COMPREHENSIVE ANALYSIS ON THE LISTENING

COMPETENCE OF GRADE-10 STUDENTS:

BASIS FOR A PROPOSED LISTENING
ENHANCEMENT PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 115-129
Document ID: 2023PEMJ1344
DOI: 10.5281/zenodo.10135381
Manuscript Accepted: 2023-14-11
Psych Educ, 2023, 15: 115-129, Document ID:2023 PEMJ1344, doi:10.5281/zenodo.10135381, ISSN 2822-4353
Research Article

Comprehensive Analysis on the Listening Competence of Grade-10 Students:

Basis for a Proposed Listening Enhancement Program
Jose Gregorio R. Lanuza*
For affiliations and correspondence, see the last page.
Abstract
This study was primarily conducted to propose a listening enhancement program for Grade 10
students of Ismael Mathay Sr. High School based on their listening performance as well as the
factors that affect the said performance during the academic year 2019-2020. The respondents of the
study were the 183 Grade 10 students who were selected using a random quota sampling technique.
These respondents listened to eight listening materials and answered a forty-item validated listening
test focusing on the four listening skill namely: noting details, making inferences, getting the gist and
drawing conclusion. Similarly, they also accomplished a survey questionnaire on the factors that
affect their listening performance.Descriptive method of research was employed to explain and
discuss the listening performance of the respondents in the four cited skills. Statistical treatments
such as frequency count, percentage and weighted mean were utilized to analyze and interpret the
data gathered. After the conduct of the study, it was found out that students perform well in a
listening activity if they jot down notes which they also use to answer comprehension questions that
require higher listening skills. Factors such as environmental, personal and instructional affected the
listening performance of the students to a greater extent. The results and findings of the study were
used as basis for a proposed listening enhancement program for Grade 10 students in the second
semester of academic year 2019-2020.

Keywords: listening, skills, factors, proposed program

Introduction % of the communication process and speaking and

writing take 50-60% combined especially in the
classroom setting when discussions and instructions
Good listening comprehension is one of the macro take place.
skills one must learn and master to better use the
English language. It is a skill that helps one receive Further, most national examinations such as National
information, process it and eventually respond based Achievement Test (NAT) and National Career
on understanding. If this skill is not developed, other Assessment Test (NCAE) taken by students do not
macro skills that depend on good listening competence include listening comprehension. Thus, students’
such as writing, viewing and speaking will be badly listening skills are not properly developed. As a result,
affected. teaching effort, not to mention strategies and
instruction, is not being directed to enhancing listening
On the other hand, students whose listening skills are skills.
well-developed also exhibit good performances in
speaking and writing activities. These students could Based on the National Achievement Test (NAT) in
express themselves properly in spoken and written 2018, Ismael Mathay Sr. High School ranked 38 out of
languages because they could understand the 45 high schools in Quezon City with only 36. 76 as its
information they receive. average mean score. This shows that students’
academic performance remains a bottom dweller.
In the current Philippine education curriculum (K-12), Teachers believe that it is primarily because of
writing and speaking are simultaneously being students’ inability to receive and process information
developed for both Filipino and English. As stipulated they get from actual discussions during the listening
in the K-12 toolkit of the Department of Education, activity. As a result, students fail to perform well even
integrated language arts education in the high school in writing and in examinations which require retention
level put greater emphasis on reading comprehension and good comprehension skills of what they gained
of various texts, writing and composition, study and and learned during discussions.
thinking strategies which are all in support of critical
and creative thinking development while listening is Teachers explain that students who have a difficulty to
not much given attention. This only proves that among understand aurally-presented information during
the macro skills in language learning and acquisition, discussions and instructions do not exhibit good
listening dwells in the bottom list even it takes 40-50 performance in other activities. These poor receptions

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Research Article

and listening comprehension skills affect their ability program to better develop the students’ listening
to analyze and interpret data and information needed to performance. Indeed, in search of an in-depth
do other tasks and performances expected of them. understanding of the concepts and significance of this
endeavor, it is, however, of high importance to consult
Department of Education (DepEd) says that the previous related studies and findings.
teacher-pupil ratio in an average classroom size for
Junior High School level should only be 1:36 for the On Listening Skills
teachers to properly deliver good discussion. However,
this does not happen in reality. Ismael Mathay Sr. Eng, et.al. (2014) explains that listening skills play a
High School’s regular-size classroom is being divided significant and integral role in the students’
into two having 40 students per room. Having a small- understanding of the concepts being taught in school.
size classroom, inconvenient room temperature, not to However, these skills are not given much attention
mention the number of students per class, affect because educators are more focused on developing
negatively how students receive and process students’ reading and writing skills which are
information being delivered to them orally during necessary in the examination system.
discussions.
Hadijah and Shalawati (2016) found out that students
With all these observations and personal experiences, faced difficulties in understanding listening texts even
the researcher was prompted to conduct this study to if they have been exposed to the English language for
better determine the listening performance of the several years. It showed that students could not
students despite the aforementioned conditions as well successfully get the main idea of the text or even just
as to devise a listening enhancement program to jot down important details from what they have
improve their listening skills. listened to.

Research Questions In addition, Bangelisan (2018) found out that there are
some students in High Schools whose listening
This study aimed to determine the listening competence can be classified under elementary level.
performance of Grade-10 students of Ismael Mathay This was attributed to the lack of comprehensive
Sr. High School and propose a Listening Enhancement listening program in the curriculum as compared to
Program. Specifically, this study sought to enlighten reading, writing and speaking which are the primary
the following questions: foci of most activities.

