A study to evaluate the English instructional system of the high school, St. Scholastica's College, Manila

• Main Author: Canilao, Paz N.
• Format: text
• Language: English
• Published: Animo Repository 1980
• Subjects: English language > Study and teaching > Foreign speakers, Instructional systems, St. Scholastica's College of Manila (Philippines); Curriculum and Instruction; Educational Assessment, Evaluation, and Research
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/678
• Institution: De La Salle University

This study examines the high school English instructional system of St. Scholastica's College, Manila for the school year 1978-1979. This study made use of inferential statistics. Specifically, the study utilized interview, questionnaire, classroom observation and test analysis. The respondents in the interview were the high school English teachers of St. Scholastica, Manila. The respondents in the questionnaire were also the high school teachers of the English Department plus 388 high school students. The students were chosen at random by the researcher. A total of 78 classroom observations were made by three persons during the study. The observations were spread during the last quarter of school year 1978-1979. The observation device used was the Ned Flanders Verbal Interaction Analysis Form. Periodic examinations made and given to the students by the English teachers for the entire SY 1978-1979 were analyzed. The analysis done on the tests was based on the point distribution and corresponding percentage allotment of test items reflective of the goals of the English program. The statistical tools employed in the study were: ranks, weighted totals, Pearson Product Moment Correlation, Kendall's Coefficient of Concordance, Point-Biserial Correlation, the Spearman Rho and Robinson's A. The general conclusions arrived at in the study are: 1. The teachers are not aware of all the goals of English education. Those they know, they do not have very clear conceptions of. This lack of knowledge and adequately clear understanding of the meaning and emphasis on program goals leads to unevenness in the implementation of the goals of both classroom instruction and in the periodic examinations. 2. The severe lack, practically absent, of promotion of the goals of development of affective responses, valuing processes and cultural appreciation imply that the students are not assisted in their emotional growth and character development and are not given opportunities to become aware and to find worth in the Filipino cultural he