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BARRIERS AFFECTING THE LISTENING ABILITY OF GRADE 8 STUDENTS

IN CAINTA CATHOLIC COLLEGE

A Thesis Presented to the Faculty of College of Education of

Cainta Catholic College

Submitted in Partial Fulfillment for the Requirements

For the Degree of Bachelor in Secondary Education
Major in English

Diandria Seriritan
Arriane L. Arguelles
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CAINTA CATHOLIC COLLEGE

A. Bonifacio Ave.
Cainta, Rizal

APPROVAL SHEET

This study entitled Barriers Affecting the Listening Ability of Grade 8

Students in Cainta Catholic College of Arriane L. Arguelles and Diandria Seriritan

which was prepared and submitted in partial fulfilment of the requirements for the

Degree Bachelor of Secondary Education, major in English has been recommended for

acceptance and approval.

Dr. Reynaldo J. Cruz Ph.D.

Program Head of the Education Department

Accepted and approved in partial fulfilment of the requirements for the Degree of

Bachelor of Secondary Education, major in English.

VIOLINDA R. CABALUNA Ed. D

College Dean

ACKNOWLEDGEMENT
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I would like to express my gratitude to all the people who extended their valuable

assistance in helping me to finish this study.

Mrs. Marilou A. Valencia, Vice President for Administration and our supportive

Thesis Adviser who constantly helped us in spite of her very busy schedule. Thank you,

Ma’am for all your help and advises that really took a huge part for the success of this

study.

I express my heart felt gratitude to Mr. Allan A. Salazar who willingly helped us

with our Statistics that enabled us to finish all the remaining parts of our thesis. Thank

you so much, we owe you a lot Sir.

My deepest thanks to Dr. Violinda R. Cabaluna, Dean of the College of Teacher

Education, Cainta Catholic College, who interpreted our data without any second thought

and in spite of her busy schedule of bundle of works

My heartfelt thanks to my mother Mrs. Lorie Arguelles and to my two loving

sisters Mrs. Angel Balde and Mrs. Ana Loraine Dumanhog for the financial and moral

support, for the motivations and unconditional love, to all my TRUE friends who

supported me all the time, to my gorgeous partner Diandria Seriritan who always there

just to finish our thesis, and also to my supportive boyfriend who always reminds me that

I can finish this study. Lastly, to almighty God who provides everything that He knows it

is right.

- Arriane L. Arguelles

ACKNOWLEDGEMENT
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I would like to express my gratitude to all whom in one way or another

contributed and extended their valuable assistance in preparing me to my future career.

My deepest thank to Mrs. Marilou A. Valencia, Vice President of

Administration, also our Thesis Adviser for the suggestions in the improvement of our

thesis for her constant reminders and moral support.

I express my thanks to Dr. Violinda R. Cabaluna, Dean of the College

Department who interpreted our gathered data and to Mr. Allan A. Salazar who willingly

helped us in our statistics.

My deep sense of gratitude to my mother Lorena Seriritan and guardians; my

grandmother, Virginia Suyat Thaler and Ma. Judith Olivia S. Baccay for the financial

and moral support, for the motivations and unconditional love and support for me. I owe

my thanks to all of my friends especially to my witty thesis buddy Arriane L. Arguelles

that is very supportive for all times. I owe also my thanks to my boyfriend who always

encouraging me and for giving me confidence at all times.

Most of all to our Dear God, for guides and all the blessing that he pours to me,

for protection and safety and for strength despite of wanting to give up. Thank you,

almighty father.

- Seriritan, Diandria

Table of Contents

Title Page …………………………………………………………………………….1

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Approval Sheet ……………………………………………………………………….2

Acknowledgement ……………………………………………………………………3

Chapter 1

Introduction

Background of the Study

Statement of the Problem

Hypotheses

Theoretical Framework

Conceptual Framework

Scope and Delimitation

Significance of the Study

Definition of Terms

Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

Foreign Literature

Foreign Studies

Local Literature

Local Studies

Chapter 3
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RESEARCH METHODOLOGY

Research Design

Subject of the Study

Instrumentation

Setting of the study

Procedure of the study

Statistical Treatment

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Frequency and Percentage

Distribution on Profile of the
Respondents in terms of Academic
Performance

Weighted Mean of the Barriers

Affecting the Listening Ability of Grade
8 Students in terms of Physical Barriers

Weighted Mean of the Barriers

Affecting the Listening Ability of Grade
8 Students in terms of Physiological
Barriers

Weighted Mean of the Barriers

Affecting the Listening Ability of Grade
8 Students in terms of Psychological
Barriers

Weighted Mean of the Barriers

Affecting the Listening Ability of Grade
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8 Students in terms of Overload of

Message Barriers

Weighted Mean of the Barriers

Affecting the Listening Ability of Grade
8 Students in terms of Ego Barriers

Weighted Mean of the Barriers

Affecting the Listening Ability of Grade
8 Students in terms of Poor Retention
Barriers

Composite table of the Barriers

Affecting the Listening Ability of Grade
8 Students in terms of Physical,
Physiological, Psychological, Overload
of Message, Ego, and Poor Retention
Barrier

Computed Value between the

Barriers Affecting the Listening Ability
of Grade 8 Students and their Academic
Performance in English

Chapter 5

SUMMARY, CONCLUSIONS, RECOMMENNDATIONS

Summary of Findings

Conclusions

Recommendations

CHAPTER 1

Introduction

Listening plays a significant role in daily communication and educational process.

In spite of its importance, listening has long been the neglected skill in second language
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acquisition, research, teaching, and assessment. However, in recent years there has been

an increased focus on listening ability because of its perceived importance in language

learning and teaching. The study tried to find the barriers affecting the listening ability of

the students.

Although many students will say they learn more in a lecture type of class than

they do from studying their textbooks, listening to a lecture can be a difficult task.

Listening is an active process requiring full attention and concentration. Students may

“miss” a large part of a teacher’s lecture because they have never learned to listen (Koch,

1985). Words are heard with one’s ears, but it is necessary to listen to ideas with the mind

in order to understand what others want to say. Students from kindergarten through high

school are expected to listen 65-90 percent of the time (Journal of Language Teaching

and Research 2011 Academy Publisher 979).

According to DepEd Article VI, Section 5, Duties and Obligations of Students,

“Every student shall endeavor to achieve academic excellence and shall abide by the

rules and regulations governing his/her academic responsibilities.” In the title of Nadine

Dolby’s recent piece in the Chronicle Higher Education makes a great point about

teaching that often goes outspoken “There’s no learning when nobody’s listening.” It

seems that most of the time, “listening” was taken for granted.

This study aimed to enhance the student’s knowledge and skill on listening so that

they can effectively use their listening ability to make a meaningful communication that

can improve their academic performances.