1. What is the performance of the respondents in the Moreover, Homouda (2015) cited that in spite of the
listening test in terms of the following skills: significant role listening plays in the second language
1.1 Noting Details; acquisition and learning, it seems to be the least
1.2 Making inferences; prioritized among other language skills. Second and
1.3 Getting the Gist; and foreign language learners have difficulty in
1.4 Drawing Conclusion? understanding spoken English language because
2. What is the overall listening performance of the schools give more priority to English grammar,
respondents? reading and vocabulary. Listening does not appear to
3. Is there a significant difference in the performance be of equal significance in most of the textbooks and
of the respondents in the four listening skills? curricula, and teachers give less attention to its skills
4. To what extent do the following factors affect the while designing their lessons, believing that these
listening performance of the respondents: skills will naturally develop as students engage in daily
4.1.Environmental Factors; language learning.
4.2.Personal Factors; and
Philippine education system aims to produce students
4.3.Instructional Factors?
who are communicative competent in their L2; in this
case in English. But being communicative competent,
Literature Review in process, begins in understanding spoken language
before one could respond to what is being said. This is
where good listening skills enter. In the absence of
This study aimed to determine the listening good listening co mprehen sion , effective
competence of Grade-10 students and the factors that communication in the L2 would not be possible.
affect it. In light of the findings, the researcher was Therefore, listening comprehension should not be
able to design a proposed listening enhancement overshadowed by other macro skills in English

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examinations to ensure that students are being listening comprehension (Florit et. al., 2014).
developed holistically. Thus, fulfilling the aim of the
Philippine education system (Abril, 2014). Young-Suk (2015) found out that children’s
background knowledge and vocabulary plays a vital
On Noting Details role in doing and accomplishing inference tasks. She
explained that inclusion of background knowledge and
Considered as an effective and useful strategy to vocabulary would result to better inference. With this,
enhance students’ ability to understand and remember children make connections between pieces of evidence
the concepts and ideas used in the listening material, in the text and their background knowledge to infer for
note-taking is seen as a study skill. One of the implied ideas and concepts. Thus, the inference task
importance of note-taking is the ability to jot down required children to tap into background knowledge to
difficult words, ideas and concepts in the listening text some extent.
for better comprehension. It significantly helps to draw
students’ attention to the text and its content which On Getting the Gist
intensify their grasp of what they listen to and later use
this information to answer comprehension questions Chapman (2017) explained that getting the general
and even explain concepts and ideas (Zohrabi and idea of the listening text is related to note taking. She
Esfandyari, 2014). further elaborated it through the following reasons: (1)
the act of writing down notes makes the ideas of the
Moreover, De Brito (2015) found out that during the material easier to remember; (2) listeners can identify
note-taking process, students could better comprehend that areas they do not understand and (3) the act of
the information and content if the listening text is writing forces the listeners to focus on and identify the
supplemented by teaching materials such as tables, main ideas and important details.
organizers, graphs and handouts to assist their notes.
She stated that in order to help students improve their In addition, Johnson (2016) found out that carefully
listening skills, especially in noting details, attention sequenced activities guide the students to identify the
should be directed to the learner’s listening process. topics and main idea of what they listen to. Students
This will help to assess the different factors that affect learn to visualize what they hear without picture-
students’ understanding of the listening text. supports while keeping their listening purpose of
identifying the main idea in mind as they hear the
Equally important, Ahour and Bargool (2015) information presented orally.
explained that students’ achievement in the listening
comprehension tests is due to good skills in noting Further, Saber (2015) explained that students should
details. Students should be properly taught and understand what details, ideas or concepts they to get
seriously trained to utilize note taking strategies from the listening text. This will help the listeners to
because they are essential in performing listening tasks focus their attention on the task. Listening for general
and comprehending listening tests. ideas can be classified into three types: (1) listening
for gist; (2) listening for specific information and (3)
On Making Inferences listening for detailed understanding.

Guo (2015) believed that inference-making skills can On Factors Affecting Listening Performance
greatly affect students listening comprehension.
Students, he added, try to analyze the details used in It is found out that speaker’s accent and speech rate
the listening text to create a rational guess of a certain seriously affect students’ comprehension of the
idea or concept essential for better understanding. listening text. It is also recommended that the speech
However, he found out that through the use of visual rate of the speaker be adjusted to the students’ level of
cues, learners could manage to infer meaning easily performance for them to better understand the ideas
and effectively rather than using pure listening text and content (De Brito, 2015).
only.
In addition to that, Calub (2018) explained that
Making inference is independently related to listening listening comprehension is affected by the
comprehension. An inference skill has been environment surrounding the listener. The outside
recognized for its importance in listening noise or distraction hinder the ability of the listener to
comprehension for young children. He explained that understand what the speaker is saying. She added that
children’s ability to infer missing information from psychological aspects on the part of the listener such
their background knowledge contributed to their as nervousness, anxiety, boredom and frustration are

