
and belo". 'he demographic pro!ile and the level o! mastery in sub#ect-verb agreement
o! the respondents have no signi!icant relationship.
?ne respondent speciali=ing in &APE/, "ho is o! age +, years old and an
irregular student o! the college got a passing score o! ;> and !alls under the ran% o! Poor
"hile the rest got scores "hich is lo"er than ;A ran%ing Fery Poor. 'his ma%es the
average level o! mastery o! the -
th
year students o! the College o! Education to ran%
Fery Poor.
CONCLUSIONS
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*ased !rom the results o! the study, it can be concluded that the demographic
pro!ile o! the respondents has no signi!icant relationship to the level o! mastery in
sub#ect-verb agreement, "hich means that the level o! mastery in sub#ect-verb
agreement that does not solely rely on the reading interest o! the students. 'hough the
students possess the %no"ledge about sub#ect-verb agreement they "ere not able to
reach certain standard that the researchers imposed.
*ased !rom the presented results, it is concluded that an opportunity class is
needed in order to enhance the students` ability in subject-verb agreement.
RECOMMENDATIONS
*ased on the conclusions made, the !ollo"ing recommendations are givenE
English TeachersE that they should come up "ith a more diverse curriculum that
"ill cater to the di!!erent learning styles o! his3her students.
Fourth Year Education Students: that they "ill "illingly and enthusiastically
attend the opportunity class to be conducted by the researchers to help them enrich their
s%ills in sub#ect-verb agreement.
Students: that they need to engage themselves to activities that "ill help develop
their competence in sub#ect-verb agreement.
Parents: that they must monitor the activities o! their children, support them by
e(plaining the importance o! studying and inspire them to study hard to get high grades.
Future Researchers: that they "ill continue in doing the research by means o!
23
discovering ne" areas to be scrutini=e.
REFERENCES
Websites
. """.ithmlit+80.blogspot.com
. httpE33esl.!is.edu.com
. """.as%.com34uestion3y-is 2sub#ect-and- verb-agreement-so-important
F. httpE33docs.google.com
F. """.onlinelibrary."iley.com
F. """.*lurtit.com
F. """.h!orcare.ph
V%%%. """.studymode.com.sample-thesis.com
Books (Author and year of publications)
N. MSA Comprehensive Handbook by: Rivero-Hernandez
N. Prentice Hall Grammar Book by:
24
25
?ctober +;, 08+@
E7ELI$A *. FELGA &AEd
Pro!essor, College o! Education
Iniversity o! Perpetual /elp $ystem 7AL'A
&adamE
JreetingsO
De are students ta%ing up *achelor o! $econdary Education &a#or in English o! the
Iniversity o! Perpetual /elp $ystem 7AL'A 2 Las Pias Campus currently enrolled in
the sub#ect English !or $peci!ic Language. n partial !ul!illment o! the course, "e are
conducting a study on the 5Level o! &astery in the $ub#ect and Ferb Agreement o! the
9ourth Kear $tudents o! the College o! Education in the Iniversity o! Perpetual /elp
$ystem 7alta ay 08+@-08+-E A *asis !or ?pportunity Class6. n line "ith the thrust o!
the study, "e "ould li%e you to validate our !ormulated 4uestionnaire attached to this
letter.
Kour !avorable response "ill help us !inish our study at the soonest time possible.
'han% you.
Fery respect!ully yours,
'/E RE$EARC/ER$
26
?ctober +;, 08+@
7ane *. Cacinto Ph.7
Chair, College o! Education Program
Iniversity o! Perpetual /elp $ystem 7AL'A
$irE
JreetingsO
De are students ta%ing up *achelor o! $econdary Education &a#or in English o! the
Iniversity o! Perpetual /elp $ystem 7AL'A 2 Las Pias Campus currently enrolled in
the sub#ect English !or $peci!ic Language. n partial !ul!illment o! the course, "e are
conducting a study on the 5Level o! &astery in the $ub#ect and Ferb Agreement o! the
9ourth Kear $tudents o! the College o! Education in the Iniversity o! Perpetual /elp
$ystem 7alta ay 08+@-08+-E A *asis !or ?pportunity Class6. n line "ith the thrust o!
the study, "e "ould li%e you to validate our !ormulated 4uestionnaire attached to this
letter.
