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Republic of the Philippines

Commission on Higher Education
Region III – Division of Bulacan
BULACAN AGRICULTURAL STATE COLLEGE
Institute of Education
Pinaod, San Ildefonso, Bulacan

IMPROVING STUDENTS’ COMPETENCIES IN ENGLISH GRAMMAR USING

SELF-LEARNING KIT 
 
 
  
An Undergraduate Classroom-Based Action Research
Presented to the Faculty of the Institute of Education
Bulacan Agricultural State College
San Ildefonso, Bulacan
 
   
 
In Partial Fulfillment
of the Requirements for the Degree Bachelor of Secondary Education
(Major in English)
 
  
 
Marinelle Domingo
Adviser

April 2022
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is a focal part in the development of an individual. It prepares and hones a

person to be productive and thrive in the society in the future. The students are one of the

most important factor in the progress of the nation as a whole as they will be the product

of the new educational system. In pursuit of this goal, the Philippines, along side with the

other developing countries focuses more on the STEM related subjects and courses.

Math, Science, Engineering, and technology knowledge are really in demand in this ever

changing and progressing 21st century era. However, communication, language, and

literature are as important as any other branches of knowledge. Thus, the education sector

should aim to explore and investigate the status quo of learners in terms of their literacy

level and their competencies in using languages to communicate with other people.

Communication is what makes everything possible, it delivers information that are vital

for the improvement of the society. Therefore, ensuring that teachers and students have

enough and efficient tools for teaching and learning language can be considered as an

investment for the future.

English is one of the official languages here in the Philippines, it is also the

international language that connects people from different parts of the world, regardless

of their ethnicity, culture, beliefs and traditions. It is a common ground that the students

should familiarize themselves. However, the nature of the English language with such a
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complex structure is one of the many factors that affects the development and growth of

the learners. Additionally, the intervention of the first language can be a hindrance more

often than an aid in learning a second language which in most case of the Filipino

students is English language. According to Sumalinog (2018) Filipinos have not fully

learned all the competencies. Others did, but are limited only to those taught in school.

Even the ones taught are not fully applied in the classroom writing context. Thus, errors

in grammar occur. Grammar is the rule governing the language, it is important as it

structured language and arrange it to make comprehensible communication possible for

both the speakers and the listeners. Therefore, English grammar competencies of the

students should be examined, investigated, and analyzed. Based on the study of Quijano

and Legaspi (2020) the result of their experimental research about the English proficiency

sequencing narrative writing of public highschool students at Sagay city, Philippines,

students have low grammar proficiency. The results imply that students can sequence

events in a narrative. However, they find difficulty in writing grammatically correct

sentences. With this, the researchers suggested that instructional materials may be

designed to develop the students’ proficiency in writing. The researchers of the

aforementioned study, came into a conclusion that through providing instructional

materials for grammar learning the problem about the declining or stagnant growth of the

Filipino students in terms of English grammar competencies will be solved.

Moreover, a quasi-experimental research conducted by Wang, Cheng and Zhang

(2021) showed that by using a Self-regulated learning (SLR) mechanism the students

were able to obtain a significantly higher scores in English grammar tests, compared to
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those who don't use the intervention. Similar researches were done in different countries,

and the idea of having Self-Learning Kit as an aid for their English grammar learning,

was seen in a positive light. Therefore, the researchers aim to bring this innovation in the

educational system of the Philippines. Based on the research study of Lazatin (2019) they

conducted a thesis that aims to enhance the skills in stoichiometry through Self-Learning

Kit (SLK) of STEM students at the Jose C. Payumo Jr. Memorial High school. This is in

line with their goal to provide a supplementary learning resources for students that were

produced, conceptualized and analyzed by educators to ensure that they meet the

standards of the K-12 curriculum.

In this action research, the researchers aim to improve the English grammar

competencies of the students in Senior High school, particularly of the grade 12 students.

This is an endeavor to guarantee that before moving up to a higher level of education, the

students are well equipped with their grammar competencies. The intervention that they

will use will be a Self-Learning kit. Unlike modules, Self-learning kit focuses on a

specific area, subject or topic. According to Pecson (2020) It is a supplementary learning

resource (SLR) originally made, produced, modified, or contextualized by the teacher in

a simplified and modularized form following a systematic sequence of materials and

activities for learning. It is more elaborated and focuses on certain topics only. Moreover,

it does not only include lectures and loads of information, but also activities that can

enhance the students' understanding of the topic. This can help the students to master the

topics or subjects that they find hard to understand. The vague and abstract parts of the

lesson or subject will be emphasized and elaborate in an SLK. This material will also be
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an exercise of the students' independent learning. They can discover things themselves

and develop higher critical thinking skills. SLK as an advisable instructional material for

independent learning was already acknowledged by the Educational sector. SLK is also

included in one of the DepEd Schools Division of Bulacan Field testing of localized

learning materials. The same goes to the Shools Division of Naga with their Division

Memorandum no. 441, series 2019. They included SLK as one of the advisable printed

locally developed and produced materials. As time goes by, various schools in the

Philippines are trying to incorporate the use of SLK to further improve the quality of

education here in the country.

