"Factors Affecting Students in Learning English

Among Grade 7

in Malabon National High School"

A Thesis

Presented to:
Mrs. Marylou G. Salcedo and to
The Faculty of the English Department
Malabon National High School

In partial fulfillment
of the requirements of English 10
Research

by:

Lady Ciane L. Cruz

2018
 CERTIFICATION

This thesis entitled The Teaching of Sport in the Division of City Schools of

Malabon prepared and submitted by Robert John D. Patag, Regina Joy Baloro and

Jazmine Criselle A. Ordanez, in partial fulfillment of the requirements of the course

S-PEd 25 ( Research in Physical Education II ), has been examined and

recommended for oral examination

 APPROVAL SHEET

Approved by the PANNEL OF EXAMINERS on Oral Examination

on (date) with grade of _______

___________________________

Chair

____________________

_____________________

Member Member

Accepted in partial fulfillment of the requirements of the course

S-PEd 25 ( Research in Physical Education II ).

SALVE A. FAVILA, D.E.M

Head
 Acknowledgement

The researcher would like to extend their heartfelt and affectionate thanks to all the
people whose help have been very significant in accomplishing this research study.
Without them, this research would not have been possible in reality.
Mrs. Marylou G. Salcedo, the researchers’ adviser , for her assistance and
unselfish help in guiding the researcher in improving the research
To Grade 7 respondents, for their cooperation in giving the data that the

researchers needed.

To the teachers who give their time to collect data in their classes.

To my classmates and friends, for the help they offered.

Above all to our God Almighty for granting the researchers’ the chance and

opportunity to live with wisdom, talents and for giving them the inspiration.

To all of you, Thank You!

The Researcher,
 Table of Contents

Chapter I The Problem and its Background

Introduction ……………………………………………………………...2

Background of the Study……………………………………………….3

Conceptual Framework………………………………………………...4

Statement of the Problem………………………………………………4

Scope and Delimitation…………………………………………………5

Significance of the Study……………………………………………….5

Research Paradigm…………………………………………………….6

Definition of Terms………………………………………………………7

Chapter II Review of Related Literature and Study

Related Literature……………………………………...……………….8

 Foreign

 Local

Chapter III Research Methodology

Research Design………………………………………………….……20

Research and Library Techniques……………………………………21

Instrument in Data Gathering…………………………………………21

Purposive Sampling.................................................................…...22
Chapter IV Presentation, Analysis, Interpretation of Data

Respondents………………………………..…………………………23

Age…..………………………………………………………………….23

Civil Status……………………………………………………………..24

Educational Attainment...........................................................…...26

Length of Service...................................................................…....27

Sports Offered by the school………………………..……………….32

Problems in Teaching Sports…………………………….………..…35

Chapter V Summary of Findings, Conclusions, and Recommendations

Summary of Findings……………………………………………….…37

Conclusions…………………………………………………………….38

Recommendations...................................................................…...39

Appendices……………………………………………………………..40

Bibliography…………………………………………………………….41

Curriculum Vitae......................................................................…...42
 CHAPTER 1
Introduction

English is one the core curriculum of subjects of the Philippine Educational

system. It is called as the universal language. This subject have been taught during

the preparatory until college.

Based on Article XVI of 1987 Philippine Constitution Section 7 says “that for

the purposed communication and instruction, the official languages of the Philippines

are Filipino and until otherwise provided by law, English:.

Based on the DepEd Order no. 36, s. 2006- Implementing Rules and

Regulation on Executive Order number 210, Establishing the Policy to Strengthen the

Use of the English Language as a Medium of Instruction in the Educational System.

In Deped Order , it states the increased of time allotment in the use of

English for classroom instruction as stipulated in DepEd Order no. 36, s. 2006 and

pursuant to the provision of Executive order No. 210 is hereby reiterated. Filipino

and English shall remain the languages of instruction as per the Bilingual Policy and

local languages are to be used as auxiliary languages of instruction for formal

education and alternative learning system.

In this situation, changes for the improvement of learning English in different

curriculum such as SEMP, SEDP, NSEC, BEC and RBEC to promote in the

development of easiest way of learning English.. These curriculums have different

approaches, some focus on activities, others focus on student application and the

other one focuses in theoretical perspective.

Background of Studies

Malabon National High School id known for school of excellence. It is one of

the biigest school in City of Malabon catering almost 5,000 students. This year the

enrollee of grade is almost range to 1, 250. Their undergo English proficiency test

before they enter in the institution. These tests implicate the readiness of the

students in learning new things and more challenging experiences in learning

English.

CONCEPTUAL FRAMEWORK

English as a second language becomes inseparable and unavoidable in

Philippine Educational System. To learn second language , a physical, intellectual

and emotional involvement is needed to successfully send and interpret linguistic

messages.

This study seeks to find out the factors affecting students in learning English.

Is this English program implemented wisely? They have enough facilities to conduct

different programs?

STATEMENT OF THE PROBLEM

The purpose of this study is to find out the present status on Factors Affecting

Learners in Learning English among Grade 7 in Malabon National High School.