Kour !avorable response "ill help us !inish our study at the soonest time possible.
'han% you.
Fery respect!ully yours,
'/E RE$EARC/ER$
27
.

7ear
Respondents,
JreetingsO
De are students ta%ing up *achelor o! $econdary Education &a#or in English o!
the Iniversity o! Perpetual /elp $ystem 7AL'A- Las Pinas Campus as currently
28
enrolled in the sub#ect Research "ith 'hesis Driting. n partial !ul!ilment o! the course,
"e are conducting a study on the 5Level of Mastery in the Subject and Verb
Agreement of the Fourth Year Students of the College of Education in the
University of Perpetual Help System Dalta ay 2013-2014: A Basis for Opportunity
Class6, and to gather the necessary data to !acilitate the study, "e humbly re4uest !or
your participation our research by ans"ering the !ollo"ing survey 4uestions.
Rest assured that anonymity and strict con!identiality "ill be observed and your
responses "ill only be used !or the sole purpose o! determining the relationship o!
Philippine Literature sub#ect to the reading interest.
'han% you and Jod blessO
Fery truly yours,
'/E RE$EARC/ER$
QUESTIONNAIRE
7irectionsE $upply the verb that agrees "ith the sub#ect. Choose the correct ans"er.
+. Li=a, together "ith her classmates in physical education, PPPPP to e(cel in
29
sports.
a. try
b. tries
c. trying
d. tiring
0. 'his "hite mouse PPPPP a pet o! Linda.
a. is
b. are
c. "ere
d. am
@. 'he clo"n "ith the sad eyes PPPPP pathetic.
a. loo%ing
b. loo%
c. loo%s
d. loo%ed
-. Kour theory, as "ell as his, PPPPP ade4uate support.
a. loc%s
b. lac%ing
c. lac%s
d. lac%
A. 'hese coins, along "ith his "atch, PPPPP a gi!t.
a. "as
30
b. "ere
c. this
d. is
>. ?verhead !ans PPPPP circulating the "arm air.
a. "as
b. "ear
c. "ere
d. is
;. &y turtle that "as a gi!t !rom my mother PPPPP e(clusively on !lies.
a. leaves
b. living
c. lives
d. live
:. An artesian "ell PPPPP all the "ater "e need.
a. proved
b. provides
c. provide
d. providing
,. PPPPP in doing manual labor.
a. ob#ect
31
b. ob#ects
c. ob#ecting
d. "ere
+8. 'he stainless steel pans PPPPP !or a li!etime.
a. lasts
b. last
c. lasting
d. lastly
++. Ip until no", a "ood stove PPPPP their only source o! heat.
a. are
b. "ere
c. is
d. "as
+0. $ome people PPPPP to dine at home.
a. pre!ers
b. pre!er
c. pre!erring
d. pre!aced
+@. 'hic% "ool PPPPP sheared !rom the sheep.
a. "ere
b. "as
c. is
32
d. are
+-. Rachel, together "ith her !riends, PPPPP daily along the paths in the par%.
a. #ogs
b. #ogging
c. #og
d. #ug
+A. 'he roses and the sun!lo"ers PPPPP a so!t yello".
a. "as
b. "ere
c. is
d. "e1re
+>. Peter, along "ith his brothers, PPPPP s%ating o!ten.
a. go
b. gone
c. goes
d. going
+;. 'he pages o! the letter, yello"ed "ith age,PPPPP !illed "ith beauti!ul
hand"riting.
a. "as
b. is
c. "ere
33
d. "ear
+:. A !alconer, a person "ho "or%s "ith ha"%s, PPPPP no" an uncommon sight.
a. are
b. is
c. "ere
d. "as
+,. 'his painting, #ust li%e that one, PPPPP !ar less.
a. costing
b. cost
c. costs
d. coasts
08. Roc%s !ormed !rom molten magma PPPPP igneous.
a. "as
b. is
c. are
d. "e1re
0+. &y sister, accompanied by my mother, PPPPP bought her !irst pair o! designer
#eans.