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The purpose of this study was to investigate the barriers that are affecting the

listening ability of a student and to gain ideas on how to improve or develop one’s

listening ability. In today’s high-tech, high-speed, high-stress world, communication is

more important than ever, yet we seem to dedicate less and less time to really listen to

one another. Genuine listening is a rare gift, a gift of time. It helps build relationships,

solves problems, ensures understanding, resolves conflicts and improves accuracy. At

work, effective listening means fewer errors and less waste of time. At home, it helps

develop resourceful, self-reliant kids who can solve their own problems. At school,

listening attentively helps the students to get the lesson easily and clearly.

Students learn by listening every day in all kinds of situation. On the other hand,

students can “turn off” their listening if what they hear is something in which they are not

interested or something they do not agree with or understand. Koch (1985), you must

become so actively involved in the lecture that you will be learning as you are listening.

Unfortunately, some students remember the funny story but are unable to remember what

point the speaker or the teacher is trying to make. It is essential to note that through the

normal course of the day, listening is used nearly twice as much as speaking and four

times as much as reading and writing (Van Duzer, 1997). Therefore, listening should be

well acquired and deserves greater attention in learning.

Background of the Study

Listening is one of the most important skills in communication, because if we did

not listen well, we cannot respond to what others are saying. People tend to listen but not

really understand well what is being said so it turns out of misunderstanding and
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miscommunication. Listening and hearing differentiate in many ways, listening requires

full attention, while hearing is just receiving sound waves. Most people can hear quite

well, but this cannot be considered as listening.

According to Devine (1982), listening is the primary means by which incoming

ideas and information take in. Numerous students indicated that efficient listening skills

were more important than reading. During the researchers’ field study observation in

Cainta Catholic College, they have observed that some students have their own strategies

on listening and some students do not pay attention on listening because there are barriers

that affects their listening ability, e.g. environment distractions. The result is the students

can’t answer their teacher’s questions properly.

Learners have serious problems in English listening comprehension due to the

fact that universities or schools pay more attention to English grammar, reading and

vocabulary. Listening and speaking skills are not that important parts of any courses,

books or curricula and teachers do not seem to pay attention to these skills while

designing their lesson.

As the above statement says, these problems pursued by the researchers to

conduct this study.

According to J.Michael Bennett (1991) “even when really trying to listen, but

such as in college, most people “hear” only about half of what is being said. After a few

hours, only one-fourth of what was heard can be recalled with any accuracy. That’s only

25 percent what a person with the capacity of total recall could have remembered”.
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Listening is quite difficult because of many barriers such as physical, physiological,

psychological, information overload, ego, and poor retention barriers.

Statement of the Problem

The Researchers desired to study the Barriers Affecting the Listening Ability of Grade 8

Students in Cainta Catholic College

Specifically, this study looked for the answers to the following problems;

1. What is the third quarter academic profile of the grade 8 students?

2. What are the barriers affecting the listening ability of students in terms of:
2.1 Physical/Environmental;
2.2 Physiological;
2.3 Psychological;
2.4 Information Overload/Overload of message;
2.5 Ego; and
2.6 Poor Retention?
3. Is there a significant difference between the barriers affecting the listening ability

of the student and the student’s academic profile?

Hypothesis

There is no significant difference between the barriers affecting the listening

ability of the student and the student’s academic profile.

Scope and Delimitation

This research focused on the Barriers Affecting the Listening Ability of grade 8

students in Cainta Catholic College. The respondents of this research are the grade 8

students of Cainta Catholic College.

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The respondents of the study are 30 percent of the population of grade 8 students

in Cainta Catholic College. There are 11 sections in grade 8 and 30 percent of the class in

each section answered the questionnaire provided by the researchers.

Theoretical Framework

According to the cognitive comprehension theory, schema means an abstract

textual structure that the listener uses to make sense of the given text. The listener makes

use of linguistic and situational cues and also the expectations he/she has about the new

input to evoke schemata.

Gebhard (2000:144) states that listening comprehension activity involves two

distinct processes bottom-up and top-down processing. Bottom-up processing in listening

refers to a process of decoding a message that the listener hears through the analysis of

sounds, words and grammar. Top-down process in listening refers to the process of using

background knowledge to comprehend a message.

When a schema has been evoked, it will become a guiding structure in

comprehension. If the incoming information is matched with the schema, then the

listeners have succeeded in comprehending the text; if they are not compatible, either the

information or the schema will be discarded or modified. The principle of schema leads

to two fundamental modes of information processing: bottom-up processing and top-

down processing.
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Conceptual Framework

INPUT PROCESS OUTPUT

Barriers Affecting the Construction and

Determined Barriers
Listening Ability validation of
Affecting the Listening
questionnaire checklist
Ability of Grade 8
 Physical/
Administration and Students in Cainta
Environmental
connection of the Catholic College
 Physiological
 Psychological questionnaire.
 Overload of
Message Tallying and encoding of
 Ego data.
 Poor Retentions
Analysis and
Figure 1 of the
interpretation
gathered data.
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A Conceptual Framework showing the barriers affecting the listening ability of grade 8

students.

Significance of the Study

This research Barriers Affecting the Listening Ability of Grade 8 students of

Cainta Catholic College is significant to many proponents in the academic department in

CCC, the administrators, teachers of English, the students and their parents, and even

future researchers who may find this study relevant.

The administrators orchestrate the academic temper of the school. The curriculum

is particularly, the most important business that they monitor. This study will give them

the basis for choosing the right instructional materials to implement as well as looking

into the physical characteristics of the campus, classrooms and other instructional

facilities.
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Teachers are the facilitators of learning. English teachers in particular develop the

skills in communication. One of these is listening skills. This study will open the avenues

for teachers to identify the barriers in the listening skills of their students. Measures

described in this study may be useful to them. This study will also help them find out the

barriers affecting the listening ability of their students.

The Students, this is important to them because it will improve their listening

skills and for their success.

And to the Future Researchers, this serves as a guideline and pattern to their studies and

future endeavor.

Definition of Terms

To enhance a better understanding of this study, the following terms are defined

conceptually and operationally.

Ability – This is the capability of the student in terms of listening.

Academic Profile – It is the third quarter academic performance of the respondents in

English

Barriers–It is something negative that affects the listening ability of the students

Communication – It is an exchange of information and ideas between the teacher and

the students.
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Ego Barrier - Is thinking that the students own ideas are more important than those of

other persons or the speaker.

Endeavor –It is a strong holding on to something that matters most.

Information Overload – It is when the message is lengthy or illogical in sequencing, it

becomes more painful to retain the concentration.

Listening –It is one of the comprehension skills of the students.

Physical Barrier – Is any physical aspect that prevents the speaker to be heard and the

making the students not to listen.