Specifically, it seeks to answer the following questions:

1. What is the profile of the learners in terms of:

 a. Name

b. Age

c. Address

d. School Graduated

2. What does the factors affecting learners in learning English?

3. What are the effective ways in learning English?

SCOPE AND DELIMITATION

This study will be conducted to mong Grade 7 of Malabon National High

School will be the respondents. The study focuses on Factors Affecting Stuudents in

Learning English. The means and ways of learning English will be determined.

SIGNIFICANCE OF THE STUDY

To alleviate the problem in learning English as world second language, the

researchers conduct a study regarding the factors affecting students in learning

English among 7th grade. In our present time, English is one of the medium of

instruction in school and second language worldwide. The first thing that the student

must acquire is the skills and technique learning English.

RESEARCH PARADIGM

DepEd Learning
Competencies

3
1st 2nd 3rd 4th
year year year year

Teaching strategies of the

Teacher

Problems encountered by
the Teacher

Based from the DepEd competency that is implemented each year has their owned

arrangement of sports program. The teacher used different strategies to implement

the sports program. In this study, we will find out the strategies that the teacher

uses in discussing the lesson. It also finds the different activities to enhance the

skills of the student in particular sports.

From the teaching strategies, what would be the problems encountered by the

teacher in teaching sports in terms of their equipment, facilities, level of skills and

also the behavior of the student. In this problem, how does the teacher deal with

these?

Definition of Terms

BEC (Basic Education Curriculum). A process of reviewing the curriculum of

Philippine basic education started in 1997, which took into consideration both

worldwide trends and Philippine realities.

Fitness. The state of being physically active; a complete wellness.

Physical Activities. Any bodily movement produced by skeletal muscles that

requires energy expenditure.

Physical Education. Is an integral part of the educational program designed to

promote the optimum development of an individual physically, socially, mentally and

emotionally through properly selected activities.

RBEC(Revised Basic Education Curriculum). components have been re-

clustered into fewer learning areas; with better integration of competencies

and topics within and across these learning areas; and with more time not for

additional subject matter that will overload our learners but for the mastery of

essential competencies and for personal analysis and n reflection on the

major concepts.

SEDP (Secondary Education Development Program). The Secondary

Education Development Program (SEDP) Project support reforms by the

Government of the United Republic of Tanzania. The SEDP aims to: (1) increase

the proportion of the relevant age group completing secondary education, (2)

improve learning outcomes of students, especially among girls, and (3) enable the

public administration to manage secondary education more effectively.

Sports. An activity that is governed by a set of rules or customs.\

Sportsmanship. Conformance to the rules, spirit and etiquette of sports.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

Foreign Related Studies

According to Jayashree (1989) , “there was significant relationship between

problems faced by the students in pronunciation, learning grammar, knowledge of

sentence pattern, habit of hearing news, rectification of homework, memorization

without understanding, remedial teaching and different variables regarding sex,

locality and type of management”.

Singaravelu(2001) says ”Structural differences between English and Malay

have also been identified as another problem faced by the students in learning

English”. Environment that is not conducive to language learning further adds to the

problem ( Jalaludalin et.,al, 2009).

Ahmad et al (2011) conducted a research program on the nature of

difficulties in Learning English by the Secondary School Level in Pakistan. The study

revealed that the students of provincial government school faced more difficulties in

learning grammar and English as second language.

In year 2002 a research conducted by Akram and Quesreshi, they concluded

that to improve pronunciation of students, teacher should be aware of their

weaknesses and strength regarding English pronunciation and they should present
themselves as role model for students.

According to Bilal et., al ( 2013 ) in research they found that students have

found problems in speaking skill. They study suggested that planned syllabus with

trained teachers and speaking environment in school is very essential to overcome

these problems.

Grammar is very important to create correct sentences but lack of the use of

correct grammar and lack of vocabulary creates hurdles to learners. Farooq et., al

(2012) also conducted a survey about Opinion of Second Language Learners about

Writing Difficulties in English Language. The study suggested that teachers should

teach the difference syntax between L1 and L2. The reason of these problems was

the traditional style of teaching grammar and lack of practice as well. Teachers at

primary , middle and secondary or higher level have lack of knowledge about applied

linguistics so cramming is increasing day by day.

In mix method research of Haider,G. (2014) entitle as An Exploratory Study of

Organizational Problems Faced by Pakistani Students Writers with Learning

Difficulties. It was found that students had lack of confidence and motivation with

problem of writing anxiety. They were not motivated but forced to memorize and if

they developed their skill, they would surely keep away from plagiarism.

Tariq et., al (2013) conducted a research about difficulties in learning English

as second language in rural areas of Pakistan. The study revealed that learning was

possible only when environment was suitable. The study concludes if parents
support and encourage learning, it would incorporate an urge to learn English. The

research also proves if the students belong to an educated family.

Hassan and Sajid ( 2013) in the research conducted. They found that most

that most of the participants had positive perceptions about integration of ICT’s into

their teaching and learning. Many difficulties were revealed by administrators and

ICT coordinators. Possible problems to the investigation of ICTs and many of these

difficulties were verified by the teachers and students.