a. has
b. have
c. having
d. hive
00. 'omorro" the !irst customer, "hoever that may be, PPPPP going to receive a gi!t
34
certi!icate.
a. are
b. is
c. "as
d. "ere
0@. 'he lamp, "hich "as bro%en, no" PPPPP properly.
a. "or%ed
b. "or%
c. "or%s
d. "or%ing
0-. 'he leader o! the troops PPPPP maneuvers.
a. oversees
b. overseen
c. oversee
d. overseeing
0A. A child "ho is ignored PPPPP little o! others.
a. e(pects
b. e(pecting
c. e(pect
d. e(cepted
35
0>. Another version, to be revealed in the ne(t issue, PPPPP already been "ritten.
a. have
b. has
c. had
d. having
0;. Cim, together "ith his sisters, PPPPP at the movies.
a. is
b. "ere
c. are
d. "e1re
0:. Kour composition, as "ell as mine, PPPPP about Peru.
a. is
b. are
c. "ere
d. meant
0,. 'he band members, including the drummer, PPPPP le!t.
a. has
b. having
c. have
d. hang
@8. 'hese shoes, not those, PPPPP the ones #ust bought.
a. "as
36
b. is
c. are
d. this
@+. Kour paper, "hich read last night "ith the others, PPPPP been posted on the
bulletin board.
a. has
b. have
c. had
d. having
@0. A bedraggled basset hound "ith three puppies PPPPP lying in the mud.
a. "ere
b. are
c. "as
d. "ear
@@. 'hose people "ho came "ithout !olding chairs PPPPP !orced to stand throughout
the ceremony.
a. is
b. "as
c. "ere
d. are
@-. 'hese country roads, covered by a thin layer o! ice, PPPPP many motorists.
a. deceive
37
b. deceives
c. deceiving
d. diverting
@A. <athleen is popular "ith those classmates "ho PPPPPher vitality and
e(uberance.
a. en#oys
b. en#oy
c. en#oying
d. en#oined
@>. $ome o! these sna%es "hich PPPPP all poisonous are mil%ed !or their venom.
a. is
b. "as
c. are
d. "ere
@;. $tate health regulations apply to all employees in this establishment "ho PPPPP
!ood.
a. handles
b. handle
c. handling
d. handled
@:. Every boo% on these shelves that PPPPP on your list should be catalogued.
a. appears
b. appear
38
c. appeared
d. appearing
@,. am one o! the many people "ho PPPPP !or tomorro".
a. live
b. living
c. lives
d. lived
-8. *ob is the one person "ho PPPPP the ans"er.
a. %no"s
b. %no"
c. %ne"
d. %no"ing
-+. Any student "ho PPPPP help should see &r. *arton.
a. Dant
b. Danted
c. Dants
d. "anting
-0. A tent and a sleeping bag PPPPP the e4uipment you need.
a. is
b. are
c. "as
39
d. "ere
-@. Each boy and girl PPPPP a dar% blue uni!orm.
a. "ore
b. "ear
c. "earing
d. "ears
--. Geither 7an nor <ayPPPPP going to the concert.
a. Are
b. Dere
c. s
d. "as
-A. A s4uirrel and several mice PPPPP in the attic.
a. reside
b. resides
c. residing
d. resided
->. Rayon and nylon PPPPP synthetic !abrics.
a. Das
b. s
c. Are
d. "ere
-;. A !e" children or one adult PPPPP the !lag.