Therefore, the researchers, will try to find out if Self-Learning Kit can significantly

improve the English grammar competencies of the grade 12 students in San Ildefonso

National High school. More so, how it can aid the teachers and the educational sector in

ensuring that pedagogical objectives and goals are met by the students. In this study, the

intervention which is the SLK will contain English grammar lessons or topics. This SLK

will include instructions, informations, lectures, activities and tasks that will benefit the

learners. The content is also aligned with the syllabus of the High School Standard

Curriculum by DepEd. The SLK is good for a week-long lessons and activities. It is

expected that within that period of time, the learners will be able to master and

understand the grammar lessons incorporated in the SLK that will significantly improve

their English grammar competencies.

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Statement of the Problem

This study will look into the effectiveness of a Self-Learning Kit on improving the

English grammar competencies of Grade 12 Senior high at San Ildefonso National High

School in order to answer teaching and learning English grammar difficulties.

Specifically, it aims to answer the following questions:

1. How many students competency in English grammar learning during online class be

described before and after without the using of self-learning kit?

2. How many student's competency in English Grammar learning during online class be

described before and after with the use of self-learning learning kit?

3. Is there a significant difference between the students competency in English Grammar

learning with use of self learning kit?

Review of Related Literatures:

This part reviews the related literatures and studies in line and connected to the topic

of this action research. To be more specific, this review will discuss the studies conducted

by other researchers about English grammar competencies of students and the use of SLK

in different subject areas.

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English Grammar Competencies of Students

Sioco, and De Vera, (2018) investigates the grammar competency among Junior

Highschool Students. They conducted this study as well to find out what other

supplementary learning materials teachers can use to improve the grammar competencies

of the students specially in the subject-verb agreement rule of English language. The

study showed that the junior high school students needs to further improve their

knowledge about subject-verb agreement. The result of the investigation were drawn and

treated as inputs for the development of supplemental learning materials for the lesson of

subject-verb agreement.

Based on the research of Mirazna, & Hikmah, (2019) at SMK TI Pembangunan

Cimahi, the study was done to learn about students' attitudes toward grammar. The

researchers discovered that the pupils were aware of the relevance of grammar after

gathering data. The findings revealed that students need to acquire grammar as part of

their English studies. The students reasoned that mastering grammar would help them

assess their English learning abilities since they would gain more useful information and

knowledge to utilize while communicating in English. Students also believe that

understanding grammar will help them improve their English skills, and they believe that

they need to learn more about it. They assumed that learning grammar would be

beneficial and not a waste of time. The study found that students were interested in

learning grammar. They feel that the grammar lesson system is easily understood and

they can follow the teaching and learning process well.

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Magpayo (2018, May 11) adapted a grammar exam questionnaire from Belk and

Thompson and used it to assess the grammatical competency of 70 aspiring English

teachers at Holy Angel University (1999). The participants' knowledge in several

grammar areas was tested, particularly in classes of words, sentence elements, sentence

kinds, proper verb usage, modifiers, subject-verb agreement, and pronoun usage are all

covered. In general, the findings indicated that the individuals have average grammatical

skills. The findings revealed that the participants have an average level of grammatical

proficiency. However, the bulk of the participants (42.86 percent) have a poor command

of the English language. The participants had excellent grammatical skills in the areas of

modifiers, word classes, verb usage, and subject-verb agreement. The findings, on the

other hand, revealed that the participants' grammatical competency in sentence elements,

sentence types, and pronoun usage is low. This study looked at the grammatical regions

and specific grammar points where the participants struggled, as well as the items in

which they excelled. This study looked into the fundamental causes of their difficulties as

well as possible solutions. Furthermore, the researchers developed instructional material

that is tailored to the communicative grammar teaching style, allowing for contextualized

conversation using actual materials as well as evaluation to address the issues in the

aforementioned grammatical domains. The study made recommendations based on the

evaluation results, taking into account the existing language learning theories and

associated studies discussed in the paper, as well as their consequences.

