The Level of Listening Skills in Relation to the Level of Performance in English among Selected Grade IV Pupils

Abstract

INTRODUCTION

Despite the importance of listening skills in improving the performance in English, it has been observed, however, that various problems in developing listening skills in the classroom may hamper the learners' performance in English sometimes resulting in poor performance, and later on inability to listen effectively. This study determined the relationship between the levels of listening skills and performance in English among selected Grade IV pupils as observed by the researcher who is a Grade IV teacher.

METHODS

The descriptive-correlation research design was used with the aid of questionnaire, checklist, and School Form 1. This research design provides a relatively complete picture of what is occurring at a given time. Pearson Correlation Coefficient, frequency, percentages and mean were used as descriptive statistical tools in interpreting the data between the level of listening skills and level of performance in English. Random sampling was used to select the 25 respondents.

RESULTS

The following findings were established: 1. As to gender, there were more females than male respondents; exposure to mass media -television viewing; order in the family -second in the family, finally, size of the family -three siblings and below; 2. The most common problem in terms of listening skills was excessive talking; 3. The weighted mean of the three stages of listening skill was average (Early Stage/Stage 1 -high and Stages 2 and 3 average); 4. The mean performance in English was average, and 5. There was a strong positive relationship between the respondents' level of listening skills and their level of performance in English based on the computed r of 0.67.

DISCUSSIONS

The results are essential for the pupils because this study will enhance their listening skills. High listening skill level is helpful in developing the macro language skills such as speaking, listening, reading, writing, and viewing. The finding supports that listening well help improve a student's performance both professionally and personally. Thus, English teachers should maintain a classroom atmosphere conducive to pupils' listening skills by applying both preventive and extrinsic energizers at the start of their classes. Negative issues related to listening should first be resolved for optimum performance in English.