In the research conducted by Teevno (2011) about challenges in teaching

and learning of English at secondary level class. The study concluded that Teachers

had no proper training in teaching English. It is also revealed that proper facilities

were not provided and curriculum was not up to the needs of the students.

According to research, these reasons create flaws in teaching process.

Aziz et., al (2014 ) in the research about learning difficulties and strategies of

student at higher secondary schools in Punjab. The study concludes that students

are facing many problems in learning English. There are many issues which create

problems like mother tongue interference discouragement from society teacher

interest etc. It concluded that in Pakistan students facing many problems in learning

English language such as native language, lack of guideline, limited resources and so

on.

Local Related Studies

Lucas et., al ( 2011) in the research English Language Learning Anxiety among

Foreign Language Learner in the Philippines find out that foreign language learners

would equip themselves with learning strategies that would help them not only to

learn the target language but also to sope with their language learning anxieties. It

was laso found that test anxiety and fear of negative evaluation constitute the type

of learning anxieties these were students experiencing.

Aquino et., al (2016) presnts in De La Salle University the “ Demotivating Factors in

Learning the English Language”. They conclude that demotivating factors of

students in learning the English language among the Filipino students are countless.

Among them are confidence, fear of committing mistakes, demotivated teachers and

lack resources. Although demotivation cannot be eradicated completely, the roles of

the teachers are to lessen the pressure and anxiety that students feel through their

customized teaching strategies. Hey engages students to be more productive and

turn their fear into challenges and challenges into success by giving activities that

they’ll surely enjoy as a class.

Another study by Holden Kenneth Alcazaren, 2016 in his research in “ Language

Learning Strategies: The case of Foreign Multilinguals in a Philippine Secondary

School” conclude that learners with more language learning strategies used have

language proficiency. With this knowledge, a learner should develop more language

strategies for further enhancement of one’s language proficiency. Consequently,

educators should have a better understanding of their learners and should help

students cultivate and raise awareness of language learning strategies. Educators

have been implicitly teaching language learning strategies with the different

classroom, activities.

CHAPTER 3

METHODOLOGY

This chapter will go through the methods use in gathering the data.

Research Design

This research is conducted to determine the factors affecting students

in learning English in 7th grade. In order to answer these goals, the researchers

opted to obtain the view of students in line with the topic. The 7 th grade composed

of 50 respondents will answer a survey questionnaire.

The descriptive method research will be used in this study. To define the

descriptive research, Creswell (1994) stated that the descriptive method of research

is to gather information about the present condition. The emphasis is on describing

rather than on judging or interpreting. The aim of descriptive research is quick and
practical in financial aspect. It also allows a flexible approach thus, when important

new issues and question arise during the duration of the study.

This type of research is mainly concerned with describing the nature or

condition and the detail present situation. It is use to describe the nature of the

situation, as it exists at the time of the study and explore the cause /s of the

particular phenomenon. In this type of research, it is essential that the researchers

already clear the view of the phenomenon study before to carry out the collection of

data. The researchers used this kind of research to obtain first the data from the

respondents so as to formulate rationale and sound conclusion as well as the

recommendation of the study.

This method employs to identify the role and significant using a questionnaire

in recruiting and selecting data. The researcher will consider the objective in data

gathering from the participants.

In order to determine whether the questionnaire plays an important role in

conducting the factors affecting students in learning English in 7 th grade, each

participant should be given a questionnaire. The survey questionnaire form use as

the main data-gathering instrument for study. The questionnaire will compose of one

part only. It includes the profile of the students: the name, age, gender, and

address.

After gathering all the data from the respondents, the total responses will

tabulated and analyzed.

Research Techniques

This research technique will tell the different techniques that we use in
gathering the data.

Instrument in Data Gathering

The researcher prepared a structural questionnaire that use in other

country in measuring the factors affecting their students to learn English. These

instruments give the respondents a freedom and honest answer on the following

question.

Purposive Sampling

It is a basic sampling technique wherein a large group of people will be

the respondents or as modal in the research. This technique will seek proportionality

not in a primary. The researcher selects randomly the 50 respondents out of the 25

section of grade 7 in Malabon National High School.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered in

relation to the respondents profile and teaching of sports in Division City Schools of

Malabon

Respondents

Table I

Frequency and Percentage Distribution of Respondents

Respondents Frequency Percentage

 ( MAPEH TEACHERS )
Male 11 23.91
Female 35 76.09

Table 1 shows that eleven (11) or 23.91 percent out of 46 MAPEH teacher-

respondents were male faculty while thirty-five (35) or 76.09 were female faculty.

Most of the schools we’ve been visit have high percentage of female MAPEH faculty

teachers.

Age

Table 2 below presents the age distribution of 46 MAPEH teacher-repondents

in Division City Schools of Malabon. Of the 46 MAPEH teacher-respondents 1 or 2.17

percent has an age range of 20-24, 6 respondents or 13.04 percent range an age of

25-29; 11 or 23.91 percent range from 30-34 years old and 4 respondents or 8.70

percent has an age range of 35-39; 12 respondents or 26.09 percent ranges from

40-44 years old and 12 or 26.09 percent range an age of 45 above. There is an

equal distribution of age in different school; it does not stick with one range of age.

