Title

Performance of Mindanao Polytechnic State College freshmen exposed to the structural and communicative teaching techniques

Date of Publication

2001

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education Major in English for Specific Purposes

Subject Categories

Educational Methods

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Thesis Adviser

Andrea H. Penaflorida

Defense Panel Chair

Lourdes S. Bautista

Defense Panel Member

Remedios Z. Miciano
Danilo T. Dayag

Abstract/Summary

This study determines the degree of difference in two test scores between students using the structural and communicative techniques in terms of achievement in pretest and posttest in the structural and communicative tests.The study was conducted at the Mindanao Polytechnic State College, Cagayan de Oro City during SY 1999-2000 using two intact classes composed of 70 pairs of first year students enrolled in the Three-Year Technician Program. Both groups were given a pretest and a posttest. Two types of test were constructed and validated which served as the instruments and two variables were treated: the teaching techniques as the independent variables and the students' scores in achievement test as the dependent variables. The pretest a covariate in the structural and communicative tests was used to adjust the posttest scores of the students. The topics were limited to verb tenses and forms. The researcher herself handled both classes and the study lasted for three months. The mean and standard deviation were used to determine the performance of students in the pretest and posttest and a one-way analysis of covariance (ANCOVA) was used to determine the effect of the structural and communicative techniques on achievement of students in the structural and communicative tests. The study revealed that in the structural test, students in the control group who were exposed to the structural technique performed better than students in the experimental group who were exposed to the communicative technique.

In the communicative test, the control group also performed better than the experimental group. This means that the communicative technique was comparable to the structural technique in terms of students' performance in achievement in communicative test. The analysis of covariance of the structural test revealed that the structural technique of teaching verb tenses and forms had a positive effect on achievement of students in the structural test. The null hypothesis that there is no significant difference of students' scores in the structural test as influenced by the teaching technique was rejected. Further, it showed that the communicative technique was equally effective in improving students' performance in the communicative test. The null hypothesis that there is no significant difference in students' achievement scores in the communicative test as influenced by the teaching technique was accepted.These findings could be attributed to students' long exposure to the structural teaching technique and structural test. Added to this, is the claim that the communicative test is more difficult than the structural test because it is integrative.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03335

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

79 leaves ; 28 cm.

Keywords

Performance; College freshmen; Teaching

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