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also barriers to good listening performance because grammar, reading and vocabulary. Thus, teachers
listeners could not concentrate on the details and focus their attention less on designing lessons and
content of the listening text. When one is activities that will develop students’ listening
uncomfortable, the ability to understand an aurally- comprehension.
presented text is reduced.
Both foreign and local studies cited in this chapter
Furthermore, Al-Sawalha (2016) revealed the reasons emphasized that students’ listening comprehension
why many learners have problems in listening skills should be enhanced and developed because
comprehension. First, the lack of intensive and students utilize these skills to gain understanding of
sustainable listening exercises to listen to for the what they are listening to whether it is a simple
students to practice their listening skills. Second, there instruction or a complex listening material. Similarly,
are also problems related to the speaker and the De Brito, Calub, Al-Shawalha and Cubalit believed
listener which are common to ESL and EFL language that factors such as classroom size, room temperature,
learners. Third, unfamiliar vocabularies and difficult speed rate in the delivery of the speaker and activation
grammar structure hinder students’ full comprehension of prior knowledge are some of the factors that affect
of the listening text. Lastly, they also struggle in the students’ listening performance.
understanding the speaker’s accent in getting a general
understanding of what has been said. More so, the findings of these cited studies gave the
researcher the need to strengthen and enhance the
Blanche (2106) cited five specific factors that listening skills of the Grade-10 students for they will
influence listening performance of the students which be using these skills as they enter senior high school
include nervousness during the listening activities, where information and lessons they will be receiving
least mastered of listening skills, lack of background will be more advanced, complex and specialized. In
knowledge regards to the content, poor English general, these cited studies helped the researcher to
proficiency and complexity of the listening material. focus more on the development of students’ listening
These factors hinder the ability of the students to comprehension skills as he designed a proposed
perform better during listening activities. He added listening enhancement program for the Grade-10
that the main sources of low listening comprehension students.
are lack of effective strategies on the part of the
teacher, low confidence of the students, complex form
of the listening comprehension materials. Methodology

Cubalit (2014) found out that different accents, speed

rates in delivery, background knowledge of the listener Method and Technique Used
are some of the factors that hinder students’ full
comprehension of the listening text. In addition, The researcher employed the descriptive method of
unauthentic listening materials, lack of exposure to the research to explain and discuss the listening
English language, large number of learners per class performance of the Grade-10 students of Ismael
and learners’ mood at the time of the listening activity Mathay Sr. High School in Quezon City focusing on
are some conditions that influence good listening the four listening skills namely: noting details, making
performance. inference, getting the gist and drawing conclusion.
This method made the researcher not only to determine
Synthesis the current level of the listening performance of the
students, but also to determine the factors that affect
In light of the different literature and studies cited in this performance. Further, this prompted the researcher
this chapter, the researcher was able to get helpful to propose enhancement program to develop the
insights on the condition of the students’ listening listening performance of the respondents.
comprehension skills as well as how important they
should be developed and enhanced. Descriptive method does not only focus on gathering
and tabulating data. It also includes the interpretation
In the studies of Homouda (2015) and Abril (2014), of the circumstances and the significance of what is
they explained that in spite of the significant role being described. Thus description is often associated to
listening plays in the classroom setting and the analysis, interpretation and evaluation of data
Philippine education in general, listening seems to be gathered.
the least prioritized among other language skills.
Textbooks and curricula give more priority to Participants

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To determine the sample size, the researcher utilized a experts to check and validate the appropriateness and
random quota sampling technique where he got the 30 accuracy of the listening materials. To ensure the
percent of the whole population of grade-10 students. credibility and reliability of the instruments, three
experts were asked to validate them.
Random quota sampling technique is a non-probability
sampling and is usually used to gather representative Through a validation form, the validators scrutinized
data from a whole population. This sampling method the appropriateness and accuracy of the teacher-made
ensures that the respondents represent specific listening test against each criterion. The validation
characteristic of the group chosen by the researcher form contained four indicators ranging from strongly
(Lewis, et. al., 2012). agree down to strongly disagree. On the average, all
the three validators gave a strongly agree mark on each
The researcher obtained the respondents through of the criterion.
identification stage using the fish bowl method
employing the random quota sampling technique. In Administration. Having the teacher-made test
this stage, each name of all the students in a certain validated, and with the approval of his adviser, the
section was put in a bowl. The researcher picked 30 researcher administered the test among 183 Grade-10
percent of the students in each section. This was students as respondents. First, the researcher gave the
utilized in all eighteen sections. With this sampling respondents an orientation on the reason why they
technique, the researcher got 183 students out of 604 need to take the test and explained the purpose of the
students in Grade-10. These chosen students study. Secondly, the researcher activated the prior
represented the respondents of this study. knowledge of the respondents by asking some motive
questions as regards to the listening material they were
Instruments of The Study
about to listen to. Unfamiliar words in the listening
texts were first unlocked prior to the listening proper.
To come up with the necessary data, the instruments
Lastly, the respondents listened to each listening test
employed by the researcher were the validated teacher-
and answer five multiple-choice questions right after.
made listening test and a survey questionnaire.
Retrieval. Right after the administration of the test,
Teacher-Made Listening Test
the researcher retrieved and collected all the
questionnaires and answer sheet. All the data gathered
A teacher-made listening test was formulated by the
researcher to determine the listening performance of were statistically treated, analyzed, interpreted and
the respondents in the four listening skills namely: presented in tabular forms.
noting details, making inference, getting the gist and
Survey Questionnaire
drawing conclusion. This listening test utilized eight
recorded listening materials taken from the suggested
A survey questionnaire was created by the researcher
listening materials for grade-10 students as prescribed
to determine the factors that affect the listening
by DepEd. Each listening material had five multiple
performance of the respondents. This said
choice questions.
questionnaire focused on the three pressing factors
Preparation. The researcher prepared a 40 item namely: Environmental, Personal and Instrumental.
teacher-made listening test composed of multiple
choice items. This test was based on the suggested and Preparation. The researcher created also a teacher-
proposed selections for grade-10 students. The made survey questionnaire to determine the factors
researcher recorded these selections in eight listening that affect the listening performance of the
materials having 5 multiple questions each. The said respondents. This survey questionnaire utilized a
teacher-made test focused on the four listening Likert scale from 1 to 5 having 5 as the greatest extent
comprehension skills namely: noting details, making and 1 as the least extent. In this survey questionnaire,
inference, getting the gist and drawing conclusion. each respondent put a check on each of the indicator
that affects their listening performance.
In addition to that, a table of specification was also
made by the researcher to evaluate the parallel Validation. Similarly, the teacher-made survey
distributions of the skills. questionnaire was shown and presented to the three
language and content experts to check and validate the
Validation. The teacher-made listening test was appropriateness and accuracy of the criteria. To ensure
shown and presented to the three language and content the credibility and reliability of the instruments, three

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experts were asked to validate them.

analyzed and interpreted. The results and findings
Using a validation form, the validators examined all
were used to eventually design a proposed listening
the criteria. The validation form contained four
enhancement program for grade-10 students.
indicators ranging from strongly agree down to
strongly disagree. On the average, all the three
validators gave a strongly agree mark on each of the Results
criterion.