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Self-Learning Kit

Che Kob, Shah, Shamsuddin & Norizan (2019) conducted their research in the

Mechanical design students. They aim to discover if with the use of learning kits, the

students' performance on the topic of mechanical design will improve. They asked 52

students from Sekolah Menengah Kebangsaan Agama (SMKA) Falahiah in Kelantan as

their respondents. The researchers implemented a quasi experimental method. Therefore,

they divided the respondents into two groups - the control and experimental group. They

administered a pre-test and post-test to both groups. This is to see if there is any

difference with their before and after results. As a conclusion, based on the data they

gathered and analyzed, the group who used the learning kit as an intervention showed

significant improvement with their performance about the topic of mechanical design.

Hambre (n.d). Her research compares the efficiency of a teacher-designed self-

learning kit (SLK) in Geometry for the Subanen, Meranaos, and Visayans, taking into

account the tribes' culture, tradition, and ethnicity. The study employed a quasi-

experimental design that combined quantitative and qualitative methods. The participants

were divided into two groups: control and experimental, and they were randomly

allocated to each group. After the SLK was implemented, respondents in the control and

experimental groups were given an achievement exam. SLK was created using the Taba

Model, which includes diagnosis of needs, formulation of objectives, content selection,

logical structure of content, learning experiences, organization of learning activities,

evaluation, and assessment methods. The effectiveness of the SLK in teaching Geometry
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was assessed using qualitative data gathered from observations and interviews, notably

the perspectives and beliefs of students on the self-learning kit. The experimental and

control groups' mean accomplishment scores differed significantly, according to the

findings. The Subanen tribe's mean scores differ greatly from the Meranao and Visayan

tribes' mean scores. The unforeseen peace and order incident in Lapuyan, Zamboanga Del

Sur had a significant impact on the performance of both experimental and control groups

in the Subanen tribe's accomplishment test. In their evaluations, all of the respondents

gave the SLK an excellence rating. The student respondents had favorable thoughts and

insights about using SLK in their learning process. It improved their critical thinking

skills, boosted their creativity, and interest. Furthermore, they became more driven to

study the topics as a result of the interactive learning.

According to Pecson (2020) the twenty-first century has been adjusting to the ever-

changing needs of the teaching-learning process in a dynamic way. His study used a true

experimental research methodology to determine the influence of a self-learning kit

(SLK) on senior high school (SHS) students' academic performance in Introduction to

World Religions and Belief Systems (WRB). After the pre-test, SLK sets were created

based on the least mastered competencies. After SLK was implemented, a post-test was

undertaken to see how it affected the kids' academic performance. Frequency, percentage,

mean, standard deviation, and the Paired Samples T-test were used to examine the data

collected. In their pre-test, the pupils did not meet expectations and turned satisfactory to

very satisfactory, according to the findings of the study.

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Following the post-test, the data revealed a substantial change in the academic

performance of the pupils before and after the SLK was implemented (p0.001). As a

result of the effective implementation of SLK, learners' competencies have been

enhanced, and teachers have been encouraged to provide extra learning resources for self-

directed learning.

Based on the study of Handayani, Sukerti, Nugroho, Wicaksana & Ardika (2022) the

important role as an independent learning medium for the students is played by the made-

up dictionary of accounting terms because this makes it manageable to find vocabulary

words, so there's no need to use the universal dictionary. In increasing the effectiveness

of utilizing a dictionary of accounting terms, the accounting term dictionary application

was integrated with mobile-based applications which are required, which becomes easier

for users to locate the definition of a term in the accounting profession. The research

concentrates on formulating a mobile-based dictionary that is used as a self-learning kit

(SLK). This SLK application was built by ADDIE Model’s adaption and was built using

the Waterfall method, with Dart programming language, and Flutter framework. The

SPSS Statistics program was used to evaluate the findings of conducted test to investigate

the influence of utilizing digital dictionaries on enhancing learners' performance. The

analysis of the data shows that students gained knowledge in learning, which also had an

improvement in their writing competence. The effective responses on the factors of the

application’s feature, content, compatibility, and overall performance were provided also

to the students.
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Effendi & Sukmayadi (2017) discussed that the importance of a learning kit in the

teaching and learning process cannot be overstated. Learning kits can make the process of

exchanging information among students on subjects taught more clearly easier.

Gaddy (2018) presented that the goal of the learning kit is to make it easier and more

systematic for pupils to understand the subject.