Table II

Frequency and Percentage of Age

Age Frequency Percentage

20-24 1 2.17
25-29 6 13.04
30-34 11 23.91
35-39 4 8.70
40-44 12 26.09
45- above 12 26.09

Civil Status

Table 3 below shows the civil status of 46 MAPEH teacher-respondents; 13 or

28.26 percent were single; 3 or 6.52 percent were widowed; 28 respondents or

60.87 percent were married and 2 or 4.35 percent were separated. We can see that

most of the teachers are married and some are still single and few others are

widowed and separated. As teachers, we also serve as a model to our student that’s

why the importance of the sanctity of marriage bows should be respected and

maintained.

Table III

Frequency and Percentage of Civil Status

Civil Status Frequency Percentage

Single 13 28.26
Widow 3 6.52
Married 28 60.87
Separated 2 4.35

Table IV

Frequency and Percentage of Educational Attainment

Educational Attainment Frequency Percentage

BSE in Physical Education 32
BS Accountancy unit in 1

Educ. Major in Math

BS Maritime transportation 1
BSE Major in Music 1
BSE Major in Home 1

Economics
 BSE Major in Math 3
MS/MA in Administration & 1

Supervision
MA Major in PE 2
MA Major in Music 1
Others 3 6.52

Educational Attainment of MAPEH teacher

Table 4 presents the educational attainment of 46 MAPEH teacher-

respondents in Division City Schools of Malabon. Of the forty-six (46 ) MAPEH

teacher-respondents 32 or 69.57 percent finished a degree of Bachelor of Secondary

Education Major in Physical Education; 1 or 2.17 percent has a degree of Bachelor of

Science in Accountancy units in Education Major in Mathematics, Maritime

Transportation, Bachelor of Secondary Education Major in Music, Bachelor of

Secondary Education Major in Home Economics, MA/MS Major in Administration &

Supervision and MA Major in Music; 2 respondents or 4.35 percent finished a master

degree major in Physical Education; 3 or 6.52 percent finished other degree courses.

From the table, 34 out of 46 MAPEH teacher- respondents were professionally

qualified to handle Physical Education Classes because they have their field of

concentration. Whereas, 12 out of 46 MAPEH teacher-respondents were not

professionally prepared to handle physical education classes unless they earned

units in Physical Education.

 Table V

Frequency and Percentage in Length of Service

Length of Service Frequency Percentage

Less than 1 year 3 6.52
1-5 years 8 17.39
6-10 years 11 23.91
11-15 yearss 5 10.87
16-20 years 7 15.23
21-25 years 9 19.57
26- above years 3 6.52

Table 5 presents the length of service of 46 MAPEH teacher-respondents in

Division City Schools of Malabon as they start teaching in public school. Of the forty-

six(46) MAPEH teacher-respondents, 3 or 6.52 percent have less than 1 year in

service; 8 or 17.39 percent have 1-5 years of service; 11 or 23.91 percent have a

length service of 6-10 years; 5 or 10.87 percent were teaching between 11-15

years; 7 or 15.23 percent teaches from 16-20 years; 9 or 19.57 percent were 21-25

in year of service and 3 or 6.52 percent were in the service for 26 years and above.

In Table V, we can see that there are three (3) MAPEH teacher-respondents

that has a lot of experience when it comes to teaching because of having the length

of service of 26 years and above.

TABLE VI

Frequency and Percentage of Sports offered by the school based on

DepEd Learning Competencies on Basic Education Curriculum
DepEd Learning Competencies 1st year

Frequency Percentage
INDIVIDUAL AND DUAL SPORTS

Badminton
29 63.04
Lawn Tennis
5 10.87
Table Tennis
15 32
Arnis
5 10.87
Chess
6 13.04
Swimming
1 2.17
Gymnastics
7 15.21
Athletics
1 2.17

TEAM SPORTS
Volleyball
29 63.04
Basketball
20 43.47
Softball
1 2.17
Baseball
0 0
Sepak Takraw
13 28.26
Football
0 0

Frequency and Percentage of Sports offered by the school based on

DepEd Learning Competencies on Basic Education Curriculum

DepEd Learning Competencies 2nd year

 Frequency Percentage
INDIVIDUAL AND DUAL
SPORTS
Badminton
22 47.82
Lawn Tennis
13 28.26
Table Tennis
19 41.3
Arnis
5 10.87
Chess
3 6.52
Swimming
1 2.17
Gymnastics
7 15.21
Athletics
0 0

TEAM SPORTS

Volleyball
20 43.47
Basketball
11 23.91
Softball
17 36.95
Baseball
14 30.43
Sepak Takraw
13 28.26
Football
8 17.39
 Frequency and Percentage of Sports offered by the school based on
DepEd Learning Competencies on Basic Education Curriculum

DepEd Learning Competencies 3rd year

Frequency Percentage
INDIVIDUAL AND DUAL
SPORTS
Badminton
16 34.78
Lawn Tennis
4 8.69
Table Tennis
19 41.3
Arnis
1 2.17
Chess
3 6.52
Swimming
1 2.17
Gymnastics
0 0
Athletics
0 0