40
a. Raised
b. Raises
c. Raising
d. raise
-:. Eddie or &aria PPPPP tours o! the old mansion.
a. Jiven
b. Jive
c. Jives
d. Jiving
-,. 'heir sons or daughters o!ten PPPPP "ith the meals.
a. /elp
b. /elping
c. /elps
d. /elped
A8. $paghetti and meatballs PPPPP a 9riday night special.
a. s
b. being
c. Are
d. "ere
A+. 'he niece or the nephe" PPPPP ta%ing care o! her.
a. Are
41
b. s
c. Dere
d. *eing
A0. Either the students or their representative PPPPP each meeting.
a. Attending
b. Attend
c. Attends
d. attended
A@. '"o cars or a van PPPPP needed !or the outing.
a. Das
b. being
c. Dere
d. are
A-. Either <im or *arry PPPPP organi=ing the ceremony.
a. Are
b. Das
c. s
d. "ere
AA. 'he t"ins or Ale( PPPPP the evening meal.
a. prepair
b. Prepare
c. Preparing
42
d. prepares
A>. Geither Ric% nor Amy PPPPP the route to the cabin.
a. <no"ing
b. <no"
c. <no"s
d. <no"er
A;. Por% and beans PPPPP the child1s !avourite meal.
a. Dere
b. been
c. Das
d. are
A:. Geither the hotel nor the t"o motels PPPPP 4uiet.
a. s
b. Das
c. been
d. "ere
A,. Every #unior and senior PPPPP invited to the party.
a. Das
b. are
c. "ere
d. being
>8. Geither the !light attendants nor the pilot PPPPP ho" to calm the !rightened
43
passengers.
a. <no"s
b. %ne"
c. <no"ing
d. %no"er
>+. The Wings of the Dove PPPPP an acclaimed novel.
a. Are
b. been
c. s
d. "ere
>0. Everybody in the ban% PPPPP stunned by the incident.
a. Das
b. Are
c. Dere
d. be
>@. &arauding ants PPPPP the reason "e le!t the picnic.
a. Das
b. s
c. been
d. "ere
>-. *ehind the house PPPPP an old oa% tree.
a. $tanding
44
b. $tand
c. $tands
d. $tandee
>A. $i( !eet PPPPP the amount o! "ire "e need.
a. been
b. s
c. Are
d. "ere
>>. $everal o! the hostages PPPPP released.
a. s
b. Das
c. Dere
d. be
>;. Above our heads PPPPP a s%ylight.
a. Are
b. Das
c. s
d. "ere
>:. 'he s4uadron PPPPP !lying o!! in various directions yesterday
a. is
b. are
45
c. "as
d. "ere
>,. 'he committee PPPPP on a course o! action.
a. disagree
b. disagrees
c. disagreed
d. disagreeing
;8. 'he ne"s o! his death PPPPP a surprise to everyone.
a. being
b. are
c. "as
d. "ere
;+. &athematics PPPPP not one o! my best sub#ects.
a. is
b. are
c. "as
d. "ere
;0. ?ne cause o! lung cancer PPPPP cigarettes.
a. is
b. are
c. been
d. "ere
46
;@. $ome o! the ice cream PPPPP melted.
a. has
b. have
c. having
d. had
;-. $everal o! the contestants PPPPP 4uite nervous.
a. is
b. been
c. "as
d. "ere
;A. 'he pliers PPPPP in the toolbo(.
a. is
b. are
c. "as
d. "ere
;>. /al! o! my problems PPPPP solved by his generosity.
a. is
b. being
c. "as
d. "ere
;;. Star Wars PPPPP a !ilm have seen three times.
a. is
47
b. are
c. "as
d. "ere
;:. 'he man1s ethics PPPPP beyond reproach.
a. is
b. are
c. been
d. "ere
;,. '"enty !ive cents PPPPP more than enough !or this.
a. is
b. are
c. be
d. "ere
:8. Civics PPPPP my !avourite sub#ect this semester.
a. is
b. are
c. "as
d. "ere
:+. &ost o! this soccer e4uipment PPPPP to the to"nship.
a. belong
b. belongs
48
c. belonging
d. belonged
:0. 'he delivery o! mil% PPPPP each morning at si( oQcloc%.
a. arrive
b. arrives
c. arriving
d. arrived
:@. Peanut butter and #elly PPPPP my !avourite lunch.
a. is
b. are
c. been
d. "ere
:-. 'he students PPPPP 4uic%ly to get to class on time.
a. "al%s
b. "al%ed
c. "al%ing
d. "al%
:A. $everal pieces o! la"n !urniture PPPPP to be replaced.
a. need
b. needs
c. needing
d. needed
49
:>. 7rama Club PPPPP on 'uesdays and 'hursdays at three oQcloc%.
a. meet
b. meets
c. meeting
d. met
:;. &r. and &rs. Cones PPPPP to the city by train.
a. commute
b. commutes
c. commuting
d. commuted
::. 'he big oa% tree in the !ront yard PPPPP our !ront porch most o! the day.
a. shade
b. shades
c. shading
d. shaded
:,. $ue or Cill PPPPP li%ely to be voted this yearQs prom 4ueen.
a. is
b. are
c. "as
d. "ere
,8. Gothing ever PPPPP to bother him.
