Listening Comprehension of Grade Eight students in San Jose National High School (Record no. 82164)

MARC details
000 -LEADER
fixed length control field 04559nam a22002417a 4500
003 - CONTROL NUMBER IDENTIFIER
control field URS
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250225191954.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 250225b |||||||| |||| 00| 0 eng d
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LG 221.R59
Item number .L6973 2024
245 10 - TITLE STATEMENT
Title <a href="Listening Comprehension of Grade Eight students in San Jose National High School">Listening Comprehension of Grade Eight students in San Jose National High School</a>
Statement of responsibility, etc Bernadeth D. Quidet...[et.al.]
300 ## - PHYSICAL DESCRIPTION
Extent xiii, 56 leaves;
Other physical details illustrations
Dimensions 28 cm
336 ## - CONTENT TYPE
Source rdacontent
Content type term text
337 ## - MEDIA TYPE
Source rdamediated
Media type term unmediated
338 ## - CARRIER TYPE
Source rdacarrier
Carrier type term volume
502 ## - DISSERTATION NOTE
Dissertation note Undergraduate Thesis
Degree type Bachelor of Secondary Education Major in English
Name of granting institution University of Rizal System, Rodriguez, Rizal<br/>
Year degree granted 2024
520 ## - SUMMARY, ETC.
Summary, etc The purpose of this study was to identify the listening comprehension of grade eight students at San Jose National High School. This research was undertaken to answer the following problems: The respondents' profile about their sex, and previous grade in English; their listening comprehension by demonstrating their ability to listen to the following activities such as Movie vocabulary, Simon Says, and Song gap fill; and the significant difference in the listening comprehension level of the respondents when they are grouped according to profile. The researchers used descriptive and quantitative methods of gathering data. The setting of the study was San Jose National High School with forty (40) grade eight students as respondents.<br/>You sent<br/>The significant difference in terms of sex suggests that there is no statistically significant distinction in comprehension levels between the respondent's sex.<br/><br/>In the significant difference in terms of previous grades in English, the F-value was calculated as 0.8584, along with a p-value of 0.001. It leads to the rejection of the null hypothesis. This signifies a statistically significant difference in listening comprehension among groups distinguished by their previous grades in English. This suggests that the students need a more instructional approach that suits their varied academic backgrounds. The diagnostic tests are also emphasized in this research. Identifying strengths empowers educators to implement specific interventions and create an inclusive learning environment.<br/><br/>Based on the results of this study, the researchers conclude the following:<br/><br/>The respondents had a very satisfactory grade in English. A very satisfactory level of English proficiency indicates the positive impact of effective language education. This implies that the listening comprehension of the students also contributed to the level of respondent's grades. In addition, the respondents listened to the activities with very satisfactory comprehension. This implies that the respondents show interest in the given activity. It proves that technology provides opportunities for students to practice listening skills both in and out of the classroom, making them more independent learners. Overall, the integration of technology in listening comprehension instruction offers new possibilities for language educators to enhance teaching methodologies and improve students'<br/>You sent<br/>language learning outcomes. However, the students mostly used non-verbal cues while listening to directions.<br/><br/>The researchers recommend the following based on the findings and conclusion of this study. The teacher must implement more listening activities inside the classroom so that the students will have the opportunity to enhance their listening comprehension level.<br/><br/>The researchers also recommend that school officials should enhance curriculum planning. Integrate more listening comprehension activities that engage reading, writing, and speaking to reinforce learning and promote holistic language development.<br/><br/>Lastly, the researchers also have recommendations for the students they should take into account how regular exposure to certain activities, such as listening to music or reporting, might help students' listening comprehension across their academic careers. Asking questions to further understand the material was necessary, aside from using non-verbal cues simultaneously.<br/><br/>Listen to a variety of materials that cover different topics, accents, and speech rates. This exposes students to diverse linguistic contexts and enhances their ability to understand English in various situations.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Source of heading or term listening comprehension
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Tinay, Kathleen L.
Relator term Researchers
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Guray, Fitz Gerald T.
Relator term Researchers
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Solina, Charisse Daphne P.
Relator term Researchers
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Solguen, Stephen P.
Relator term Adviser
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Theses and dissertations
Holdings
Withdrawn status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Total Checkouts Full call number Barcode Date last seen Copy number Price effective from Koha item type
  Library of Congress Classification   Not For Loan Rodriguez College Library Rodriguez College Library Undergraduate Theses 02/25/2025   LG 221.R59 .L6973 2024 URSROD-UGT-ENG-0889 02/25/2025 1 02/25/2025 Theses and dissertations

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