Administration. After the students accomplished the These results and findings were summarized and
listening test, the researcher floated the survey presented in tabular forms and were discussed based
questionnaire to determine the factors that affect their on the research questions.
listening performance. This survey questionnaire
utilized a Likert scale from 1 to 5 having 5 as the Summary of Performance of the Respondents in
greatest extent and 1 as the least extent. The the Four Skills in Listening Test
respondents put a check on the each of the condition
under each factor. After the administration of the listening test, the
researcher statistically treated the raw scores of the
Retrieval. After the respondents accomplished the respondents and got the mean of each of the four tested
survey questionnaire, the researcher retrieved all the skills. Thus, the following table discusses the summary
papers. Likewise, all the data gathered were of performance of the respondents in the four skills in
statistically treated analyzed and interpreted. the listening test.

Primarily, the results and findings of this validated Table 1. Summary of Performance of the Respondents
teacher-made listening test and survey questionnaire in the Four Skills in Listening Test
was used to design a proposed listening enhancement
program for grade-10 students.

Procedure

To gather the necessary data for the study, the

researcher wrote a letter to the Schools Division Office
of Quezon City to ask permission for the conduct of
the study. After the approval, the same letter addressed
to the principal of Ismael Mathay Sr. High School was The table shows that among the four tested listening
furnished by the researcher to allow him use the skills, noting details ranked 1 with a mean of 6.66 and
population of Grade 10 students as his respondents. the only skill with a very satisfactory description. This
means that the respondents are well acquainted with
With the approval of the division superintendent and this skill. They could easily understand the listening
the school principal, the researcher gathered the text if they are noting down the important details
respondents for an orientation and explained the explicitly stated in the listening text which they could
purpose and proceedings of the study. later use to answer the comprehension questions.

Right after the orientation, the researcher administered In a classroom setting, students better understand a
the validated teacher-made listening test consisting of listening material if the teacher lets them jot down
eight listening materials. The said listening test notes of the terms, information and other important
focused on the four listening skills namely: noting details from the listening material. This helps the
details, making inference, getting the gist and drawing students to easily remember these information because
conclusion was taken by 183 grade-10 respondents. they are allowed to go back to what they have written
down.
Similarly, to determine the factors that affect the
listening performance of the respondents a validated This result is supported by Zohrabi and Esfandyari
survey questionnaire was floated. (2014) who considered noting details as an effective
and useful strategy in strengthening students’
Further, the data collected from the listening test and comprehension of the concepts and ideas used in the
survey questionnaire were all statistically treated, listening material. They found out that it significantly

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helps students to focus their attention to the content

which intensify their grasp of what they are listening
Table 2. Performance of the Respondents in the
to.
Listening Test in terms of Noting Details
In addition, getting the gist ranked 2 in the list with a
mean score of 4.72 followed by making inferences
which ranked 3 with a mean score of 4.60. Both skills
got a satisfactory description which could mean that
students have already learned and mastered the
minimum required competence for them to deal with
comprehension questions requiring them generalize
ideas and analyze pieces of evidence to come up with
logical reasoning.

On the other hand, drawing conclusion ranked last in The table exhibits that there were 72 or 39.34 percent
the list of the four tested listening skills with a mean out of 183 respondents who got a score of 7 to 8 out of
score of 4.16 described as fairly satisfactory. This the total 10 points and were given a very satisfactory
means that the respondents don’t have yet the expected description, while 54 respondents or 29.51 percent
competence to get along with comprehension scored between 5 to 6 and were given a satisfactory
questions requiring them to evaluate details explicitly description.
and implicitly stated in the listening text and come up
with a sound judgment. It is also important to note that there were 33 or 18.03
percent of the respondents who obtained a score of 9 to
Drawing conclusion is one of a higher order thinking 10 and were considered outstanding. This means that
skills (HOTS) one must learn and develop. Students, there is still a good number of respondents who aced
based on the listening test, are not yet fully equipped the test and have a full mastery of the skill.
with the necessary skills they need to deal with
comprehension questions that require evaluation and Similarly, there were only 4 or 2.19 percent who did
rational judgment. not meet the expectation with a score of 0 to 2. This
clearly explains that there is only a small percentage of
Students are not regularly exposed to activities and the respondents who have not mastered the cited skill.
tasks that will require them to use their ability and skill
to analyze the information and create possible, yet data The mean score of 6.66, described as very satisfactory,
driven evaluations and conclusions. Thus, improving clearly exhibits that most of the respondents have
students’ skills in drawing conclusion must be a top somehow mastered the skill of noting details. This is
priority during lessons, instructions and activities. supported by the frequency of correct response in the
item analysis that in items 1 to 10 focusing on noting
Overall, the respondents were able to gain an average details, more than hundreds of the respondents got the
mean score of 5.04 with a satisfactory description in correct answers.
all tested listening skills. This explains that the
Overall, there were 159 out of 183 respondents who
respondents could use these skills to understand what
obtained a score of 5 to 10 with satisfactory to
they are listening to. However, with just a satisfactory
outstanding performances. This manifests that students
level of performance, the respondents still need to be
can comprehend the listening text better if they jot
engaged with intensive discussions and activities that
down important details mentioned in the text.
will allow them to further develop these cited skills.
The good performance of the respondents in noting
Levels of Performance of the Respondents in the
details is supported by De Brito (2015) who found out
Listening Test in terms of the Skills that students could better comprehend the information
and content of the listening text if they write down the
After the researcher checked the listening test, the significant details stated in the listening text to help
levels of performance of the respondents in in the them remember specific information essential as they
different skills included in the test were determined. answer the comprehension questions after listening.

