Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the data gathered in tabular form accompanied by the

textual analysis and discussion of findings.

Table 1. Descriptive statistics on the result of the pre-test

Groups N Mean Standard Deviation
Control 15 19.03 2.237
Experimental 15 20.68 2.085

Table 1 presents the descriptive statistics on the results of pre-test as scored by the

two groups of participants with a population of 15 respectively.

As shown by the mean scores of 19.03 (control group) and 20.68 (experimental

group), the size difference is small; thus, this indicates that both groups are homogenous,

yielding no significanct difference on the mean scores of the control group and the

experimental group in their reading comprehension. Furthermore, the data is a clear

indication that the Grade 7 students of Solana National High School have equally fair

performance in their reading comprehension.

Table 2. Descriptive statistics on the result of the post-test

Groups N Mean Standard Deviation
Control 15 18.52 2.283
Experimental 15 22.70 1.895

Table 2 shows the descriptive statistics on the results of post-test obtained by the

two groups of respondents. With the mean scores of 18.52 (control group) and 22.70

(experimental group), it can be seen that a large mean difference exist between the two;
hence, there is a significant difference on the performance of the said groups in their post

reading comprehension.

The data implies that with the use of YouTube videos as an interaction in

improving reading comprehension, the students performed better or higher. Such result is

supported by Marzban (2015) when he found out that educational videos available online

significantly improves the reading comprehension level of EFL learners.

Table 3. Test of Difference on the Pre-test and Post-Test

Pairs t df Sig. (2-tailed)
Pre-test and Post-test C group -1.354 14 0.198
Pre-test and Post-test E group -5.483 14 0.001

Table 3 displays the results of the test of difference on the pre-test and post-test of

both groups.

It can be gleaned that the p-value obtained from the pre-test and post-test of the

control group is 0.198, which is higher than 0.05; thus, no significant difference exists n

such case. The said result further means that the students of Solana National High School

who composed the control group in this study did not manifest progress in their reading

comprehension.

This may be attributed to the fact that in the control group, there was very

minimal instructional opportunities.

Meanwhile, in the pre-test and post-test of experimental group, the p-value is

0.001, which is lower than 0.05; hence, significant difference is statistically established

along the reading comprehension of the students who participated in the experimental

group. This result is particularly in favor of the post-test scores.

 It can be deduced from the above results the YouTube videos when used as an

instructional aid on reading comprehension would significantly have an effect in

improving the skills and performance of learners.

Table 4. Effect Size of YouTube Videos as Intervention in Improving Reading

Comprehension
Effect Size (d) Relative Size
Control Group 0.5 Medium
Experimental Group 0.8 Large

Table 4 presents the effect size to compare the means of the two groups in the

post-test. Using Cohen’s d, the results reveal that in the control group, YouTube videos

have a medium effect to the reading comprehension performance of the students who

composed the said group as manifested by an effect size 0.5.

Meanwhile, there is notably a large effect of YouTube videos to the performance

of the students who composed the experimental group. This is expressed through the

effect size obtained from the Cohen’s d which is 0.8. Such result conforms with the

findings of Kim (2015) which showed that video materials significantly had an effect in

promoting advancing the comprehension skills of learners.

Table 5. Test of Relationship Between Student’s Reading Comprehension when grouped

According to Types of Test
Control Group Experimental Group
Eta-squared values
Pre-test 0.006 0.045
Post-test 0.35 0.81
Interpretation

0.0- No Relationship

0.01- 0.19- No Negligible Relationship

0.2-0.39- Weak Relationship

0.4- 0.69- Medium Relationship

0.7-1.0- Strong Relationship

Table 5 displays the test of relationship between students’ reading comprehension

when grouped accordingly, respective to types of test, such as the pre-test and the post-

test.

The data shows that there is no relationship between students’ reading

comprehension with that of their pre-test and post-test for both control and experimental

group as the Eta-squared values are 0.006 and 0.045 respectively. This means that

regardless of strategy used by teachers in developing reading comprehension among

learners, this does not in any way, effect the performance exhibited by the learners.

Interestingly, however, it can be seen that a strong relationship exists between

students’ reading comprehension and the post-test of experimental group is expressed by

an obtained Eta-squared value of 0.81. This is a clear indication that YouTube videos as

intervention tool in improving reading comprehension among the students of Solana

National High School is effective. This further means that the participants in the

experimental group have significantly progressed in their reading comprehension

compared to those in the control group who were not treated with the same intervention

tool.
 The said finding reinforces the declaration of Harmer (2017) that video materials

such as those available in YouTube can largely help learners comprehend better.
 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter encompasses the summary of findings that will serve as the

framework of whatever conclusion drawn in this study, which will also serve as basis in

offering the recommendations emanating from this research activity.