TEAM SPORTS

Volleyball
23 50
Basketball
19 41.3
Softball
9 19.56
Baseball
8 17.39
Sepak Takraw
25 54.34
Football
3 6.52
 Frequency and Percentage of Sports offered by the school based on
DepEd Learning Competencies on Basic Education Curriculum

DepEd Learning Competencies 4th year

Frequency Percentage
INDIVIDUAL AND DUAL SPORTS

Badminton
5 10.87
Lawn Tennis
1 2.17
Table Tennis
6 13.04
Arnis
1 2.17
Chess
17 36.95
Swimming
3 6.52
Gymnastics
1 2.17
Athletics
0 0

TEAM SPORTS
Volleyball
12 26.08
Basketball
11 23.91
Softball
1 2.17
Baseball
1 2.17
Sepak Takraw
6 13.04
Football
1 2.17

Sports offered by the School

Table 6 shows the different sports offered by the school base from the DepEd
Learning Competencies on Basic Education Curriculum. Sports is divided into two the

individual; and dual sports and team sports. An individual and dual sport is played by

one or single either it is doubles. Team sports are being played by group with an

opponent. There are 8 sports that is intended to answer in Individual and dual sport

such as Badminton, Lawn Tennis, Table Tennis, Arnis, Chess, Swimming, gymnastics

and athletics. While there are 6 team sports offered in the school such as Volleyball,

Basketball, Softball, Baseball, Sepak takraw and Football. These sports can be

offered in different year level upon the consensus of the faculty member of the

MAPEH department. In Individual and Dual Sports, Badminton is offered were in

29 or 63.04 percent in first year, 22 or 47.82 percent in second year, 16 or 34.78

percent in third year and 5 or 10.87 percent in fourth year. In Lawn tennis 5 or

10.87 percent in first year, 13 or 28.26 percent in second year, 4 or 2.69 percent in

third year and 1 or 2.17 in fourth year. Next is Table tennis 15 or 32 percent in first

year, 19 or 41.30 percent in second year, 19 or 41.30 in third year and 6 or 13.04

percent in fourth year. Whereas, Arnis 5 or 10.87 percent in first year, 5 or 10.87

percent in second year, 1 or 2.17 percent in third year and in fourth year.

Meanwhile, Chess has a frequency of 6 or 13.04 percent in first year, 3 or 6.52

percent in second year, 3 or 6.52 percent in third year and 17. 36.95 percent in

fourth year. Swimming is taught in first year, second year and third year with 1 or

2.17 percent, while 3 or 6.52 is the weighted percentage in fourth year. To develop

our flexibility and balance gymnastics, it is taught in first year with 7 or 15.25

percent; 7 or 15.25 in second year, 1 or 2.17 percent in fourth year, it is not being

taught in third year level. In Athletics has a frequency of 1 or 2.17 percent in first
year only. It is not being taught in second, third and fourth year level.

Team Sports develop or moral behavior in playing a grouped game. Volleyball

is the common games being played since in elementary, 29 or 63.04 percent taught

in first year, in second year with 20 or 43.47 percent, 23 or 50 percent in third year

and 12 or 26.08 in fourth year as their recreational activities and officiating. Next

Basketball, 20 or 43.47 percent in first year, 11 or 23.91 percent in second year, 19

or 41.30 in third and 11 or 23.91 taught it in fourth year. In first year softball taught

weighted of 2.17 percent or 1 respondents, 17 or 36.95 percent in second year, 9

respondents or 19.56 weighted percentage in third year and 1 or 2.17 percent in

fourth year. In Baseball 14 or 30.43 percent in second year, 8 or 17.39 percent in

third year, 1 or 2.17 percent in fourth year, it is not taught in first year level. Sepak

Takraw is common played by the students that is likely called “sipa”, 13 or 28.26

percent taught this in first year, 13 or 28.26 percent in second year, in third year

with 25 respondents weighted of 54.34 percent and 6 or 13.04 percent in forth year.

Football 8 or 17.39 percent in second year, 3 or 6.52 percent in third year and 1 or

2.17 percent in fourth year, in first year it is not at all taught to be.
 Table VII

Frequency and Percentage on Teaching Strategies of Sports

Teaching Strategies Frequency Percentage

Command Style 30 65.21
Practice Style 39 84.78
Reciprocal Style 33 71.73
Self-check Style 31 67.39
Inclusion Style 30 65.21
Guided- Discovery Style 29 63.04
Divergent Style 24 52.17
Individual-Program- Learner’s 26 56.52

Design
Learner Initiated Style 28 60.86
Self- Teaching Style 25 54.34

Table 7 shows the frequency and percentage of strategies in teaching sports.