Noting Details. Table 2 shows the level of Students are used to copying notes and writing down
performance of the respondents in noting details.

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points with a fairly satisfactory performance. This

what they hear especially during discussions, and it shows that a significant number of the respondents has
has been part of their learning styles that was why the not yet mastered the skill. Thus, more activities
respondents of this study performed well and were generating students’ ability to connect pieces of
able to answer correctly items under the skill of noting evidence to logical reasoning should be one of the
priorities of instruction.
details.
Similarly, only 14 out of 183 or 7.65 percent of the
However, this skill should still be sustained and
total number of respondents have garnered a very
reinforces through activities and performance tasks
satisfactory performance ranging the scores from7 to
that would let students use the skill where they are
8. This means that only few of them have the required
good at.
mastery of the cited skill. This result may be in
Making Inferences. Table 3 exhibits the level of relation to the lack of exposure of the students to the
activities and assessment requiring them to
performance of the respondents in the listening test in
comprehend ideas implicitly stated in the text.
making inference.
Furthermore, zero or none of the respondents have
Table 3. Performance of the Respondents in the
aced the test or even got 9 obtaining an outstanding
Listening Test in terms of Making Inferences performance. This clearly shows that none of them
have fully mastered the skill. It directly states that the
students need serious and intensive discussions,
activities and assessment on making inferences.

Moreover, the respondents got a mean score of 4.60

having a satisfactory performance in the listening test
with items making inferences questions. This means
that most of the respondents obtained a score ranging
from 5 to 6 out of the 10 total points.

Although the respondents got a satisfactory

Table 3 reveals that 92 out of 183 or 50.28 percent of performance in this skill, it is noticeable that almost
the respondents did a satisfactory performance in the half of them were not able to reach a passing score.
area of making inferences having a score from 5 to 6 This means that some of these students are not yet
out of 10 total points. This shows that half of the equipped with the necessary skills to understand
respondents have already developed the minimum concepts and ideas implicitly stated in the listening
competence to deal with questions requiring the ability material. Thus, teachers should devise and design
to analyze circumstances based on evidence and lesson plans and activities that will give much priority
reasoning. in the development of this skill.

This significant number who performed satisfactorily The over-all performance of the respondents in making
in the cited skill is supported by Florit, et. al. (2014) inferences is similar to the finding of Guo (2015) who
who explained that while listening, students try to infer explained that during listening, students try to analyze
missing information by generating their background the details stipulated in a listening material to generate
knowledge and relating their experiences to the logical guesses. He also suggested the use of visual
content and context of the listening material. cues for the students to infer meaning easily and
effectively rather than using pure listening text only.
This made the researcher believe that through the
employment of Schema Theory of Richard Anderson This finding could also be considered as part of the
specifically in the proposed listening enhancement strategies during discussions and listening activities.
program, students would be able to further strengthen
and develop their ability to infer and reason out Getting the Gist. Table 4 exhibits the level of
logically. performance of the respondents in the listening test
under getting the gist.
However, 61 or 33.33 percent of the total number of
respondents obtained a score 3 to 4 out of 10 total

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Table 4. Performance of the Respondents in the

Listening Test in terms of Getting the Gist In addition, the respondents got a mean score of 4.72
level of performance with a satisfactory description.
This shows that most of the respondents’ scores ranged
between 5 to 6 out of 10 total points.

This implies that the respondents have already

mastered the required competence to comprehend and
get the main idea of the text listened to. These students
only need more advanced lessons and activities to
further enhance their ability to summarize the idea in a
listening material.
The level of performance of the respondents in getting
The low satisfactory performance of the respondents in
the gist as shown on table 3 was 73 out of 183
this skill is similar to the finding of Johnson (2016)
respondents or 42.08 percent got a score ranging from
who then suggested that activities should be carefully
5 to 6 having a satisfactory description. This means
sequenced to guide the students identify the topics and
that a significant number of the respondents have the
main ideas of what they listen to. Teachers should use
basic knowledge in identifying the main idea of the
graphic organizers and the likes to supplement
text listened to.
discussions and strengthen students’ grasp of the
general concepts and ideas embedded in a listening
However, there is also a significant number of
material.
respondents who fairly satisfactorily performed in the
listening test having a frequency of 72 or 39.34 percent
The level of performance of the students in this skill as
out of 183 respondents garnering a range score of 3 to
well as the insights suggested by Johnson (2016) will
4. This states that some of the students have not yet
be of great help as teachers choose what strategies to
mastered even the required competence in getting the
use during lesson planning and the suitable activities to
main idea of what they listen to.
enhance students’ performance on the cited skill.
This number of students who cannot generalize the
Drawing Conclusion. Table 5 exhibits the level of
information they obtained from the listening text is
performance of the respondents in the listening test
explained by Chapman (2017) who stated that students
under drawing conclusion.
should associate their skills in noting details in getting
the main idea of what they are listening to. She further
Table 5. Performance of the Respondents in the
elaborated it through the following reasons: (1) the act
Listening Test in terms of Drawing Conclusion
of writing down notes makes the ideas of the material
easier to understand, (2) listeners can identify that
areas they do not understand and (3) the act of writing
forces the listeners to focus on and identify the main
ideas and important details.