Summary of Findings

The purpose of this study was to determine the effect of using YouTube videos in

teaching reading comprehension among Grade 7 lessons of Solana National High School.

There were two groups of participants in this study. In total, there were 30 divided into

two to compare the control group and the experimental group, respectively

The mean score difference between the control group and experimental group in

their pre-test is relatively fair. However, in terms of the post -test, it was found out that

there was a large mean score difference on the performance exhibited between the control

group and experimental group.

In terms of the test of difference conducted, it revealed that there is no significant

difference between the pre-test and post -test of the control group.

On the other hand, a significant difference is found between the pre-test and the

post -test of the experimental group, and that is particularly true to the post-test where the

intervention proved effective.

 As to the effect size of YouTube videos as intervention in improving reading

comprehension among the groups of learners under study, the control group has medium

effect size, while the experimental group yielded a large effect size.

Lastly, when it comes to test of relationship, no relationship is established

between the pre-test and the post -test scores of control group. However, in terms of the

relationship between YouTube videos as intervention in the experimental group, medium

to strong relationship is found respective of the pre-test and the post -test.

Conclusion

This study sought to determine the impact of using YouTube videos on the

development of reading comprehension among students at Solana National High School.

It was discovered from the findings of this study that YouTube videos had a statistically

significant impact on the reading comprehension abilities of the learners who were in the

experimental group. Because videos are considered to be one of the most effective

instructional materials for teaching reading among students of English as a second

language, it can be confidently asserted that the proper use of this technology will

significantly assist teachers and instructors in promoting high school students' reading

comprehension. According to the findings of the current study, teachers can utilize the

information to select useful reading strategies and materials to employ in the classroom to

improve their reading comprehension. Additionally, the use of authentic materials in

educational settings can help to increase the motivation of students as they go through the

process of learning the English language.

 Recommendations

Based on the findings of the study, the following recommendations are put

forward for the concerned entities to consider:

1. Schools should invest on educational technology that includes access to YouTube or

other media platforms that have lists of videos to choose from where teachers can freely

utilize in their instructional delivery or in the enhancement of their lessons.

2. Teachers of English as a second language should choose reading materials that can be

contextualized through video presentations, in order to make reading appealing or

interesting among learners.

3. Teachers should be very careful in identifying the appropriate videos to help them aide

the reading comprehension of learners. They should pick the video relevant to the lesson

objectives and in conformity with the central and supporting ideas of the text.

4. Students should not solely rely on available YouTube videos that can enhance their

comprehension of reading texts, but they should first exhibit interest in discovering the

meaning of what they are reading. They should be trained to resort to YouTube videos

only when texts are difficult to comprehend or for comprehension check.

5. The Department of Education should form technical working groups among teachers

who can be content creators of contextualized and localized videos based on the reading

texts that are specified in their curriculum guide.

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the data gathered in tabular form accompanied by the

textual analysis and discussion of findings.

To be able to answer the inferential questions of this study, it necessitates data on

the profile of the respondents in terms of several variables. These include age, sex, civil

status, educational attainment, position/rank, years of teaching experience, years of

English teaching experience, and number of English subjects taught. The succeeding

tables presented the frequency distribution and percentage on the aforesaid profile

variables.

Profiles of Legislative District 1 Senior High School English Teachers

It can be inferred in Table 2 that in terms of age, most of the teachers are within

the age group 20-25 with 28% of the total population, while an equal percentage of 25.6

respectively is noted for age groups 26-30 and 31-35. The data imply that many of the

teaching force are still young in service. Meanwhile, the table displays the frequency and

percentage distribution of respondents when grouped according to sex. As clearly

indicated, majority of the respondents are female with 60 or 73.2% of the total

population. This indicates that teaching is favored by the female group. From the research

findings of Drudy (2008) and Ullah (2016), it is undeniable that there is female-

dominance in the teaching profession within the elementary and secondary levels of

education. This agrees with feminist analyses that present the predominance of women in

most of the lower stages of education and teaching since these professions seemingly
replicate, or if not, extend the works traditionally performed by women at home (Tasner

et al., 2017).

In terms of civil status, majority of the teachers are married as indicated by 50 or

61% of the total population, whereas the result also indicates a considerable number of

teachers with 32 or 39% who are single.

Along highest educational attainment, majority of the participants with 39 or

47.6% are master’s degree holder. It can be deduced from the data that though majority

of the teachers may have finished master’s degree, there is, however, few record of

teachers having finished their Doctorate degree with 6 or 7.3%.

