Practice Of Filipino-Only Policy And Literacy In The Filipino Language Among High School Students
In the Philippines, the official languages recognized are Filipino and English, used to teach in educational institutions nationwide. However, the English language is more often used as a medium in teaching the curriculum, which poses a challenge for learners to develop their literacy skills which i...
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oai:animorepository.dlsu.edu.ph:conf_shsrescon-17992024-01-31T01:18:52Z Practice Of Filipino-Only Policy And Literacy In The Filipino Language Among High School Students Meneses, Arianna Mae M. Garbanzos, Bien Ellysa L. Ba-ad, Cassandra In the Philippines, the official languages recognized are Filipino and English, used to teach in educational institutions nationwide. However, the English language is more often used as a medium in teaching the curriculum, which poses a challenge for learners to develop their literacy skills which include the ability to read, write, and speak in the Filipino language in formal learning, especially in high school (grades 7–12). Thus, this study was conducted to assess the level of practice of the Filipino-only policy and the level of literacy in the Filipino language among high school students. This quantitative study utilized descriptive, analytical, and correlational research approaches. The data were gathered from the 324 high school students of a catholic university in Western Visayas, who were chosen using a stratified random sampling technique to represent the whole population. Using the mean and the standard deviation, the result shows that the level of students' practice of the Filipino-only policy in academic-related activities influences their literacy in the Filipino language. Further, by utilizing the mean and standard deviation, the result shows that there is no significant difference in the level of practice of Filipino-only practice and the level of literacy in the Filipino language. Finally, by utilizing the standard deviation, the result shows a correlation between the level of practice of the Filipino-only policy and the level of literacy in the Filipino language. Then it was proposed that the formulation of the concept paper would be conducted for each grade level. 2023-06-29T17:30:00Z text application/pdf https://animorepository.dlsu.edu.ph/conf_shsrescon/2023/paper_cli/1 https://animorepository.dlsu.edu.ph/context/conf_shsrescon/article/1799/viewcontent/PP_CLI_Meneses_Garbanzos_Baad___Daffodil_flower.docx.pdf DLSU Senior High School Research Congress Animo Repository Practice of Filipino-only policy Literacy Filipino Language Basic Education Quantitative Research |
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Practice of Filipino-only policy Literacy Filipino Language Basic Education Quantitative Research |
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Practice of Filipino-only policy Literacy Filipino Language Basic Education Quantitative Research Meneses, Arianna Mae M. Garbanzos, Bien Ellysa L. Ba-ad, Cassandra Practice Of Filipino-Only Policy And Literacy In The Filipino Language Among High School Students |
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In the Philippines, the official languages recognized are Filipino and English, used to teach in educational institutions nationwide. However, the English language is more often used as a medium in teaching the curriculum, which poses a challenge for learners to develop their literacy skills which include the ability to read, write, and speak in the Filipino language in formal learning, especially in high school (grades 7–12). Thus, this study was conducted to assess the level of practice of the Filipino-only policy and the level of literacy in the Filipino language among high school students. This quantitative study utilized descriptive, analytical, and correlational research approaches. The data were gathered from the 324 high school students of a catholic university in Western Visayas, who were chosen using a stratified random sampling technique to represent the whole population. Using the mean and the standard deviation, the result shows that the level of students' practice of the Filipino-only policy in academic-related activities influences their literacy in the Filipino language. Further, by utilizing the mean and standard deviation, the result shows that there is no significant difference in the level of practice of Filipino-only practice and the level of literacy in the Filipino language. Finally, by utilizing the standard deviation, the result shows a correlation between the level of practice of the Filipino-only policy and the level of literacy in the Filipino language. Then it was proposed that the formulation of the concept paper would be conducted for each grade level. |
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Meneses, Arianna Mae M. Garbanzos, Bien Ellysa L. Ba-ad, Cassandra |
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Meneses, Arianna Mae M. Garbanzos, Bien Ellysa L. Ba-ad, Cassandra |
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Meneses, Arianna Mae M. |
title |
Practice Of Filipino-Only Policy And Literacy In The Filipino Language Among High School Students |
title_short |
Practice Of Filipino-Only Policy And Literacy In The Filipino Language Among High School Students |
title_full |
Practice Of Filipino-Only Policy And Literacy In The Filipino Language Among High School Students |
title_fullStr |
Practice Of Filipino-Only Policy And Literacy In The Filipino Language Among High School Students |
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Practice Of Filipino-Only Policy And Literacy In The Filipino Language Among High School Students |
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practice of filipino-only policy and literacy in the filipino language among high school students |
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Animo Repository |
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2023 |
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https://animorepository.dlsu.edu.ph/conf_shsrescon/2023/paper_cli/1 https://animorepository.dlsu.edu.ph/context/conf_shsrescon/article/1799/viewcontent/PP_CLI_Meneses_Garbanzos_Baad___Daffodil_flower.docx.pdf |
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