It is also important to note that there are only 10 or

5.46 percent out of 183 respondents who did not meet
expectation and obtained a score range of zero to two.
This shows that there is only a small number of
respondents have not yet mastered getting the main
idea of the listening texts.
As shown on the table, there were 90 or 49.18 percent
On the other hand, none of the respondents obtained a out of 183 respondents who got a score ranging from 3
score ranging from 9 to 10 with an outstanding to 4 with a fairly satisfactory performance. This means
performance. This could be related to the inability of that almost half of the respondents has not yet fully
the students to use the details stated in the listening mastered even the required competence to evaluate
text and come up with a general idea. Thus, this calls details and make conclusion out of the text they listen
for an intensive discussion, follow-up and serious to.
teaching strategies and instructions to further develop
among students the cited skill.

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The fairly satisfactory level of students’ performance

in this skill is supported by the finding of Bangelisan those whose scores in the test fall under the given
(2018) found out that junior high school students’ ranges.
skills to draw conclusions on what have listened to can
be classified under elementary level. She added that Table 6. Overall Listening Performance of the
this was attributed to the lack of comprehensive Respondents
listening program in the curriculum as compared to
reading, writing and speaking which are the main
priority in lesson planning and in most of the
activities.

On the other hand, 66 or 36.06 percent of the

respondents obtained a satisfactory performance
getting a score of 5 to 6 in the listening test on items
focusing on drawing conclusion. This shows that a
considerable number of the respondents have already
gained the minimum required mastery in drawing
conclusion. Table 6 exhibits that there were 126 or 68.86 percent
out of 183 respondents who got a score of 17 to 24
However, only 6 or 3.28 percent of the total number of described as satisfactory performance. This means that
respondents garnered a range score of 7 to 8 with a more than half of the respondents passed the listening
very satisfactory performance. This means that only a test. However, with the majority having just a
very small number of respondents have the good satisfactory performance, profound discussion of the
ability to evaluate the listening text and create lessons and engaging activity focusing on the skills
meaningful judgment. tested should still be a top priority.

Similarly, none of the respondents got an outstanding In addition, 25 or 13.66 percent of the respondents
performance garnering a score ranging from 9 to 10. obtained a score ranging from 25 to 32 with a very
This clearly shows that no one among the respondents satisfactory performance. It is noteworthy to say that
has developed the skill in drawing conclusion. This there are some respondents who have already mastered
result may be attributed to the inability of the students the required competence for them to deal with
to assess and evaluate the information stated in the comprehension questions requiring them to employ
listening text. Thus, this finding should be addressed and utilize the learned skills.
immediately through intensive interventions and
proven approaches to further develop among students However, it also important to note that there were 30
the cited skill. or 16.39 percent of the respondents got a score ranging
from 9 to 16 with a fairly satisfactory description. This
Overall, the respondents garnered a total mean score of means that only a small percentage of the respondents
4.16 with a fairly satisfactory description. This means did not perform well in the test. Nevertheless, this
that most of the respondents got only a score ranging small number should not be taken for granted because
from 3 to 4 out of 10 total points. this shows that there are still some who are not yet
skilled and competent in using the tested skills.
Drawing conclusion is one of a higher order thinking
skills (HOTS) one must learn and develop. Students, Furthermore, none of the respondents obtained a score
based on the listening test, are not yet fully equipped of 33 to 40 with an outstanding description. This only
with the necessary skills they need to deal with means that no one among them has fully mastered the
comprehension questions that require evaluation and tested listening skills. This could be attributed to lack
rational judgment. of intensive lessons and activities allowing the
students to develop and enhance their ability to employ
Overall Performance of the Respondents in the these skills in listening activities.
Listening Test
A good number of students obtained a very
The overall performance of the respondents in the satisfactory and satisfactory performance in the
listening test was obtained by getting the number of listening test which manifested that the activation of
respondents who got a score ranging from 0-40. Thus, their background knowledge prior to the listening
the table below shows the frequency of occurrence of

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activities had greatly influenced their performances. details is significantly the same with their performance
Students had the opportunity to related and connect in drawing conclusions with a computed F value of
what they already know about the content of the 142.02. This means that the respondents can evaluate
listening materials and were able to use them to and make sound judgment on the possible outcomes of
understand these materials properly. certain circumstances in the listening text using the
details they jotted down.
Overall, the respondents were able to gain a total mean
score of 20.14 with a satisfactory description. This Moreover, respondents’ performances in drawing
shows that majority of the respondents did well in the conclusion and getting the gist are described as
listening test. significant with a computed F value of 11.83. This
means that the respondents’ ability to summarize the
Test of Difference in the Performance of the content and message of the listening text can be as
Respondents in the Four Listening Skills good as their ability to create judgment on the possible
outcomes of certain circumstances. Thus, these two
To determine the significant difference in the skills should be developed hand in hand to ensure
performance of the respondents in the four listening better comprehension of the listening texts.
skills, the researcher employed a Post Hoc Test
comparing the accumulated mean of the respondents in On the other hand, respondents’ performance in
one skill against the others’ namely: Noting Details vs. making inference is described as not significant to
Making Inferences, Noting Details vs. Drawing their performance in drawing conclusion with a
Conclusion, Noting Details vs. Getting the Gist, computed F value of 7.31. This does not means that if
Making Inferences vs. Drawing Conclusion, Making the respondents are good in analyzing ideas implicitly
Inference vs. Getting the Gist and Drawing Conclusion stated in the listening text, they are also good in
vs. Getting the Gist. The results and discussions are as summarizing its main idea. Thus, respondents should
follow: be exposed more on intensive and modified
discussions and activities that will further develop
Table 7. Test of Difference in the Performance of the their performances on the two cited skills.
Respondents in the Four Listening Skills
Equally important, respondents’ performances in
making inference and drawing conclusion are
described as not significant with a computed F value
of 0.54. This shows that the respondents’ ability to
analyze circumstances based on evidence and
reasoning does not go along with their ability to
evaluate details and make judgment out of the text
they listen to. However, even if these two skills are
different from each other, listening instructors should
find ways on how activities and discussions be
integrated and confluent.