Physiological Barrier – Is a barrier to effective listening that is stemming from a

physical illness, injury or bodily stress.

Psychological Barrier - Is a barrier to effective listening that is stemming from our

psychological states including moods and level of arousal, can facilitate or impede

listening.

Poor Retention Barrier – It is the students capability of absorbing or continuing on

holding the lessons they have heard.

Student – The respondent and the center of the study.

Teacher – It is the one who executes the lesson for the students to learn.
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CHAPTER II

Review of Related Literature

This chapter contains a review of related literature pertaining to the listening

comprehension of the students in a learning classroom and will discuss the pertinent

information of the study. This information is formed of foreign and local literature and

studies. Similarly, studies with bearing on the topic will be included and will present to

provide clarity on topic for investigation.

Foreign Literature

According to Christopher D. Bond, “International Journal of Listening”, 2012,

teaching listening skills in today's classroom environments is often misunderstood or

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completely omitted. Each classroom contains a unique set of listening barriers that affect

learning and cause undesired outcomes for both the student and the instructor. In an effort

to alleviate these barriers, tailored listening skills assignments for each classroom provide

instructors with the tools to enhance student learning. This introduction establishes a

framework for understanding how listening skill assignments can increase critical

thinking and effect positive student learning outcomes within the classroom environment.

According to Judi Brownell, in the book of “Listening: Attitudes, Principles, and

Skills”, Routledge 2013, Effective communicators are, first and foremost, effective

listeners. Only when you listen to others and understand their perspectives can you make

informed choices. Whether you’re listening to your instructor in class or to a friend on

Skype or to a family member who needs your help and support, listening is one of your

most essential life skills. Listening improvement in each component of the process

requires:

Appropriate attitudes toward listening – attitudes plays a key role in your ability to listen

well. Unless you believe that listening is essential for your personal development, it will

be difficult to devote the necessary energy for improving your competence. In addition,

effective listening requires an attitude of openness and interest in others.

Knowledge of principles about listening – listening theory and research lends important

insight into how your listening can be improved. Key principles guide your efforts as you

work to become more effective and more consistent in meeting your listening challenges.
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Acquisition of fundamental listening skills – ultimately, the development of appropriate

attitudes and the application of listening principles will result in improved performance.

The primary of this text is to change your behavior – to help you become a better listener.

Development of listening strategies – as you will discover, listening requirements vary

according to your purpose and context. Making informed choices about how and when

and under what circumstances to apply your listening skills is one of your important

tasks.

Michael Rost stated in the book of “Teaching and Researching: Listening”, 2013,

the relevance and prevalence of listening, however, does not make a readily knowable.

Indeed, at a recent conference on spoken language processing, he heard one of the noted

presenters go so far as to say “spoken organism in the known universe”. It is not so

surprising then that even after decades of study; we may just be scratching the surface of

a deep understanding of the fundamental processes and mechanism s that underpin our

ability to communicate with members of our species.

O, the Oprah Magazine featured a cover article with the title, “How to Talk So

People Really Listen: Four Ways to Make Yourself Heard.” This title leads us to expect a

list of ways to leave the listening to others and insist that they do so, but the article

contains a surprise ending. The final piece of advice is this: “You can’t go wrong by

showing interest in what other people say and making them feels important. In other

words, the better you listen, the more you’ll be listened to.” Jarvis, T. (2012)

Foreign Studies
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According to Ashley Andrews in her study “5 Most Common Barriers to Effective

Listening”, 2015, Effective listening is not as easy as it sounds, though, and there are

several factors that can affect how well you can listen to and understand others. To help

you recognize these, I’ve made a list of the 5 most common barriers to effective listening

and how to overcome them.

Distractions - The most obvious and probably the most significant barriers to listening in

today’s world are various distractions. Sadly, many of us can’t seem to be part of an

impolite, but it also tells the other person conversation without constantly glancing at our

phone or laptop. Not only is it considered that you’re bored and whatever is on your

phone is more important to you than this conversation. As you’re distracted, you’re also

likely to miss important points or information that you might need in the future. When

you’re having a conversation with someone, it’s best to keep these distractions away and

focus on the person in front of you.

Noise - Another major barrier to communication is noise. Trying to communicate in loud

environments is highly ineffective, not to mention nearly impossible. Even if you can

manage to communicate with a large amount of background noise, you won’t be able to

understand much or have a good, meaningful discourse. In situations like this, it’s always

better to either defer the conversation or move it somewhere quieter. The issue of

background noise is especially common during telephone conversations. For example,

many people think they can tackle important conversations while they’re commuting. In

most cases, however, the noise levels are too high for effective communication, not to

mention the fact that it can cause strain to the person on the other end as well.
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Interruptions - The fact that nothing good comes from interrupting someone while

they’re speaking is one of those cardinal rules of communication we’re all taught as

children. Unfortunately, that lesson doesn’t tend to stick. People are so eager to be heard

that sometimes they interrupt conversations to state their own opinion. However, not only

is it considered rude, but it’s also one of the biggest barriers to effective listening. To

avoid making this mistake, try to wait until the other person has finished talking before

saying your own ideas out loud.

Prejudice - can cloud your judgment and make you turn a blind eye towards valuable

information or good people. When you live and work in a multicultural environment, it’s

vital to leave all your prejudices behind when you’re communicating with others. For

example, if you assume a person is unintelligent (or even less intelligent than you)

because of the country of his origin, you’re blinding yourself. You need to give everyone

the benefit of doubt and listen to what they have to say.

Lack of interest - often times, we find ourselves trapped in a conversation that simply

can’t hold our interest. In such cases, we’ll be tempted to drift off in our own thoughts or

focus on something else – which, unfortunately, can be a barrier to listening. Of course;

it’s not really a good idea to force your attention on a topic you find dreadfully boring. If

the discussion isn’t important, steer the conversation to a different direction. If it is

important, however, try to focus on the relevant points and note them down.

Irshad Ahmed stated in his study “Types and Barriers to Listening”, 2013,

Listening is a process of Receiving, Interpreting and reacting to a message received from

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the Speaker. Listening cannot be done only by ears. One can listen with their eyes, sense,

mind, heart and imagination. A barrier is anything that gets in the way of clear

communication. Below is a list of barriers.

Physical Barriers consist of any sound that prevents a person from being heard. Physical

noise interferes with a speaker’s ability to send messages and with an audience’s ability

to receive them. Examples: whispers, cheers, passing cars or intercom interruptions.

People related barriers: Physiological barriers. Physiological barriers arise when the

listener suffers from ill health, fatigue, sleeplessness, hearing problems and the like, it

may also arise due to the accent and pronunciation shortcomings of the speaker.

Psychological barriers cover the value system and the behavioral aspects. Some

examples where listening fails to be effective on account of people related factors are as

follows: The speaker speaks in a shrill voice that does not reach the receiver. The speaker

speaks very rapidly or with an accent that is not clear.