With regard to the profile variable on position, majority of the participants, with

44 or 53.7% are Teacher III. This implies that many of the teachers in Legislative District

1 give priority to their professional advancement since promotion cannot be entitled to

any teacher who does not meet minimum requirements of educational qualification of at

least 33 units from master’s degree programs.

When it comes to number of years in teaching, most of the participants have been

teaching for 4-10 years with 42 or 51.32% of the total population. With the said result,

the teachers of LD1 have acquired significant number of teaching experience.

Meanwhile, it can be shown in the data that the least number of years in teaching is

within the past three years with 23 or 28%.

As to the total number of years in teaching English, most of the respondents have

been teaching English in particular for 4-10 years as it is evident by 40 or 48.8%. While
an obtained frequency of 13 or 15.9 was recorded for teachers who are teaching English

subjects for more than 10 years.

Lastly, the variable on number of English subjects taught presents 26 teachers

handling atleast 2 English subjects which is ideal since there are two semesters for a

school year. Meanwhile, 17 or 20.7% account for teachers who teach 4 English subjects

which is already an overload to teachers' regular teaching load. Also, 13 or 15.9% of the

teachers handle 3 English subjects which is ideal and manageable to handle.

Table 2. Profile of the Teachers in terms of Age, Sex, Civil Status and Highest
Educational Attainment
Profile Variable Frequency Percent
Age 45 -55 5 6.1
41-45 6 7.3
36-40 6 7.3
31-35 21 25.6
26-30 21 25.6
20-25 23 28.0
Total 82 100.0

Sex Male 22 26.8

Female 60 73.2
Total 82 100.0

Civil Status Single 32 39.0

Married 50 61.0
Total 82 100.0

Highest Bachelor's Degree 37 45.1

Educational Master's Degree 39 47.6
Attainment
Doctoral Degree 6 7.3
Total 82 100.0
Table 2. Continuation on Profile of the Teachers in terms of Position, Teaching
Experience, English Teaching Experience, and Numbers of Subject Taught
Profile Variable Frequency Percent
Position Teacher 1 5 6.1
Teacher 2 28 34.1
Teacher 3 44 53.7
Master Teacher 1 5 6.1
Total 82 100.0

Teaching 0-3 Years 23 28.0

Experience 4-10 Years 42 51.2
More than 10 Years 17 20.7
Total 82 100.0

English Teaching 0-3 Years 29 35.4

Experience 4-10 Years 40 48.8
More than 10 Years 13 15.9
Total 82 100.0

Number of English 1.00 13 15.9

Subjects Taught 2.00 26 31.7
3.00 13 15.9
4.00 17 20.7
5.00 6 7.3
6.00 7 8.5
Total 82 100.0

Results-Based Performance Management System (RPMS) Frequency and

Percentage Distribution of Teachers

As stated in the statement of the problem on the over- all Results-Based

Performance Management System (RPMS) performance rating of the teachers, Table 3

shows that most of the teachers in LD1 of Senior High School department have the rating

of “Outstanding” with the frequency of 61 or 74.4%, while “Very Satisfactory” with the
frequency of 21 or 25.6%. This implies that job performance is of high importance for

organizations and individuals. Moreover, teacher’s high job performance when

accomplishing tasks results in job satisfaction feelings or self-efficacy and mastery

(Sonnetag et al. 2010). Having a high job performance means that teachers have the

ability to combine relevant inputs for the enhancement of the teaching and learning

process (Werang, 2014) and improvement of student learning (Werang, Betaubun &

Radja Leba, 2014).

Furthermore, Scott as cited in Ali et al. (2014) viewed job performance as the

total output that employees give to the organization as the sum total of abilities,

opportunities, and motivation. In the context of the Department of Education, having

high performance yield into satisfactory up to outstanding rating which means that the

teachers perform well their work and have displayed effectiveness, efficiency and

timeliness in doing their teaching duties most especially relating to the different Key

Result Areas: content knowledge and pedagogy, learning environment and diversity of

learners, curriculum and planning, assessment and reporting, and plus factors.

Therefore, job performance is determined by teachers’ level of participation in the day-

to-day running of the school organizations.

Table 3. Frequency and Percentage Distribution of the RPMS Rating of Teachers

RPMS Rating Frequency Percent

Outstanding 61 74.4
Very Satisfactory 21 25.6
Total 82 100.0
 Mean Distribution of Legislative District 1 Senior High School English Teachers
and Students’ Assessment on Language Competence

It must be noted that there are two perspectives employed in the assessment on

language competence among Senior High School (SHS) teachers teaching English

subjects. One is a self-assessment rated by the teachers themselves, and the other one is

an assessment from the perspective of students towards their teachers.