50
a. seem
b. seems
c. seeming
d. seemed
,+. Annie and her brothers PPPPP at school.
a. is
b. are
c. "as
d. has
,0. Either my mother or my !ather PPPPP coming to the meeting.
a. has
b. have
c. is
d. are
,@. 'he dog or the cats PPPPP outside.
a. is
b. has
c. are
d. have
,-. Either my shoes or your coat PPPPP al"ays on the !loor.
a. is
b. are
51
c. have
d. "ere
,A. Jeorge and 'amara donQt PPPPP to see that movie.
a. "ants
b. "anted
c. "ant
d. "anting
,>. *enito doesnQt PPPPP the ans"er.
a. %no"n
b. %no"ing
c. %ne"
d. %no"
,;. ?ne o! my sisters PPPPP going on a trip to 9rance.
a. is
b. are
c. "ere
d. have
,:. 'he man "ith all the birds PPPPP on my street.
a. living
b. lives
c. lived
52
d. live
,,. 'he movie, including all the previe"s, PPPPP about t"o hours to "atch.
a. 'a%ing
b. ta%es
c. ta%e
d. too%
+88. 'he players, as "ell as the captain, PPPPP to "in.
a. "ant
b. "ants
c. "anting
d. "anted
53
AG$DER <EKE
+. *
0. A
@. C
-. A
A. *
>. C
0+. A
00. *
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0>. *
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-A. A
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>>. C
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:A. A
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54
;. C
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,. A
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+88. *
55
56
Name: Angelica P. Antonio
Address: Unit E, Alabang Zapote Road, Pamplona Tres, Cuevas
Compund, Las Pias Cit!
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EDUCATIONAL BACKGROUND
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Las Pias, Cit!

.econdar! Lo=er &inogsacan National -ig' .c'ool
3))+23))B
Lo=er &inogsacan "uinobatan, Alba!
Primar! @nascan Elementar! .c'ool
@nascan "uinobatan, Alba!
64
Name : "=enever >a!ne R. .anc'e?
Address : 43 #ire%l! .treet, .t. ,ar!<s Aillage, Talon $os, Las Pinas Cit!
$ate o% &irt' : >ul! (4, (**+
Place o% &irt' : $avao Cit!, P'ilippines
.eF : #emale
Civil .tatus : .ingle
Religion : Cat'olic
Nationalit! : #ilipino
Tertiar! Universit! o% Perpetual -elp .!stem $ALTA C Las Pias Campus
Alabang C Zapote Road, Las Pias Cit!
Course: &.E$ Englis'
.econdar! Pindasan National -ig' .c'ool
Compostela Aalle! Province
Elementar! Pindasan Elementar! .c'ool
Compostela Aalle! Province
65
Name: .'eenee A. Timbol
Address: (6 &elvedere .t. "reenvie= Aillage Pamplona, Las Pias
Cit!
"ender: #emale
$ate o% &irt': August 34, (**1
Place o% &irt': .an #ernando, Pampanga
Religion: C'ristian
rd
0ear2 &.E$3
Contact No.: )*355(*B6B4
Elementar!: 3))(23))+7 Academ! o% >esus
3))+23))47 >esus Cares C'ristian Academ!
Las Pias Cit!
.econdar!: 3))423)()7 >esus Cares C'ristian Academ!
Las Pias Cit!
Tertiar!: 3)()2Present7 Universit! o% Perpetual -elp .!stem $ALTA
Las Pias Cit!
66
67

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Alabang-Zapote Road, Pamplona, Las Pias City

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