Overload of message it is difficult for the brain to digest the overloaded message. When

the message is lengthy or illogical in sequencing, it becomes more painful to retain the

concentration. As a result listening becomes ineffective.

Ego thinking that my own ideas are more important than those of other persons or “I am

always right” and “the other is wrong” is the major stumbling block in the way of

listening. Listening requires open mind and heart free from negative emotions. If the

mind is closed for the other person’s message, there will be no listening.”
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Perceptions Our perceptions are selective and limited. As a result we indulge in selective

listening-taking the ‘desired’ part and leaving the ‘undesired part of the message. We do

not listen what the other is saying but what we want to listen.

Poor retention in dialogue, or two way oral communications, the sequence of thought is

essential for carrying on communication. To speak coherently one has to remember the

sequence of ideas. The structure of thought must be received and retained by the listener

to understand the arguments. The cues that signal the movement of thought from one set

of ideas to another must be retained by the listener to be able to grasp the full sense of

message discussed.

The following are the rules of good listening: Stop talking, stop thinking, remove

distractions, and do not let your mind wander, do not pre-judge, be patient, empathize

with the speaker, and take notes.

According to Noi Dung in her study “Difficulties and strategies in Listening

Comprehension”, 2015, Listening is almost ignored in both secondary and high school,

where students spent seven years in English language learning. This results in poor

listening skill when they become English major. As compared with other language skill,

listening is considered the most challenging subject. Therefore low scores in listening are

unavoidable. Her research finished finding the common problems which the students in

the faculty of foreign language have to experience in listening comprehension. Based on

the fact and figure, a number of strategies are also suggested to help them with better

listening. To confirm what have been written above and my ideas about the solution to

improve the listening skill of the students, I conclude with these ideas: Firstly to the
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students, they should spend much more time on practicing. They should listen to a variety

of topics in order to get familiar with them. Hence, the background knowledge will be

enriched as well as the skill. In addition, the students should know to apply suitable

strategies to each kind of listening text in order to get the best result.

However, the skill of students will not be improved the best without teachers.

Teachers play such a significant in building up their skill. By each lesson, the teachers

show his students the ways in each stage of listening comprehension. Generally, there are

three stages: pre-listening, while-listening and post-listening. Furthermore, he or she will

advise their students with the syllabus they can self-study at home. In short, this research

of mine does not focus on how teachers carry out their lesson but it is a chance to

understand more about the student’s problems. Here are the micro skills that needed in an

enable listener: predicting what people are going to talk about: guessing unknown words

or phrases without panicking, using one’s won knowledge of the subject to help one

understand, identify relevant points; rejecting irrelevant information, retaining relevant

points (note-taking, summarizing), recognizing discourse markers, e. g, Well, Oh, another

thing is, Now, Finally, etc., recognizing cohesive devices e. g such as and which,

including link words, Pronouns, references, etc., understanding different intonation

patterns and uses of stress, etc., which give clues to meaning and social setting. And

understanding inferred information, e. g, speaker’s attitude or intention

Moreover, Raj Soin (2015) stated in his study “Listening Effectively”, almost

everyone sincerely believes that he or she listens effectively. Consequently, very few

people think they need to develop their listening skills. But, in fact, listening effectively

is something that very few of us can do. It's not because listening effectively is so
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difficult. Most of us have just never developed the habits that would make us effective

listeners. Research has found that by listening effectively, you will get

more information from the people you manage, you will increase others' trust in you,

you will reduce conflict, you will better understand how to motivate others, and you will

inspire a higher level of commitment in the people you manage. A study of over 8,000

people employed in businesses, hospitals, universities, the military and government

agencies found that virtually all of the respondents believed that they communicate as

effectively as or more effectively than their co-workers. (Could everyone be above

average?) However, research shows that the average person listens at only about 25%

efficiency. While most people agree that listening effectively is a very important skill,

most people don't feel a strong need to improve their own skill level.

Local Literature

(Barker, 2015) Classroom discussion, when effectively facilitated, invites

students to deepen their understanding of literature; practice powerful norms; enhance

skills such as listening, building on others’ ideas, tactfully disagreeing, and taking turns;

and orally craft arguments that may carry over into their writing.

From the article written by Gutierrez 1997, many cases have proven that effective

listening will yield an effective interaction with the exchange of opinions. Also from

effective listening it will have a better understanding on the lesson and more on the

child’s development in reading.

According to Beltran, 2015 “Really Listen”, Many people have problems with

being able to “really listen” because we are wired by media and society to be active and
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engaged during discussions and conversations and most especially when dealing with

issues or concerns. In fact silence or a restrained response is often deemed as surrender,

incompetence, fear or ignorance. The fact is when one “really listens” one is not being

passive but rather being inquisitive, strategic and gathering data that you can use to

convince, gain favor or advantage.

Yagang (2014), “Listening Problems” Some students seem to have problems with

the listening comprehension. Some of them cannot catch any words when they are having

class with native lecturers. As a result, if they don’t understand what the lecturer tries to

communicate, they might not be able to further their study. The problems in listening

were accompanied with the four following factors; the messages, the speaker, the listener

and the physical setting.

Local Studies

Abril (2014) in her study “Variables Affecting Listening Comprehension”, most

national examination e.g. National Achievement Test (NAT) and National Career

Assessment Examination (NCAE) taken by Filipino students do not include listening

comprehension; the current status of students is not evaluated properly. Therefore, the

teaching attention is not being diverted towards the listening skill.

According to (Filipino 101, 2013), everyone needs to listen to be an effective

communicator, if a person listens well in what the speaker says, the understanding would

be easier. There are people who do not know how to listen but tends to butt in to the

other’s conversation that’s why the miscommunication occurs. When we listen, we can
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ask questions and exchange ideas. Our knowledge will broaden through listening and the

information will retain in our minds.

According to Nida, in her study “The Listening” 1957, people learn to speak a

language based on what they heard, how the language heard. A child proves it, what

words she heard from her mother and their maids are what she also learned and interpret.

As she grows older, there are so many words she heard and can interpret.

Moreover, Gelig stated in her study “Reasons Why People Lose Interest in

Listening” 2014, that in this generation many teenagers are eager to finish their studies.

There are students who want to get high grades every major exam, and to get high grades

they must listen attentively and focus on what the teacher is discussing but there are some

students especially in the middle of the discussion are losing their interest in listening.
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CHAPTER III

Research Methodology

This chapter described the Research Methodology which composed of research

design, setting of the study, subject of the study, the instrumentation, procedure of the

study and the statistical treatment.