Table 4 presents the mean distribution of variables along reading and thinking

skills in the two perspectives of assessment. From the teachers’ point of view, data

yielded an over-all weighted mean of 4.62 with a descriptive value of “Outstanding”;

whereas, from students’ evaluation, teachers are deemed to have “Very Satisfactory”

competence in reading and thinking skills as shown by a mean score of 4.37.

In particular, when assessed into specific indicators of reading and thinking skills,

the following are notable from the data. On the statement “The teacher asks questions to

check whether students have understood what was taught.”, results show mean scores of

4.84 from teachers, while 4.59 from students, but both translate to an “Outstanding”

description. It is interesting to note that an affirmative essence of the data is established in

this result. The teachers have a certain level of trust to themselves, claiming that they

really assist learners confronted with difficulty understanding topics or tasks, and

students concede to such a fact. In addition, to support the stated indicator, “Questioning

is an essential element of efficacious teaching (Hannel, 2009). Teachers and students will

both benefit from questions that are purposefully designed (Peterson & Taylor, 2012) as
students will acquire the ability to make connections to prior learning as well as make

meaning of the world around them."

Table 4. Mean Distribution of Teachers and Students on Reading and Thinking

Skills
Reading and Thinking Skills Teachers Students
Mean Description Mean Description
The teacher knows how to diagnose the students’ 4.43 Very 4.30 Very
reading comprehension problems. Satisfactory Satisfactory
The teacher is very confident in my capability to 4.44 Very 4.41 Very
teach reading comprehension. Satisfactory Satisfactory
The teacher provides individual help when a 4.60 Outstanding 4.49 Very
student has difficulties understanding a topic or Satisfactory
task.
The teacher asks questions to check whether 4.84 Outstanding 4.59 Outstanding
students have understood what was taught.
The teacher let the students to adapt the mode of 4.63 Outstanding 4.26 Very
reading depending on reading purposes. Satisfactory
The teacher let the students to draw inferences 4.66 Outstanding 4.21 Very
based on what they have read. Satisfactory
The teacher let the students determine the 4.77 Outstanding 4.36 Very
author’s perspective or purpose. Satisfactory
Very
Over-all Weighted Mean 4.62 Outstanding 4.37
Satisfactory
 Summary of Findings

The purpose of this thesis was to gain perceptions to the Senior High School

English teachers of Legislative District 1 regarding their assessed language and

professional competence and students’ evaluation as well. The respondents were 82

senior high school teachers who are teaching English subjects from 25 secondary public

schools, and 375 students chosen randomly. More specifically, a quantitative research

design was conducted to address the concerned assessment on the perceived language and

professional competence of English teacher in Senior High School and the relationship of

it to their RPMS rating.

As a result of the data generated and interpreted, the following findings were

observed: the vast majority of respondents in this study are from the age range of 20 to 25

years; more than half of the respondents are female teachers. According to the study, the

majority of respondents are married, have earned a Master's degree and are Teacher III in

position More than half of the participants have been teaching for four to ten years. An

overwhelming majority of participants have been teaching English for four to ten years

and were involved in teaching English subjects. The respondents had developed an over-

all results-based performance management system rating of Outstanding with the

percentage of 74.4.
 From the perceived language competence on reading and thinking skills of

teachers, the data yielded an overall weighted mean of 4.62, and a descriptive value of

“Outstanding”; whereas, from students' perspective, teachers are deemed to have “Very

Satisfactory” competence in reading and thinking skills, as shown by a mean score of

4.37. The indicators which obtained a "Very Satisfactory" rating from teachers and

students were “The teacher knows how to diagnose the students’ reading comprehension

problems” and “The teacher is very confident in my capability to teach reading

comprehension”.

In writing skill as language competence, illustrate an overall weighted mean of

4.38 with a descriptive value of "Outstanding" from the assessment of teachers. Students,

on the other hand, believe teachers have "Very Satisfactory" competence in writing skills,

evidenced by a mean score of 4.38. Also, the indicator “The teacher presents to learners

some relevant self-made write-ups in which they can model from,” rated as "Very

Satisfactory" by the teachers and students.