These strategies helped to employed the lesson to student and analyze the different

skills. Command style it is a teacher centered style, 30 or 65. 21 percent; it is a

learners centered or practice style with 39 or 84.78 percent; reciprocal style 33 or

71.73 percent; 31 respondents or 67.39 percent in self-check style; Inclusion style

with 30 or 65.21 weighted percentage; 29 respondents or 63.04 percent in Guided-

discovery Style; in Divergent style 24 or 52.17 percent; 26 or 56.52 percent in

Individual- Program- Learner’s design; also the Learner Initiated Style with 28 or

60.86 weighted percentage and last 25 or 54.34 percent in self-teaching style.

Table VIII

Frequency and Percentage in Problems encounter in Teaching Sports

Problems Frequency Percentage

Lack of Facilities 40 86.95
 Lack of Equipment 46 100
Absentee 2 4.34
Others 2 4.34

Table 8 presents the Problems encounter in Teaching Sports. Sports facilities

are one problem especially in public schools in the Division City Schools of Malabon

where it has a frequency of 40 or 86.95 percent. Nowadays, teacher use improvised

materials to teach sports so that the students learned the skill that they need to

acquire, 100 percent or 46 MAPEH- teacher respondents claimed that their schools

lacks equipment; 2 or 4.34 percent are the student absentee and also other

problems such as lack of MAPEH books as their reference.

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The researcher work was conducted to asses the Teaching of Sports in

Division City School of Malabon. Specifically, the study sought to answer the

following question;
1. What is the profile of Physical Education teacher in terms of:

a. sex

b. age

c. civil status

d. length of service

e. educational attainment

2. What sports does the school offer in the physical education classes?

3. What strategies do Physical Education teachers employ in teaching the sports in

the physical education classes?

4. What problems do physical education teachers encounter in teaching the sports?

The descriptive method research is used in the study. It emphasis is on

describing rather than on judging or interpreting. The aim of descriptive research is

quick and practical in financial aspect. It also allows a flexible approach thus, when

important new issues and question arise during the duration of the study. This

research is mainly concerned with describing the nature or condition and the detail

present situation. It is used to describe the nature of the situation, as it exists at the

time of the study and explore the cause /s of the particular phenomenon. The

Division City Schools of Malabon is composed of 7 secondary school such as MNHS

( Hulo Main), PNHS, TNHS, PNHS- Potrero,TNHS- Tugatog, MNHS- Longos Annex,

and MNHS- Tañong Annex with 46 respondents.

Findings

The following are the significant findings of the study:

1. The 7 schools in Division of Malabon we’ve been visit have high

percentage of female MAPEH faculty teachers than male MAPEH teachers.

2. The age ranges of the teachers from different schools are equally

distributed. One can help the other because he/she has new knowledge in

teaching techniques while the other could help them with her/his being an

experienced teacher.

3. We can see that most of the teachers are married and some are still single

and few others are widowed and separated. As teachers, we also serve as

a model to our student that’s why the importance of the sanctity of

marriage bows should be respected and maintained.

4. Most of the teachers are well-experienced when it comes to teaching

because most of them were teaching for more than 10 years.

5. Not all of the respondents are majoring Physical Education. Some of them

graduated from different courses but has some units in teaching.

6. All of the Individual and Dual Sports are being taught from different year

levels except in Athletics because it is not taught in second, third and

fourth year level. The same with Team Sports, except baseball and

football which is not taught in first year.

7. The MAPEH teachers in Division City Schools of Malabon use all the

Teaching strategies/ style in teaching sports because all of those could

help them employ the lessons to their students and would help them in
 analyzing different skills.

8. All of the teacher-respondents say that one of their problems is the Lack

of Equipment that’s why they improvise their materials that can be use as

a replace for specific equipment they needed. And most of them have

problem with Lack of Facilities in their schools.

Conclusion
The researchers concluded that;

1. In the Division City Schools of Malabon the female faculty member have a high

population than male faculty.

2. The researcher come-up with 46 MAPEH respondents mostly range their age in 40

and above.

3. In the Division City Schools of Malabon 28 respondents are single and the rest is

married and widow.

4. In length of service there is high percentage in a service of 6-10 years. This

service helped them to gain experiences to assert in teaching.

5. The faculty teacher in Division City Schools of Malabon are professionally handle

MAPEH classes because they finished a Bachelor Degree major in Physical Education

with a respondent of 34.

6. The school offered all the sports required in the learning competencies based on

Basic Education Curriculum.

7. In teaching style command style has a high percentage of 65.21 followed by

practice style and the rest of the teaching style. Divergent style is the lowest

percentage rate of 52.17.

8. In problem encountered by the teacher in teaching sports. Lack of equipment has

46 respondents or rank one (1), next is facilities of the school has 40 or rank two (2)

and the other are books, absentees in rank three (3).

Recommendation

1. The Division of City School Malabon must Hired male faculty teacher to be

able to helped in different sports program.

2. The Division of City Schools of Malabon should start seminars for MAPEH

teachers so that they will learn new knowledge and teaching techniques in

their respected fields.

3. The Division of City Schools of Malabon should focus on the problems of the

different public schools in their area of responsibilities such as the Lack of

facilities and equipment. Those problems could affect the learners and could

also affect the teachers.