Research design

This study was done for the purpose of knowing the “Barriers Affecting the

Listening Ability of Grade 8 students in Cainta Catholic College”. In conducting this

study, the researchers used the descriptive method because it describes the characteristics

of the factors that affect the listening ability of a student and explain the nature of the

situation in listening comprehension of the students in today’s generation by making a

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survey based on the information and data needed in the discussion of the problem

involved.

The descriptive method was about finding acceptable and proper interpretation of

the gathered data. It described the data and characteristics about what is being studied.

Descriptive method can also used to discover facts on which judgment will be based. It

described records, analyzed and interpretted what it was.

Moreover, in descriptive method, the study focused on the present condition or

what is happening now.

Setting of the study

The study was conducted in the high school department of Cainta Catholic

College located at A. Bonifacio Ave. Poblacion, Cainta,Rizal.

Subject of the study

The respondents of the study were 30 percent of the population of grade 8

students in Cainta Catholic College. There are 11 sections in grade 8 and 30 percent of

the class in each section answered the questionnaire provided by the researchers.

Instrumentation

To gather data, the researchers used questionnaire that includes the respondent’s

academic performance in English and checklist. This was used because the data was

gathered faster than any method.

 30

The questionnaire was the checklist that determined the barriers affecting the

listening ability of grade 8 students in Cainta Catholic College.

Procedure of the study

The first procedure was the researchers asked permission from the Principal of

high school department, Mr. Henry P. Santiago to conduct the survey. Next, the

researchers distributed the questionnaires personally to the respondents. The researcher-

made questionnaires provided several copies. The respondent asked to accomplish the

questionnaires.

The respondents are reminded to read the questions carefully and the researchers

encouraged the respondents to answer the questionnaire in their honest judgment by

informing them the purpose and importance of the results of the study. The instruments

are retrieved after the respondents were finished answering.

After gathering the instruments or the questionnaires, the data were tallied and

encoded, and then the researcher analyzed and interpreted the data gathered.

Statistical treatment

The data that was gathered from the questionnaires was examined, analyzed,

clarified and tabulated. The researchers used the Two Way Anova method with the

following formula:

Formula:
 31

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, analysis and interpretation of data relative to the

questions aimed to determine the barriers affecting the listening ability of grade 8

students in Cainta Catholic College.

Level of Academic Performance of the Respondents as Revealed by Their Third

Grading Period in English

Table 1 presents the academic performance of the respondents as revealed by their third

grading period in English.

Table 1
Frequency and Percentage Distribution on Profile of the Respondents in terms of Academic

Performance

Grades Frequency Percentage Weighted Mean Rank Verbal Interpretation

95-100 2 1.50% 0.3 5 Outstanding
90-94 10 7.52% 7.51 4 Very Satisfactory
 32

85-89 33 24.82% 8.18 2 Satisfactory

80-84 61 45.86% 27.93 1 Moderately Satisfactory
75-79 27 20.30% 5.48 3 Needs Improvement
Total 133 100% General Mean:
9.88

As revealed in the present grade in English, 45.86% of the respondents obtained a

grade between 80-84, which are interpreted as Moderately Satisfactory respectively.

20.30% of the students received a grade between 79 and below, 24.82% has a grade

between 89-85 and only 1.50% for 100-95, which are interpreted as Needs Improvement,

Satisfactory and Outstanding respectively. Overall, the general mean for the present grade

in English of the respondents is 9.88 which is interpreted as satisfactory

Summing up, the general mean is moderately satisfactory which indicates

that the students’ academic performance is in average performance.

This is related to the study of (Koch, 1985) that listening is an active process

requiring full attention and concentration. Students may “miss” a large part of a teacher’s

lecture because they have never learned to listen. And also Gelig stated in her study,

“Reasons Why People Lose Interest in Listening” 2014, that in this generation many

teenagers are eager to finish their studies. There are students who want to get high grades

every major exam, and to get high grades they must listen attentively and focus on what

the teacher is discussing but there are some students especially in the middle of the

discussion are losing their interest in listening.

 33

Barriers Affecting the Listening Ability of Grade 8 Students in terms of Physical

Barriers
Table 2 presents the barriers affecting the listening ability of the respondents with respect

to physical barriers.

Table 2
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8

Students in terms of Physical Barriers

A. Physical Barriers Verbal

Weighted Rank Interpretation
Mean
1. I am distracted with the writings 2.21 3 D
on the walls or on the board.
2. I get distracted with the 2.16 4 D
speaker’s appearance.
3. I can’t listen well when the 2.60 2 A
temperature’s too hot or too cold.
4. I lose my interest to listen when 2.03 5 D
the room is a little dark.
5. I get distracted whenever my 2.79 1 A
seatmate does unnecessary
things.
Average Weighted Mean 2.36 D
Legend: 3.25 to 4.00-Highly Agreeable (HA) 2.50 to 3.24-Agreeable (A)
1.75 to 2.49-Disagreeable (D) 1.00 to 1.74-Highly Disagreeable (HD)

As shown, the general mean obtained by the students is 2.36, which is interpreted

as disagreeable.
First in rank is “I get distracted whenever my seatmate does unnecessary things”

with weighted mean of 2.79, which interpreted as agreeable. Last in rank is “I lose

interest to listen when the room is a little dark” with weighted mean of 2.03, which is

interpreted as disagreeable.
The result indicates that students get easily distracted and cannot listen well to

their teacher when their seatmate or classmate does things which caught their attentions.

Overall, majority of the items are interpreted as disagreeable to the grade 8 students.
 34

This is in relation to the statements of Ashely Andrews (2015) that the most

obvious and probably the most significant barriers to listening in today’s world are

various distractions.

Table 3
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8

Students in terms of Physiological Barriers

B. Physiological Barriers Weighted Rank Verbal

Mean Interpretation
1. I can’t listen well because I have 1.45 5 HD
hearing problem.
2. I lose my interest to listen when my 2.66 1 A
head aches.
3. I feel sleepy whenever the discussion 2.03 3 D
occurs.
4. I can’t stay on the discussion because 1.88 4 D
I am busy doing something.
5. I can’t listen well when I’m tired. 2.56 2 A
Average Weighted Mean 2.11 D
Legend: 3.25 to 4.00-Highly Agreeable (HA) 2.50 to 3.24-Agreeable (A)
1.75 to 2.49-Disagreeable (D) 1.00 to 1.74-Highly Disagreeable (HD)

As eluded in the table, the general mean obtained is 2.11, which is interpreted as

disagreeable.
As shown, two of the items are interpreted as disagreeable, another two is

agreeable, and one is highly disagreeable. Rank 1 is “I lose my interest to listen when my

head aches” with a weighted mean of 2.66, interpreted as agreeable. Last in rank is “I

can’t listen well because I have hearing problem” with a weighted mean of 1.45,

interpreted as highly disagreeable.