Meanwhile, in oral communication as language competence, the overall weighted

mean of 4.74 with a descriptive value of “Outstanding” from the teachers' self-

assessment, which measures their competence in Oral Communication as they consider it,

but, as measured by students, the teachers have “Very Satisfactory” capability in that skill

as rated with a mean score of 4.46. “The teacher does error correction as an ending part

of our instructional routine,” obtained a "Very Satisfactory" rating from teachers and

students.
 In terms of lexical aspects of language as language competence, on a scale from 0

to 5, a mean score of 4.59 with a descriptive value of “Outstanding” has been calculated

for the mean distribution of variables in terms of lexical aspects of language; while

students' self-evaluation reports that teachers have “Very Satisfactory” competence in

Oral Communication, as shown by a mean score of 4.42.

The mean distribution of variables for Professional Competence viewed from two

different perspectives. An overall weighted mean of 4.63, along with a descriptive value

of “Outstanding” derived from the teachers' self-assessment; in contrast, students'

evaluation deemed that teachers were found to have “Very Satisfactory” in their

professional competence as evidenced by a mean score of 4.49. The indicator “The

teacher has a command over the content of the subject” obtained a "Very Satisfactory"

rating from the teachers and students respectively.

With this, students usually rated the teachers to have a lower level of competence

in every area of language and professional competence with a "Very Satisfactory" rating.

Based on results, it appears that the profiles of the respondents had no relationship with

their different language competence, which was measured and evaluated by their senior

high school English teachers. This alludes to the idea that there are equal opportunities

for all English teachers to acquire language competence, no matter what their personal

experience or background. The relationship between the RPMS and language and

professional competence of teachers is seen here to indicate no association. Thus,

regardless of the quality of performance teachers obtain from their RPMS evaluation,

their English language competence is unaffected or not influenced at all.

 Conclusion

In the light of the findings of the study, the following conclusions were drawn:

Senior High School English Language teachers of Legislative District 1 in

Isabela possess the necessary and competitive skills along reading and thinking, writing,

oral communication, lexical aspects of language and professional competency. There is

no factor of influence attributed to the variation in English language competence neither

the RPMS evaluation of teachers affect their level of language competence.

Students in the said cluster view their teachers’ language competence with very

satisfactory.

Recommendations

Based on the findings and conclusions made, the researcher recommends the

following:

1. Teachers may consider adjusting to the perspectives and/or expectations of learners in

order to tailor-fit their choice of approaches and strategies in language teaching.

2. Teachers should be flexible in adapting to and responding with the demands of the

different areas of language and professional competence.

3. Teachers must give more reading comprehension activities that enhance the learner’s

reading and thinking skills.

4. Teachers should provide examples of their self-made write-ups for the students to use

as their basis in crafting and writing contents.

5. Teachers may consider checking students’ grammatical errors and lapses frequently to
have a good communication.

6. Teachers should manage and direct towards effective and efficient teaching and

learning process inside the classroom.

7. Trainings and seminars related to language and professional competence should be

participated in by teachers to further their skills and knowledge in the delivery of

concepts and its translation to practical use.

8. Future researchers may consider conducting similar or related study on a bigger

population and a wider scope.

 CURRICULUM VITAE

CATHERINE JOY JUNTILLA PASCUAL

Calanigan Norte, Sto. Tomas, Isabela, Philippines
#09976300221
[email protected]

PERSONAL INFORMATION

Date of Birth : October 12, 1993

Place of Birth : Las Pinas, Metro Manila
Citizenship : Filipino
Civil Status : Single
Languages Spoken : English, Filipino

EDUCATIONAL BACKGROUND

Graduate: Cagayan State University 2021-Present

Caritan, Tuguegarao City
Dpctor of Philosophy
Major in English Language Education

Graduate: Cagayan State University 2021

Caritan, Tuguegarao City
Master of Education in Arts
Major in English
 Tertiary: Bachelor in Secondary Education 2014
Major in English
Cagayan State University
Caritan, Tuguegarao City

Secondary: Calanigan National High School 2010

Calanigan Norte, Sto. Tomas, Isabela

Elementary: Molino Elementary School 2006

Molino, Bacoor, Cavite

RELEVANT EXPERIENCE

Senior High School Teacher June 2019-Present

Calanigan National High School
Calanigan Norte, Sto. Tomas, Isabela

Senior High School Teacher June 10, 2016- April 2018

Bimontom Integdrated School
Bimonton, Mallig, Isabela

Part-time Instructor June 2015- March 2016

Cagayan State University
Sanchez, Mira, Cagayan

Part-time Instructor June 2014 -March 2015

Maila Rosario College
Tuguegarao City, Cagayan

ELIGIBILITY

Licensure Examination for Teachers

August17, 2014 – Tuguegarao West Central School

Certified true and correct:

CATHERINE JOY J. PASCUAL

 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Isabela
Sto. Tomas District
306101 – CALANIGAN NATIONAL HIGH SCHOOL