Abstract
 Research Title: The Teaching of Sport in the Division City Schools of Malabon
Researchers: Regina Joy V. Baloro
Jazmine Criselle A. Ordanez
Robert John D. Patag
Adviser: Dr. Salve A. Favila
Subject: MAPEH
School: Philippine Normal University

Brief Background of the Study

Malabon is a municipality under the province of Rizal and became a city
in year 2001. This city became popular in different areas. Aside from this the major
problem of city is flash flood during rainy season. This problem implicate to the poor
sports program of different schools. Division of City schools Malabon- Navotas is
composed of 7 secondary schools in Malabon such as; Malabon National High School
( Hulo Main), MNHS ( Tañong Annex), MNHS ( Longos Annex), Tugatog National
High School, Panghulo National High School, Tinajeros National High School and
Potrero National High School. These 7 schools is very competitive in different areas
of learning like in Math, Science, English, Social Studies, Technology and Livelihood
Education.

Statement of the problem

The purpose of this study is to find out the present status on the teaching of

sports at Division of City Schools in Malabon.

Specifically, it seeks to answer the following questions:

1. What is the profile of Physical Education teacher in terms of:

a. sex

b. age

c. civil status

d. length of service
 e. educational attainment

2. What sports does the school offer in the physical education classes?

3. What strategies do Physical Education teachers employ in teaching the sports in

the physical education classes?

4. What problems do physical education teachers encounter in teaching the sports?

This research is conducted to determine the status of sports program

offered by the school to the physical education students. In order to answer these

goals, the researchers opted to obtain the view of students in line with the topic. All

the teachers of physical education to 7 secondary schools in City of Malabon are the

respondents and the participants will answer a survey questionnaire.

The descriptive method research will be used in this study. To define the

descriptive research, Creswell (1994) stated that the descriptive method of research

is to gather information about the present condition. The emphasis is on describing

rather than on judging or interpreting. The aim of descriptive research is quick and

practical in financial aspect. It also allows a flexible approach thus, when important

new issues and question arise during the duration of the study.

This type of research is mainly concerned with describing the nature or

condition and the detail present situation. It used to describe the nature of the

situation, as it exists at the time of the study and explore the cause /s of the

particular phenomenon. In this type of research, it is essential that the researchers

already clear the view of the phenomenon study before to carry out the collection of

data. The researchers used this kind of research to obtain first the data from the

respondents so as to formulate rationale and sound conclusion as well as the

recommendation of the study.

This method employs to identify the role and significant using a questionnaire

in recruiting and selecting data. The researcher will consider the objective in data

gathering from the participants.

In order to determine whether the questionnaire plays an important role in

conducting the teaching of sports, each participant should be given a questionnaire.

The survey questionnaire form use as the main data-gathering instrument for study.

The questionnaire will compose of one part only. It includes the profile of the

physical education teacher: the age, gender, civil status, years in service, and

training/ seminar attended in physical education, equipment and facilities and the

problem they encounter to the student.

After gathering all the data from the respondents, the total responses will

tabulated and analyzed.

Findings

The following are the significant findings of the study:

1. Eleven (11) or 23.91 percent out of 46 MAPEH teacher- respondents were

male faculty while thirty-five (35) or 76.09 were female faculty. Most of

the schools we’ve been visit have high percentage of female MAPEH

faculty teachers.

2. The age distribution of 46 MAPEH teacher-repondents in Division City

Schools of Malabon. Of the 46 MAPEH teacher-respondents 1 or 2.17

percent has an age range of 20-24, 6 respondents or 13.04 percent range

 an age of 25-29; 11 or 23.91 percent range from 30-34 years old and 4

respondents or 8.70 percent has an age range of 35-39; 12 respondents

or 26.09 percent ranges from 40-44 years old and 12 or 26.09 percent

range an age of 45 above. There is an equal distribution of age in different

school; it does not stick with one range of age.

3. The civil status of 46 MAPEH teacher-respondents; 13 or 28.26 percent

were single; 3 or 6.52 percent were widowed; 28 respondents or 60.87

percent were married and 2 or 4.35 percent were separated. We can see

that most of the teachers are married and some are still single and few

others are widowed and separated. As teachers, we also serve as a model

to our student that’s why the importance of the sanctity of marriage bows

should be respected and maintained.

4. 34 out of 46 MAPEH teacher- respondents were professionally qualified to

handle Physical Education Classes because they have their field of

concentration. Whereas, 12 out of 46 MAPEH teacher-respondents were

not professionally prepared to handle physical education classes unless

they earned units in Physical Education.

5. The length of service of 46 MAPEH teacher-respondents in Division City

Schools of Malabon as they start teaching in public school. Of the forty-

six(46) MAPEH teacher-respondents, 3 or 6.52 percent have less than 1

year in service; 8 or 17.39 percent have 1-5 years of service; 11 or 23.91

percent have a length service of 6-10 years; 5 or 10.87 percent were

teaching between 11-15 years; 7 or 15.23 percent teaches from 16-20

 years; 9 or 19.57 percent were 21-25 in year of service and 3 or 6.52

percent were in the service for 26 years and above. we can see that there

are three (3) MAPEH teacher-respondents that has a lot of experience

when it comes to teaching because of having the length of service of 26

years and above.