It is clear that students can not listen effectively when their head aches, anyone

can not listen well in that case. Listening requires full attention and focus, but students

suffering from headaches cannot actually stay focus on the discussion.

 35

This is in line with study of Irshad Ahmed (2013) stating that, when the listener

suffers from illness, fatigue, sleeplessness, and other physiological barrier, they tend to

lose focus on listening.

Table 4

Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8

Students in terms of Psychological Barrier

C. Psychological Barriers Weighted Rank Verbal

Mean Interpretation
1. I feel annoyed when listening. 1.69 5 HD
2. I can’t listen well when the 2.51 1 A
speaker speaks rapidly.
3. I don’t listen when I feel that the 2.07 3 D
speaker has no authority on the
topic.
4. I let my mind wander rather than 2.03 4 D
to stay focused on the message.
5. I cannot listen well when I am 2.31 2 D
hungry.
Average Weighted Mean 2.13 D
Legend: 3.25 to 4.00-Highly Agreeable (HA) 2.50 to 3.24-Agreeable (A)
1.75 to 2.49-Disagreeable (D) 1.00 to 1.74-Highly Disagreeable (HD)

As indicated in the table, the general mean obtained is 2.13, which interpreted as
disagreeable.
The table shows that majority of the items are interpreted as disagreeable. First in

rank is “I can’t listen well when the speaker speaks rapidly” with a weighted mean of
 36

2.51 and interpreted as agreeable. Last in rank is “I feel annoyed when listening” with a

weighted mean of 1.69, interpreted as disagreeable.

Summing up, students can’t effectively listen if their teacher speaks fast. They

tend to lose interest because they can’ catch up with their teacher. It means, students can

effectively listen when the teacher speaks in a clear and not too fast manner.

This is related to the study of Ishrad Ahmed (2013) stating that one of the

examples where listening fails to be effective is when the speaker speaks very rapidly or

with an accent that is not clear.

Table 5

Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8

Students in terms of Information Overload

D. Information Overload Weighted Rank Verbal

Mean Interpretation
1. The old messages in my head 2.17 5 D
interrupt me from receiving new
messages.
2. I lose my interest when the message 2.23 4 D
is lengthy.
3. I can’t keep myself up with the 2.40 2 D
information that comes too fast.
4. I cannot understand the message 2.45 1 D
when the speaker uses unfamiliar
words.
5. The speaker lacks consideration to 2.36 3 D
the student’s ability to process
information.
Average Weighted Mean 2.32 D

Legend: 3.25 to 4.00-Highly Agreeable (HA) 2.50 to 3.24-Agreeable (A)

 37

1.75 to 2.49-Disagreeable (D) 1.00 to 1.74-Highly Disagreeable (HD)

The table indicates that the obtained general mean is 2.32, which is interpreted as

disagreeable. It shows that “I cannot understand the message when the speaker uses

unfamiliar words” is first in rank with a weighted mean of 2.45, interpreted as

disagreeable. The “the old messages in my head interrupt me from receiving new

messages” is last in rank with a weighted mean of 2.17, also interpreted as disagreeable.

Overall, all of the aspects are interpreted as disagreeable to the students but they

differ in their weighted mean given by them. It also shows that the majority of the class

cannot understand their teacher when he/she uses unfamiliar words in the discussion.

This is in line with the study of Yagang (2014) that the problems in listening were

accompanied with four factors; two of these are the message and the speaker. If the

students what the teacher tries to communicate, they might be able to further their study.

Table 6

Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8

Students in terms of Ego

E. Ego Weighted Rank Verbal

Mean Interpretation
1. I am not interested to listen because I 1.83 1 D
already know the topic.
2. I don’t pay attention to the things I 1.69 3 D
heard.
3. I don’t listen when the topic is boring. 1.81 2 D
4. I don’t consider the thoughts and ideas 1.63 4 D
of the speaker.
5. I want to ignore the speaker. 1.45 5 D
 38

Average Weighted Mean 1.68 D

Legend: 3.25 to 4.00-Highly Agreeable (HA) 2.50 to 3.24-Agreeable (A)
1.75 to 2.49-Disagreeable (D) 1.00 to 1.74-Highly Disagreeable (HD)

As shown, the general mean obtained by the students is 1.68 and interpreted as
disagreeable.
First in rank is “I am not interested to listen because I already know the topic”

with a weighted mean of 1.83, interpreted as disagreeable. Last in rank is “I want to

ignore the speaker” with a weighted mean of 1.45, also interpreted as disagreeable.

The result indicates that students tend not to listen when they have already read

about the topic or already know what will the teacher is about to discuss. In overall, all of

the items are interpreted as disagreeable.

This is in relation with the statements of Ashley Andrews (2015) that it is not

really good idea to force your attention on a topic you find dreadfully boring or you

already knew. In such cases, students will be tempted to drift off on their own thoughts or

focus on something else – which, unfortunately, can be a barrier to listening.

Table 7
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8

Students in terms of Poor Retention

F. Poor Retention Weighted Rank Verbal

Mean Interpretation
1. I am not prepared to listen. 1.80 3.5 D
2. It’s difficult for me to focus on the 1.98 1 D
discussion.
3. I can’t understand the topics being 1.80 3.5 D
presented.
4. I can’t comprehend the content of the 1.86 2 D
message.
5. I am not interested to participate in 1.67 5 D
classroom discussions.
 39

Average Weighted Mean 1.82 D

Legend: 3.25 to 4.00-Highly Agreeable (HA) 2.50 to 3.24-Agreeable (A)
1.75 to 2.49-Disagreeable (D) 1.00 to 1.74-Highly Disagreeable (HD)

As eluded in the table, the general mean obtained by the students is 1.81, which

interpreted as disagreeable to the students.

As shown above, all of the items are interpreted as agreeable to the grade 8

students. First in rank is “It’s difficult for me to stay in the discussion” with a weighted

mean of 1.98 and interpreted as disagreeable. Last in rank is “I am not interested to

participate in classroom discussions” with a weighted mean of 1.67, interpreted as

disagreeable also.

The result states that students can’t keep up or stay with the teacher in classroom

discussions for too long. This is related to the study of Gelig, (2014) that there are

students that want to have high grades, especially in major subject, and in order to get

high grades, one must listen attentively and focus on what the teacher is discussing but

there are some students, especially in the middle of the discussion, are losing their

interest in listening.
 40

Table 8

Composite table of the Barriers Affecting the Listening Ability of Grade 8 Students in

terms of

Barriers AWM Rank VI

1. Physical 2.36 1 D
2. Physiological 2.11 4 D
3. Psychological 2.13 3 D
4. Information 2.32 2 D
Overload
5. Ego 1.68 6 D
6. Poor Retention 1.82 5 D
Average Weighted Mean 2.07 D
Legend: 3.25 to 4.00-Highly Agreeable (HA) 2.50 to 3.24-Agreeable (A)
1.75 to 2.49-Disagreeable (D) 1.00 to 1.74-Highly Disagreeable (HD)

The table indicates that the general mean obtain 2.07, which is interpreted as

disagreeable.