Hoidn (2016) stated that the efficacy of how teachers select and deploy appropriate

learning kits has a big impact on the quality of student-centered learning. Teachers must

provide an explanation for each subtopic that is taught more specifically in terms of

concepts and circumstances so that students can gain a better understanding of the

information.

Despite the Covid-19 pandemic, Valentine (2021) research attempted to build a self-

pacing research kit and evaluate its impact on raising levels of academic interest and

research abilities among grade 12 students. As a result, it was discovered that before

using the SPaRe Kit, grade 12 students' academic motivation was "pretty motivated."

Students' motivation shifted to "very driven" at the end of the semester after using the

SPaRe Kit. Grade 12 students were found to be weak in critical thinking, ability to work

with numbers, writing the hypothesis, writing a review of related types of literature,

deciding and writing proper research designs, deciding and writing proper sampling

techniques, deciding, writing, and carrying out statistical techniques, and analyzing data
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before using the SPaRe Kit. The findings also show that the degree of academic

enthusiasm and research skills of Grade 12 students varies significantly before and after

using the SPaRe Kit. As a result, the SPaRe Kit was found to have a good impact on

students' academic motivation and research skills during the COVID-19 pandemic crisis.

Hypothesis

HO: There is no significant relationship between Self-Learning Kit and English grammar

competency improvement of Senior High School particularly in Grade 12 students.

HA: Using Self-Learning kit by grade 12 students will result in an improvement towards

English grammar competency.

Conceptual Framework

The use of self-learning kit in a learning and teaching process plays a crucial role

particularly in terms of English grammar competencies of students. The integration of

SLK in a classroom and virtual discussions, both on the end of students and teachers

cannot be overstated.

In fact, the use and integration of this learning tool in the teaching-learning process

helps the learners and teachers to exchange information in a more concise and easier way

(Effendi and Sukmayadi, 2017).

Moreover, Gaddy (2018) stated that the primary goal of learning kit is to attain more

systematic and comprehensive discussions in a teaching-learning process. This helps the

students to deeply understand the lessons while it helps, on the other hand, the teachers to
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deliver the lessons in a way that it is more comprehensible to students.

Furthermore, Meisel (2010) stated that many schools have implemented the teaching

of a foreign language at an early age, and numerous studies of language acquisition have

contributed to this spread. According to acquisition research, students who learn a second

language at a young age develop their grammatical systems in an unconscious and natural

manner by coming into contact with the language's linguistic facts.

The conceptual framework of this action research only presents the relationship

between self-learning kits and the English grammar competencies of Grade 12 students of

San Ildefonso National High School.

English grammar
competencies of Grade 12
Use of Self-learning kit students at San Ildefonso
National High School

Figure 1: Paradigm of the Study

Figure 1 shows the conceptual framework of the study. It presents the relationship

between the independent variables and the dependent variables. The independent variable

of this study is the use of self-learning kit whereas, the English grammar competencies of

Grade 12 students of SINHS is the dependent variable.

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Significance of the Study

The study focused on explaining the improving student's competencies in English

grammar using a Self-learning kit. Moreover, the results of the study will be beneficial to

the following:

Students. The result of the study will benefit the students because it will give them an

idea if the Self-Learning Kit is effective in improving their competencies in English

Grammar.

Teachers. The result of the study will help the teachers to know if the Self-Learning Kit

is effective to improve the competencies of students in terms of English Grammar.

School. The outcome of this research is expected to be a source of information for the

school to improve teaching techniques in encouraging students’ competencies in English

grammar using Self-learning kit.

Future Researchers. The result of the study will serve as a reference for them. It will

help them to generate their ideas about the same topic.

Scope and Limitation of the Study

This study intends to determine the improvements of the students in their English

Grammar using the Self Learning Kit (SLK) in the classroom. The respondents for data

collection will be from Grade 12 Senior High School of San Ildefonso National High
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School, during the Second Semester of the School Year 2021-2022.

The study will use tests and questionnaires for the students and it will serve as the

basis and reference for this research. Through the participation of the respondents, this

study will be able to determine the improvements of Grade 12 students in their English

grammar proficiency using the Self Learning Kit in the classroom. This study also covers

significant changes in the student's English Grammar Competencies. Other students who

are not in Grade 12 are not under the scope of this study.

Location of the Study

This study will be carried out in San Ildefonso National High School which was

established year 2000. The conversion of Bulacan National Agricultural School (BuNAS)

into a Chartered College as Bulacan National Agricultural State College (BNASC) and as

of now known as Bulacan Agricultural State College (BASC) by the virtue of Republic

Act 8548 paved way for the establishment of a public high school in San Ildefonso. This

was the answer of the local government unit to the clamor of the parents and their

children for an equal right to education.