Table 7 shows that the respondents’ performances in Each computed F values of all the pairs of skills were
noting details and getting the gist are significant with a compared to the tabular F value of 7.86. Computed F
computed F value of 235.05. This means that the values that are greater than the tabular F value were
respondents could use the details they jotted down described as significant and those of lesser value than
from the listening text to summarize its content and the tabular F were described as not significant.
later come up with the main idea of the passage.
Overall, the average computed F value of all the paired
Similarly, respondents’ performance in noting details skills was 92.84 and was described as significant.
is described as significant to their performance in Thus, rejecting the hypothesis.
making inference with a computed F value of 160.00.
This shows that the respondents can connect pieces of Factors that Affect the Listening Performance of
evidence they got from the listening text to create the Respondents
logical reasoning on the possible circumstances that
might be connected to the content of the text. After the administration of the listening test, the
researcher floated a survey questionnaire about the
In addition, respondents’ performances in noting factors that affect the listening performance of the

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students. The survey questionnaire focused on the Overall, environmental factors recorded an average
three pressing factors namely: environmental, personal weighted mean of 3.60 described as greater extent.
and instructional. The following tables discuss to what This means that the conditions of the environment
extent these factor affect students’ listening where the listening activity is done greatly affected the
performances. respondents’ ability to fully understand what they are
listening to.
Table 8. Environmental Factors that Affect
Respondents’ Listening Performance This finding of the study is supported by Calub (2018)
who found out that the unconducive temperature in the
classroom is a primary factor that affects the listening
performance of the students. He said that students
could not focus their attention on what they are
listening to because they get irritated on the humidity
of the classroom.

Moreover, he added that listening comprehension is

also directly affected by the environment surrounding
the listeners. The outside noise or distraction hinder
the ability of the listeners to understand what the
speaker is saying.

This finding proved that the location of the classrooms

in Ismael Mathay Sr. High School which is near a
high-way influences the students’ listening
performance. Students could not focus their attention
Table 8 shows that among the five conditions under
on the content and message of a listening material
environmental factor, room temperature ranked 1 with
because they are distracted by the external noise
3.93 weighted mean and described as greater extent.
produced by the passing vehicles.
This means that the temperature of the room really
influenced the ability of the respondents to fully Table 9. Personal Factors that Affect Respondents’
receive and understand the message and idea of the
Listening Performance
listening material.

Similarly, external noise plays also a big factor in the

respondents’ ability to comprehend what they are
listening to which ranked 2 with a weighted mean of
3.89 with a greater extent description. This means that
the uncontrolled noise coming outside the room
disrupted students’ focus on the listening material.

On the other hand, the location where the respondents

are sitting could also affect their understanding of the
material being listened to ranked 4 with a weighted
mean of 3.24 described as average extent. Although it
only fell under average extent description, the teacher
or the speaker should also consider this factor when
having a listening activity.

In addition, the size of the classroom where the

listening activity is held also influences students’ Table 9 exhibits, that the personal assumption of the
comprehension ranked last with a weighted mean of respondents on the content of the listening material
3.11 described as average extent. This means that even directly affects their comprehension. This condition
having described as average extent, the size of the ranked 1 and obtained a weighted mean of 3.89
room should also be put into consideration when described as greater extent. This means that when the
listening activity is done. respondents assume that they already know what the
listening material is about, which is actually different

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from the real content of the material, their partially on the part of the respondents could also
comprehension is affected because they have already influence their understanding of the listening material
conditioned their mind about their expectations and because they tend to block information that oppose
assumptions. their own belief and ideals.

In addition, lexical ability or the range of vocabulary Overall, these personal factors obtained an average
of the respondents with regard to the words used in the weighted mean of 3.70 with a greater extent
listening material ranked 2 and got a weighted mean of description. This means that the cited conditions
3.82 described as greater extent. This means that if the pertaining to the personal aspects of the respondents
respondents are not well read and are not familiar with truly affected their understanding of the listening text
the words used in a certain listening text, they will find and should be addressed through specified activities
it very hard to deduce the meaning and fully and discussions.
comprehend its message and content.
Table 10. Instructional Factors that Affect
This finding is supported by Al-Sawalha (2016) who Respondents’ Listening Performance
explained that since listening materials are delivered in
the listeners’ second language, English, most of the
students are not familiar to the words and
terminologies used in the listening texts. The
unfamiliarity with the vocabulary used in the listening
texts hinders students’ full comprehension.

With that, pre-listening activities such as vocabulary

enrichment and unlocking of difficult words prior to
the listening proper should be given attention and
priority.