It shows that the highest in rank is Physical Barrier, with a weighted mean of 2.36

and interpreted as disagreeable. The Ego Barrier is the lowest in rank with a weighted

mean of 1.68. Overall, all of the aspects or barriers affecting the listening ability of the

respondents are interpreted as disagreeable but they differ in their weighted mean given

by them.

This indicates that the Physical Barrier is the most difficult aspect to effective

listening for the students. On the other hand, the Ego Barrier is the least difficult aspect

for the students.

 41

This is related to the statement of Stanley B. Felber (2012) that distractions are

most interfering aspect in listening. He said that there are two types of distractions,

external and internal, can interfere with concentration and make it difficult to listen.

Environmental noises such as paper rattling, coughing, whispering, and street noise are

just a few of the things that make it difficult to pay attention.

Table 9

Computed Value on the significance difference between the barriers affecting the listening

ability of grade 8 students and their academic performance

SS df MS F

Between 153.821 1 153.821 2.665

Within 445.746 8 55.718

-Error 230.913 4 57.728

-Subjects 214.834 4 53.709

Total 599.567 9

F- Static Critical Value Result Conclusion

2.665 7.7086 Do not reject The compared groups do not

the null differ significantly.
hypothesis
F(1.4)=2.665, p>0.05.

The table shows that the computed value between the barriers affecting the

listening ability of the students and their academic profile F-value is 2.665, and is greater

than the P-value which is 0.05, interpreted as not significant. The null hypothesis is

accepted. Therefore, the compared groups do not differ significantly.

 42

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions drawn and

recommendations offered.

Summary of Findings

Based on the analysis and interpretation of data, the findings are hereby

summarized:

1. Academic Performance of Grade 8 Students in English as revealed by their

present grade in English. The general mean for the present grade in English of

the respondents is 9.88 which is interpreted as Satisfactory, indicating that the

students’ academic performance is in average level.

2. Barriers Affecting the Listening Ability of the respondents in terms of

Physical, Physiological, Psychological, Information Overload, Ego, and Poor

Retention. All of the aspects are interpreted as Disagreeable to the students but

they differ in their weighted mean given by them. It also shows that “Physical

Barrier” is the most evident barrier that the respondents pointed out as aspect to

effective listening. On the other hand, the “Ego Barrier” is the least difficult

aspect for them.

3. Significant relationship between the Barriers Affecting the Listening Ability

of Grade 8 students and their academic performance in English. The study

revealed that barriers affecting the listening ability do not differ significantly to

the academic performance in English of the respondents.

 43

Conclusions

Based on the findings, the following conclusions were drawn:

1. The study revealed that the academic profile of grade 8 students in terms of their

grade in English is Moderately-Satisfactory. Only 1.50% is Outstanding. The

grade 8 class needs to exert more on listening and be developed more to reach at

least Satisfactory to Very Satisfactory rating.

2. The researchers found that the Physical Barrier is the most evident aspect that

hinders effective listening for the students and the Ego Barrier is the least

disturbing barrier for the students. The researchers conclude that the learners

should be provided with conducive learning environment all the time, that which

is free from physical disturbances.

3. The barriers affecting the listening ability of Grade 8 students in terms of

Physical, Physiological, Psychological, Information Overload, Ego, and Poor

Retention do not differ significantly to the students’ academic performance in

English. This means that the academic performance of students is greatly affected

by these barriers.

Recommendations

The following are the suggested recommendations:

1. The school should provide warm and healthy learning environment to students.
 44

2. The teachers should see to it that distractions inside and outside the classroom are

eliminated if not prevented so that the students can listen actively and understand

what is being discussed.

3. Students may try or learn to repeat the teachers’ words mentally as they say them.

This will reinforce the message and help the students to stay focus.

4. Teachers may teach the students skills on how to be an active or an effective

listener that is useful for their everyday life.

5. The school should provide seminars and trainings to the teachers in upgrading

their teaching strategies and methods for effective and efficient teaching-learning

process.
 45

References:

Ahmed, Irshad “Types and barriers to listening”. Oct 24, 2013

Anderson, Irving H. and Fairbanks, Grant. “Common and Differential Factors in

Reading Vocabulary and Hearing Vocabulary”. Journal of Educational Research

Andrews, Ashley “The 5 Most Common Barriers to Effective Listening and How to

Overcome Them”. Oct 21, 2015

Beighley, Kenneth C. “The-Effect of Four Speech Variables on Listener

Comprehension.”Speech Monographs 19:249–58; November 1952.

Boyle, Joseph P. “Factors affecting listening comprehension”. ELT J (1984) 38 (1): 34-
38. January 1984

Brindley, Geoff “Assessing Listening Abilities”. Cambridge University Press, 1988

Annual Review of Applied Linguistics, Volume 18.

Brown, Charles T. “Studies in Listening Comprehension”. Western Michigan University,

Volume 26, 1959

Brown, James I. and Carlsen, Robert G.”Brown-Carlsen Listening Comprehension

Test”. Chicago: World Book, 1953.

Fessenden, Seth A. “Designed for Listening”. Dubuque: Wm. C. Brown, 1951. p. 1–10.

Hajra, Vandita “Barriers to effective listening”. Education, March 2013

Hulbert, Jack E. “Barriers to Effective Listening”. North Carolina A&T State

University, The Bulletin, June 1989, page 3

 46

Nichols, Ralph G. “Factors in Listening Comprehension.” Speech Monographs 15:154–

63; #2, 1948.

Nichols, Ralph G. “Teaching of Listening.” Chicago Schools Journal of Speech 33:83–

86; February 1947.

 47

BARRIERS AFFECTING THE LISTENING ABILITY OF GRADE 8 STUDENTS IN

CAINTA CATHOLIC COLLEGE

Respondent’s Profile

Name: ____

3rd Quarter Grade in English: _______

Directions: Put a check ( / ) that corresponds to your answer to the following statements.

