Pedagogical Approaches and Level of English Proficiency of Grade 8 Students

Abstract

INTRODUCTION

Education is vital to the pace of the social, political and economic development of any nation, so effective teaching is very essential. The main purpose of this study was to identify the different pedagogical approaches and level of English proficiency in English 8 which are perceived by the teachers handling English subject. The researcher wishes to help improve the quality of education in English 8. English students were the respondents. The study delimited to a sample of ninety-nine students. Thirty-three of them actively participated in the Dry-Run of the test materials conducted in another school, other groups were the Control Group while the last thirty-three acted as Experimental Group. Only the English subject of grade 8 and English Teachers was involved in the study.

METHODS

The study made use of pre-test and post-test design. The high performing students were placed in the first section while the rest were grouped heterogeneously. This study employed the experimental method of research to determine the effective pedagogies and level of English proficiency of grade 8 in San Antonio National High School as perceived by the administrators and the English teachers. This study also described the extent to which several pedagogical approaches are being practiced by teachers in English as indicated by the frequency and duration of the use of the identified approach in the English classes. It likewise documented the result of the pre-test and post-test examination of the students as evidence of their learning after using the varied pedagogical approaches in the class.

RESULTS

After the analysis of data gathered, the following findings are summarized.Rank 1 in the pedagogical approaches employed by the English teacher is Games. 2.5 are Constructivism and Cooperative Learning. Photo Language and Multi-Media as Rank 4.5. Rank 6.5 are Pair Share Activities and Blended Approach. Rank 8 is Jazz Chant. 9th is Acting and 10th is Hip-Hop Education.

DISCUSSIONS

The students find the English lessons and class discussions interesting and worthwhile because of the varied pedagogical approaches employed by the teacher who was supportive of the enhancement of students' level of English proficiency. The mean scores before and after the pedagogical approaches in the experimental group taken by 33 students really differ from each other, while the mean scores of the pretest and posttest of the control group taken by 33 students also differ from each other.