Chapter 3

PRESENTATION AND ANALYSIS OF FINDINGS

This chapter deals with the findings of the data that were analyzed and interpreted in

response to the previous chapter.

Level of Facilitation Skills of Teachers

The level of facilitation skills of teachers is presented in Table 2. As shown in the Table,

communication skills has the highest mean score of 4.68 or rated as very high. This means

that the level of communication skills of teachers in University of Mindanao High School in

facilitating their students is effectively applied. It implies that teachers have an adequate

communication skill and are able to enhance the student’s learning behaviors to participate in

developing desirable behaviors that are necessary inside the classroom.

Guidance skills earned the mean score of 4.37 or high. This means that the guidance

skills of teachers in University of Mindanao High School are applied. It implies that teachers in

the said school are definitely aware on how they are going to guide and direct their students.

But some teachers cannot easily go down to the level of their students. The motivation skills

on the other hand has a mean score of 4.32 or high level. This means that the level of

motivation skills of teachers in University of Mindanao High School are developed and

applied. This implies that the teachers in

Table 2
 Level of Facilitation Skills of Teachers

Indicators Mean Descriptive

Equivalent
Guidance Skills 4.37 High
Motivation Skills 4.32 High
Communication 4.68 Very High

Skills

Overall 4.45 High

the said school motivate their students using several techniques that stimulate the thinking

skills of the students and encourage them to cooperate in the activities given by the teachers.

The overall rating of the facilitating skills of the teachers is 4.45 or high. This means

that the level of facilitation skills of teachers is very good where the application is done most f

the time. This implies that the teachers in University of Mindanao High School are equipped in

facilitating their learners and have the skills to provide meaningful learning opportunities that

result to positive learning behaviors of their students.

Level of Students’ Behaviors

The level of learning behaviors of first year students from University of Mindanao High

School is described in Table 3. As can be gleaned from the table, responsibility has a mean

score of 3.64 or their learning behavior is high. This means that the students in the said

school are responsible in their task and able to perform the activities implemented by the

teacher. This implies that the students are responsible enough to perform their task whether

individually or with group efforts.

Cooperation gains a mean score of 3.59 or high, this means that the level of

cooperation of the students is high. This implies that the students are willing to undertake the
class activities and work jointly with other members of the group or class.

Contribution earns a mean score of 3.76 or high. This means that the level of the

students’ learning behaviors is to a high level. This implies that the students in University of

Mindanao High School are willing to share ideas to their so-learners that would create a good

sense of relationship in the learning.

Table 3

Level of Students’ Behaviors

Indicators Mean Descriptive

Equivalent

Overall

The overall rating of the students learning behaviors is 3.66 or high. This means that

the learning behaviors of the students are developed and applied in response to the teachers’

way of facilitating their students. This implies that the first year students in University of

Mindanao High School are able to develop behaviors that are necessary to improve their

learning.

Significance of the Relationship between Error Correction Techniques and Students’

Behavior

The significance of the relationship between error correction techniques and students’

behavior is shown in Table 4. The computed coefficient correlation between 2 indicators is

0.41 and a probability value of 0.00 which is less than the alpha level of 0.05. This shows a

significant relationship. Therefore, the null hypothesis which states that there is no significant
relationship between error correction techniques and students behavior is rejected. This

implies that when the teachers correct their students effectively, the students also respond

positively.

Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter deals with the summary of findings, conclusions and recommendations

based on the analysis of the data.

The purpose of this study was to determine the level of the error correction techniques

used by the teachers and student’s behavior of the first year students of University of

Mindanao High School. Specifically, the study sought to answer the following sub-problems:

1. What is the level of error correction techniques when analyzed in terms of:

1.1 on the spot (selective)

1.2 delayed error correction (after)

2. What is the level of students’ behavior in terms of:

2.1 self confidence

2.2 bad habits

3. Is there a significant relationship between error correction techniques and

students’ behavior?

Summary of Findings

The following are the major findings of the study.

 mag- aswa. “Mga anak andito na kami ng tatay ninyo.” Na saan na ba yung
mga batang yon bakit walang sumalubong sa atin”. Nang makapasok na ang mag-
asawa sa loob ng bahay.
Nakit anilang may dalang gamit ang kanilang anak na si Alina. “Anak?,saan ka
pupunta at mmay dala- daala kang mga gamit?” “Nay, Tay anak po ba talga ninyo
ako?”,oo o hindi?” “ Anak?, bakit mo naman nasabi ang mga bagay na iyan?”
“Sino ba ang nagsabi sa iyo na iyan?” “Hindi na po mahalaga kung sino nay,
sagutin nyo na alng po ang tanung ko.” “Oo at hindi lang po ang sagot.” “Nay,
Tay, sabihain nyo na po sa kanya ang totoo na hindi nyo siya anak”. “Marie, ano
ba iyang mga sinasabi mo?” “Nay alam na niya ang totoo ako ang nagsabi sa
kanya na hindi ko siay akapatid at hindi nyo siay anak.” “Bakit mo naman ginawa
yun anak?” “bakit nay?, toto naman diba, na ampon lang siya.” “Marie tama na
iyan, ano ka ba?” “ Alina, anak, patawarin mo kami ng itay mo sa apglilihim
namin sa katotohanan sa iyo.” “Sana mapatawad mo kami.” “Hindi ninyo
kailangang humingi ng tawad nay. Nagpapasalamt po ako sa inyo dahil inalagan
ninyo ako na parang tunay na anak.” “Nay, itay sino po ba ang totoo kung mga
magulang?” “ Alina, anak, hindi namin alam dahil na pulot ka lang namin sa
basurahan sa bayan.” “Alina, kahit hindi ka namin tunay na anak mahal ka namin
ng tatay mo, mula nang dumating ka sa bahay na'to tinuring ka na naming anak
Alina.” “Nay, tay salamat po sa inyo, mahal ko din po kayo.” “Ikaw
Marie,pasalamat ka nga at may kinilala kang magulang, dapat hindi ka maging
madamot.” “Hiondi ka naman namin pinabayaan at panatay ang pagmamahal
namin pra sa inyong dalawa.” “Nay, tay patawarin po ninyo ako.” “Hindi ka sa
amin dapat humingi ng tawad kay Alina.” “ Alina, patawarin mo ako sa mga
sinabi ko sayo. Naiingit lang talaga ako sa iyo.” “ Ok, lang yun ate, hindi ka dapat
mainggit sa akin kasi may mga magulang ka na mahal ka ang swerte mo nga eh.
At maswerte na rin ako dahil minahal din ako ng mga magulang ko at nagkaroon
ako ng isang kapatid na kaya mo. Mahal na mahal kit ate.” “Mahal din kita Alina.”
simula noon ay namuhay na sila ng masaya. Tanggap na ni Marie ang kapatid niya
si Alina kahit hindi sila magkadugo. At minahal nila ang isa't isa at namuhay ng
kuntinto at masagana.