4- Highly Agree 3- Agreeable 2- Disagreeable 1-Highly Disagreeable

STATEMENTS 4 3 2 1
Physical Barriers/Environment
1. I am distracted with the writings on the walls or on
the board.
2. I get distracted with the speaker’s appearance.
3. I can’t listen well when the temperature’s too hot or
too cold.
4. I lose my interest to listen when the room is a little
dark.
5. I get distracted whenever my seatmate does
unnecessary things.
Physiological Barriers
1. I can’t listen well because I have hearing problem.
2. I lose my interest to listen when my head aches.
3. I feel sleepy whenever the discussion occurs.
4. I can’t stay on the discussion because I am busy doing
something.
5. I can’t listen well when I’m tired.
Psychological Barriers
1. I feel annoyed when listening.
2. I can’t listen well when the speaker speaks rapidly.
3. I don’t listen when I feel that the speaker has no
authority on the topic.
4. I let my mind wander rather than to stay focused on
the message.
5. I cannot listen well when I am hungry.
Overload of Message/Information Overload
 48

1. The old messages in my head interrupt me from

receiving new messages.
2. I lose my interest when the message is lengthy.
3. I can’t keep myself up with the information that
comes too fast.
4. I cannot understand the message when the speaker
uses unfamiliar words.
5. The speaker lacks consideration to the student’s
ability to process information.
Ego
1. I am not interested to listen because I already know
the topic.
2. I don’t pay attention to the things I heard.
3. I don’t listen when the topic is boring.
4. I don’t consider the thoughts and ideas of the speaker.
5. I want to ignore the speaker.
Poor Retention
1. I am not prepared to listen.
2. It’s difficult for me to focus on the discussion.
3. I can’t understand the topics being presented.
4. I can’t comprehend the content of the message.
5. I am not interested to participate in classroom
discussions.

Prepared by: Seriritan, Diandria

Arguelles, Arriane L.

BSED ENGLISH
 49

APPENDICES

CAINTA CATHOLIC COLLEGE

November 20, 2017

HENRY P. SANTIAGO
 50

High School Principal

High School Department

Dear Mr. Santiago,

Greetings in the Name of the Lord!

We had the honor to request permission to conduct a study entitled: “Barriers

Affecting the Listening Ability of Grade 8 Students of Cainta Catholic
College” in partial fulfillment of the requirements for the degree Bachelor of
Secondary Education.

In view of this, may we ask for your permission to administer questionnaires to

the Grade 8 students in all sections?

Rest assured that the data to be collected will be treated with the utmost
confidentially. Anticipating for your kind consideration and most favorable action
on this matter.

In Christ,

Arriane L. Arguelles

Diandria Seriritan

Researchers

Noted by: Approved by:

Mrs. Marilou A. Valencia Mr. Henry P. Santiago

Thesis Adviser High School Principal

CAINTA CATHOLIC COLLEGE

October 3, 2017
 51

Greetings in the Name of the Lord!

We, Arriane L. Arguelles and Diandria Seriritan, fourth year and third year
Bachelor of Secondary Education Major in English students, would like to ask
your assistance for the validation of survey questionnaire in our thesis entitled:
“Barriers Affecting the Listening Ability of Grade 8 Students of Cainta
Catholic College Academic year 2017-2018” as partial fulfillment of the
requirements for the degree Bachelor in Secondary Education.

The researchers have made questionnaires already, but before administering,

the researchers need a validator to validate the questionnaire. The researchers
have decided to hear your comments and advice to make a better instrument in
research.

In Christ,

Arriane L. Arguelles

DiandriaSeriritan

Researchers

Approved by:

Mrs. Maricar Manue

Ms. Jane Kathleen Palma

Mrs. Evangeline Ilao

Mrs. NenitaViloria

Ms. Shijanie Calderon

 52

CURRICULUM
VITAE
 53

ARRIANE LUPAGUE ARGUELLES

Cruzeiro St. Meralco Village Brgy. San Juan Taytay, Rizal 1920 I (C) 0908 333 7359 I
arasilent@yahoo.com/aryanagranada30@gmail.com

PROFESSIONAL SUMMARY

I am a reliable person with strong attitude and willingness to learn. Adaptable with good
knowledge and able to work well in a fast-paced environment. Fast learner and accept
the mistakes to do it right.

SKILLS

 Fast learner
 Highly Dependable
 Independent
 Good communication skills
 Strong initiative
 Good multi-tasker

EDUCATIONAL BACKGROUND

COLLEGE

Bachelor of Secondary Education Major in English

Cainta Catholic College (2015-2018)
Sta. Teresa College (2013-2015)

HIGH SCHOOL

Taytay National High School (2009-2013)

ELEMENTARY
 54

Rosario Ocampo Elementary School (2003-2009)

WORK HISTORY

Practice Teaching
Taytay National High School (December-March 2018)
Grade 9 English Teacher

SEMINARS/TRANINGS ATTENDED

“Together Everyone Achieves More”

August 31, 2013
San Lorenzo Ruiz Hall, Sta. Teresa College, Bauan, Batangas
“Strengthening Education through Relevant and Responsive Curriculum”
September 13, 2013
Audio Visual Room, Sta. Teresa College
“STC Future Educators: Reinventing Education for Life”
January 29, 2014
St. Pedro Calungsod Hall, Sta. Teresa College, Bauan, Batangas
“Defying Challenges: Educators’ Roles in ASEAN 2015”
September 30, 2014
Audio Visual Room, Sta. Teresa College, Bauan, Batangas
“Teresians, Responding to Changing Environmental Conditions”
November 19, 2014
St. Lorenzo Ruiz Hall, Sta, Teresa College, Bauan, Batangas
st
“21 Century Educators: Their Roles and Opportunities”
January 26, 2015
St. Pedro Calungsod Hall, Sta. Teresa College, Bauan, Batangas

“Conference on Basic Thesis Writing”

September 15, 2017
Cainta Catholic College
th
“10 Regional Seminar and Quiz Bee for Pre-service Teacher: Roadmap Towards
Professional Teaching”
September 22, 2017
Sta. Rosa Coliseum, Sta. Rosa Laguna
 55

PERSONAL INFORMATION

Name: Arriane Lupague Arguelles

N’name: Ara
Age: 21 years old
Status: Single
Religion: Catholic
Height: 5’0
Weight: 54 kgs.

PERSON TO BE CONTACT IN CASE OF EMERGENCY:

Lorie Arguelles
0912 822 1271

I hereby certify that all the information above is true and correct with the best of my
knowledge.

Arriane Lupague Arguelles

 56

Personal Information

Name: Seririrtan, Diandria

Age: 20

Birthday: April 13, 1997

Sex: Female

Nationality: Filipino

Contact number: 6960129

Email: diandriabaccay@yahoo.com

Educational Attainment

Primary – Juan Sumulong Elementary School (2004-2010)

Secondary – San Roque National High School (2010-2014)

Tertiary – Cainta Catholic College (2014-present)

Seminars Attended

“Improve through the Teacher’s Art of Questioning”

Cainta Catholic College, May 11, 2017

“Values Integration across Disciplines”

Cainta Catholic College, May 15, 2017

“Instructional Practices in Media Literacy Education and their Impact on Students’ Learning”

Cainta Catholic College, May 16, 2017

“Creating a 21st Century Classroom through 4C’s”

Cainta Catholic College, May 16, 2017