Moreover, the mood of the respondents when the

listening activity is done greatly affects their
comprehension. This condition ranked 3 and got a
weighted mean of 3.78 described as greater extent.
This could mean that the respondents’ emotional and
psychological conditions influenced their ability to
properly understand the listening material.
Table 10 exhibits that among the five conditions under
Likewise, this finding of the study is similar to the instructional factors, the quality of the listening
finding of Calub (2018) who found out that material ranked 1 and obtained a weighted mean of
psychological aspects on the part of the listeners such 3.84 described as greater extent. This means that the
as nervousness, anxiety, boredom and frustration are quality of the listening material such as the way it was
also barriers to good listening performance because recorded and the condition of the speaker used greatly
listeners could not concentrate on what they are influenced the respondents’ ability to fully understand
listening to. the content and message of the listening material.

Similarly, the respondents’ prior knowledge on the Similarly, the speed rate of the speaker’s delivery of
content of the listening material ranked 4 and obtained the listening material ranked 2 and got a weighted
a weighted mean of 3.67 with a greater extent mean of 3.71 with a greater extent description. This
description. This means that the respondents’ means that the respondents’ comprehension greatly
awareness and unfamiliarity on the content of the depends on how fast or slow the speaker delivered the
listening material greatly affected their full listening text as well as the proper pausing and
comprehension of the material being listened to. phrasing of ideas and thoughts.

On the other hand, personal biases on the content and In addition, the accent of the speaker as an
context of the material being listened to moderately instructional factor ranked 3 and obtained a weighted
affect the respondents’ comprehension. This condition mean of 3.58 and was described as greater extent. This
ranked last and got a weighted mean of 3.34 described means that the way the speaker pronounced and
as average extent. This means that prejudices and enunciated the words and phrases in the listening text
highly affected students’ comprehension.

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The general finding of this study in relation to the

Moreover, the context of the listening material as a factors that affect students’ listening performance is
condition under instructional factor ranked 4 and got a supported by Cubalit (2014) who found out that all
weighted mean of 3.56 describes also as greater extent. these conditions such as accents, speed rates in
This means that the circumstance where the content of delivery, background knowledge of the listener are
the listening material is set as well as the local color some of the factors that hinder students’ full
comprehension of the listening text. In addition,
used truly influenced how the respondents understand
unauthentic listening materials, lack of exposure to the
the text.
English language, large number of learners per class
Furthermore, the words and terminologies used in the and learners’ mood at the time of the listening activity
listening text, although ranked last, was still described are some conditions that influence good listening
as greater extent and obtained a 3.55 weighted mean. performance.
This explains that the complexity and difficulty of the
words used in the listening material can also have a Discussion
direct influence on the respondents’ ability to properly
understand what they are listening to.
This study aimed to design a proposed listening
Overall, the conditions under instructional factors enhancement program for grade-10 students of Ismael
obtained an average weighted mean of 6.65 described Mathay Sr. High School based on their performance
as greater extent. These shows that the cited factors on the listening test focusing on four listening
greatly affect the way the respondents received, comprehension skills namely: noting details, making
processed and understood the listening material. The in feren ce s, g ettin g the gist and drawing
results can be considered as bases as to what listening conclusion. The study involved 183 grade-10 students
materials to be designed and chosen. who answered a 4 0- item listening test and
accomplished a survey questionnaire as regards to the
Summary of Factors that Affect Respondents’ factors that affect their listening performance.
Listening Performance
After the administration of the listening test and the
After the analysis, interpretation and presentation of survey questionnaire, the researcher checked,
the factors that affect the respondents’ listening tabulated, analyzed, interpreted and treated the data
performance, the researcher ranked them based on statistically to determine the listening performance of
extent of their influence. Table 11 shows the average the respondents. Hence, this chapter discusses the
weighted means, the descriptions and the ranking of summary of findings in the statement of the problem,
these factors. conclusions made in light of the findings and
hypotheses and the recommendations based on the
Table 11. Summary of Factors that Affect Students’ findings and conclusions.
Listening Performance
Conclusion

Based on the foregoing findings of the study, the

following conclusions were drawn: (1) Students
perform well in a listening activity if they jot down
notes which they also use to answer comprehension
questions that require higher listening skills. (2) The
overall listening performance of the respondents was
As shown on the table above, all factors obtained a satisfactory. Thus the researcher rejected the
greater extent description. Personal factors aced the list hypothesis of the study. (3) All the factors namely:
obtaining an average weighted mean of 3.70. This was environmental, personal and instructional affect the
followed by the instructional factors with an average listening performance of the grade-10 students to a
weighted mean of 3.65 as rank 2. Environmental greater extent.
factors, although rank last, still obtained an average
weighted mean of 3.60 only 0.05 points away from the In light of the aforementioned findings and
first. conclusions, the following are hereby recommended:

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(1) Students should be more engaged with and exposed perspective on language and literacy, pp. 43-48. Retrieved
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to activities that will enhance their listening skills. (2)
Activities and assessment in listening should be given Bangelisan, Karen G. (2018). Speaking and listening skills of
equal attention and importance as to reading and senior high school students: basis for communication
writing. (3) Teachers should device more engaging and enhancement program. Unpublished Master’s Thesis. Mindanao
State University.
intensive activities and discussions to further develop
students’ listening skills especially in making Cubalit, A. N. (2014). Listening Comprehension Problems of Thai
inferences, getting the main idea and drawing English Learners University of the Cordilleras, Baguio city
Philippines, Retrieved from: [email protected].
conclusion. (4) Listening activities should be one of
the top priorities in instruction and lesson planning. (5) De Brito, J. (2015). The Effects of Listening Comprehension on
Case studies and action researches concerning the English Language Learners Writing Performance while Taking
students’ performances in acquiring and learning Notes. Unpublished Master’s Thesis. - Bridgewater State University.
lessons utilizing their listening comprehension skills Eng, A. R. et. al. (2014). Analysis of Students’ Competency in
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different listening enhancement programs of the
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