The major query then in the establishment of the school in its proper site. To give

clarifications to the problem, the Municipal Government coordinated with BNASC

Administration to ask for a parcel of land where the first building of school will be

established. On the 11th day of May by the year of the Lord 2000, the decision was made

and agreed for the donation of 15,000 sq. m. as an initial area for the establishment of the

Municipal High School.

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The first building was constructed on June 03, 2000 which the first day of classes

was started on June 05, 2000 that confined as the opening of classes throughout the

country. In addition, six pioneer teachers lent their service into this newly established

high school as municipal contractual teachers.

Figure 2: Location Map of the Study

Definition of Terms

The following were presented to aid in the understanding of this study.

Competency - Competence is defined as your skill or ability in a given profession or

subject, as well as your capacity to perform something well or being sane enough to stand

trial in court. It is, in a nutshell, the ability to do a task successfully or efficiently.

Efficient - The ability to attain an end objective with little to no waste, effort, or energy is

referred to as efficiency. Being efficient means that you can achieve your goals by

making the best use of the resources you have. Simply said, something is efficient if it

wastes no resources and optimizes all processes.

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Grammar - The grammar of a natural language is a set of structural limitations on the

production of sentences, phrases, and words by speakers or authors.

Innovation - A domain, a product, or a service is renewed and kept up to date by the

application of new procedures, the introduction of new techniques, or the establishment

of innovative concepts to produce new value. The ability to create value is a

distinguishing feature of innovation.

Intervention - interfering with the outcome or course of a condition or process,

especially to prevent harm or improve functioning educational intervention surgical

interventions Some women are afraid of certain interventions, such as being induced,

having an emergency cesarean section, or having a forceps delivery.

Modules - are used to organize course content into weeks, units, or other logical groups.

In essence, modules establish a one-way linear flow of what students should do in a

course. Files, debates, tasks, quizzes, and other learning materials can be included in each

module.

Proficiency - progress in terms of knowledge or competence. It's the characteristic or

state of knowing how to do something well.

Self-Learning Kit - It is a simplified and modularized supplementary learning resource

(SLR) created, produced, changed, or contextualized by the teacher following a

systematic sequence of materials and activities for learning.

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CHAPTER II

METHODOLOGY

This chapter focuses on the overall design of the study. It describes the Research

Design, the Sampling Procedure, the Research Subject, Research Instrument, Data

Gathering Technique and the Population data that will be applied in the analysis and

interpretation of the data.

Research Design

The researchers will use experimental method of research for conducting this study.

The experimental method is a technique used to collect data and build scientific

knowledge, and it is one of the primary methodologies for a wide range of disciplines

from biology to chemistry to physics to zoology, and of course social-science. This

method will be used to improve the English grammar competencies of the students in

Grade 12 Senior High School at San Ildefonso National High School.

Sampling Procedure

Sampling is a process or technique of selecting a number of individuals for a study

in such a way that the individuals selected represent the large group from which they
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were selected. The researchers will use simple random sampling procedure to select their

target of 20 Senior High school students from S.I.N.H.S. as their participants. This means

that the subset of these individuals, which is Grade 12 students will have the same

opportunity to be selected, as the procedure of selection will be random.

Data Gathering Technique

The researchers will ask for permission from the Principal, Assistant Principal and

Grade 12 Curriculum Chairperson of S.I.N.H.S. to conduct the research with the usage of

SLK and the PRE-Test, POST-Test and Questionnaires will be in the form of type-written

letter. After the Authorize person approve the letter, the researchers will personally

distribute the SLK, Post-Test, Pre-Test and Questionnaires to the chosen respondents in

Senior High School.

This study will utilize the following instruments (1) Self-Learning Kit, (2)

Researchers-made Post-test and Pre-test, that will be used to measure the students' pre-

test and post-test achievement before and after the application of the intervention. While

the questionnaire is composed of questions about their personal opinions, experiences,

perceptions, and reflection about their usage of SLK to improve their English grammar

competencies.

Data Analysis Scheme:

After collecting all the needed data in the study, these will be analyzed using

statistical tools.
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Paired t-test will be used to analyze the data to compare the before and after

scores of the participants (pre-test and post-test). This will prove if Self-Learning Kit can

really improve the English grammar competencies of the Grade 12 Senior High School

students of S.I.N.H.S.

where d: difference per paired value

n: number of samples
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Printed 04/21/2021