6. In Individual and Dual Sports, Badminton is offered were in 29 or 63.04

percent in first year, 22 or 47.82 percent in second year, 16 or 34.78

percent in third year and 5 or 10.87 percent in fourth year. In Lawn tennis

5 or 10.87 percent in first year, 13 or 28.26 percent in second year, 4 or

2.69 percent in third year and 1 or 2.17 in fourth year. Next is Table

tennis 15 or 32 percent in first year, 19 or 41.30 percent in second year,

19 or 41.30 in third year and 6 or 13.04 percent in fourth year. Whereas,

Arnis 5 or 10.87 percent in first year, 5 or 10.87 percent in second year, 1

or 2.17 percent in third year and in fourth year. Meanwhile, Chess 6 or

13.04 percent in first year, 3 or 6.52 percent in second year, 3 or 6.52

percent in third year and 17. 36.95 percent in fourth year. Swimming is

taught in first year, second year and third year with 1 or 2.17 percent,

while 3 or 6.52 is the weighted percentage in fourth year. To develop our

flexibility and balance gymnastics, it is taught in first year with 7 or 15.25

percent; 7 or 15.25 in second year, 1 or 2.17 percent in fourth year, it is

not being taught in third year level. In Athletics, 1 or 2.17 percent in first

year only. It is not being taught in second, third and fourth year level. In

Team Sports, Volleyball is the common game being played since in

 elementary, 29 or 63.04 percent taught in first year, in second year with

20 or 43.47 percent, 23 or 50 percent in third year and 12 or 26.08 in

fourth year as their recreational activities and officiating. Next Basketball,

20 or 43.47 percent in first year, 11 or 23.91 percent in second year, 19 or

41.30 in third and 11 or 23.91 taught it in fourth year. In first year softball

taught weighted of 2.17 percent or 1 respondents, 17 or 36.95 percent in

second year, 9 respondents or 19.56 weighted percentage in third year

and 1 or 2.17 percent in fourth year. In Baseball 14 or 30.43 percent in

second year, 8 or 17.39 percent in third year, 1 or 2.17 percent in fourth

year, it is not taught in first year level. Sepak Takraw is common played by

the students that is likely called “sipa”, 13 or 28.26 percent taught this in

first year, 13 or 28.26 percent in second year, in third year with 25

respondents weighted of 54.34 percent and 6 or 13.04 percent in forth

year. Football 8 or 17.39 percent in second year, 3 or 6.52 percent in

third year and 1 or 2.17 percent in fourth year, in first year it is not at all

taught to be.

7. These strategies helped to employed the lesson to student and analyze

the different skills. Command style it is a teacher centered style, 30 or 65.

21 percent; it is a learners centered or practice style with 39 or 84.78

percent; reciprocal style 33 or 71.73 percent; 31 respondents or 67.39

percent in self-check style; Inclusion style with 30 or 65.21 weighted

percentage; 29 respondents or 63.04 percent in Guided- discovery Style;

in Divergent style 24 or 52.17 percent; 26 or 56.52 percent in Individual-

 Program- Learner’s design; also the Learner Initiated Style with 28 or

60.86 weighted percentage and last 25 or 54.34 percent in self-teaching

style.

8. The Problems encounter in Teaching Sports. Sports facilities are one

problem especially in public schools in the Division City Schools of Malabon

where it has a frequency of 40 or rank one (2). Nowadays, teacher use

improvised materials to teach sports so that the students learned the skill

that they need to acquire, 46 MAPEH- teacher respondents or rank one

(1) claimed that their schools lacks equipment; 2 or rank three (3) are the

student absentee and also other problems such as lack of MAPEH books as

their reference.

Conclusion
The researchers concluded that;

1. In the Division City Schools of Malabon the female faculty member have a high

population than male faculty.

2. The researcher come-up with 46 MAPEH respondents mostly range their age in 40

and above.

3. In the Dision City Schools of Malabon 28 respondents are single and the rest is

married and widow.

4. In length of service there is high percentage in a service of 6-10 years. This

service helped them to gain experiences to assert in teaching.

5. The faculty teacher in Division City Schools of Malabon are professionally handle

MAPEH classes because they finished a Bachelor Degree major in Physical Education

with a respondent of 34.

6. The school offered all the sports required in the learning competencies based on

Basic Education Curriculum.

7. In teaching style command style has a high percentage of 65.21 followed by

practice style and the rest of the teaching style. Divergent style is the lowest

percentage rate of 52.17.

8. In problem encountered by the teacher in teaching sports. Lack of equipment has

46 respondents or rank one (1), next is facilities of the school has 40 or rank two (2)

and the other are books, absentees in rank three (3).

Recommendation

4. The Division of City School Malabon must Hired male faculty teacher to be

able to helped in different sports program.

5. The Division of City Schools of Malabon should start seminars for MAPEH

teachers so that they will learn new knowledge and teaching techniques in

their respected fields.

6. The Division of City Schools of Malabon should focus on the problems of the

different public schools in their area of responsibilities such as the Lack of

facilities and equipment. Those problems could affect the learners and could

also affect the teachers.