ENGLISH CLASS FIFTH GRADERS: A DESCRIPTION

A Basic Research of Jane J. Maghinay, Teacher III of Dapitan City Central School,

Division of City Schools, Dapitan City, Zamboanga del Norte, Region 9

DAPITAN CITY CENTRAL SCHOOL

Dapitan City
 1

I. Title

English Class Fifth Graders: A Description

Jane J. Maghinay, Teacher 3, Dapitan City Central School

II. Abstract

This paper provides a baseline description of fifth graders in a regular

English class located in an urban school. This study described the three regular

English fifth grader classes in three School Years of a public elementary school.

There were 121 pupils described with their data on age, gender, nutritional status

and English final grades. Multiple regression was used to determine the

academic grades of pupils in English as explained by age, gender and nutritional

status of pupils understudy. Percentages, frequency, mean and standard error

were computed to describe the results. Results showed that almost similar

number of boys and girls were enrolled each year. More than majority of the

pupils are in their expected grade level, with normal nutritional status. Gender

has significant relationship with English final grades of pupils. This study implies

that pupil-activities and teacher facilitation must incorporate gender-specific

design of activities to better facilitate learning in both language and reading.

III. Acknowledgement

The author would like to thank the school principal and colleagues of the

Dapitan City Central School, the research specialist and supervisors of Dapitan
 2

City Division for facilitating this initial endeavor in the field of research of the

school teachers.

IV. Introduction of the Research

Mathematics and language are basically considered in the study of grade

schoolers’ academic achievements. English are generally determined through

reading and language activities. Reading comprehension for instance have been

monitored by teachers and reported to the management. Identification of slow

readers were noted and pupils’ change from slow to better readers are much

intentions of English teachers.

Factors that shape the learning environment of pupils include its physical.

In the case of Zamboanga del Norte, public school is the dominant provider of

basic education. An average class size in the elementary level is 40 but

sometimes squeezed five more pupils with parents begging from teacher-

advisers. Donations are also pouring in from the Local Government Units. These

include tables and chairs. The community through the Parents and Teachers

Association has been the constant partner of schools in physical improvements

and financing few major activities. Recent initiatives of teachers extend to

engage alumni, friends and close acquaintances of teachers from abroad. The

latter help described may be rooted from contributors’ understanding of the

limited maintenance and other operating expenses that elementary schools

receive.

Analytical framework of Sangeeta Goyal’s World Bank study (2007)

provides a strong basis (general, not just English) on the determinants of

 3

learning achievements in primary education. The author describes learning

achievement as a function of individual and family characteristics, schooling

resources, school type (private or public), gender, social group of the pupil and

rural-urban location of the school.

V. Literature Review

Literatures provide unlimited factors affecting the learning achievements of

pupils in general. Grades of pupils are common predictors used explained by

variable like socioeconomic factors, school-related factors and additional

educational inputs. Others would classify the factors as variable inside and

outside school. These factors are termed pupil factors, family factors, school

factors and peer factors (Crosnoe, Johnson and Elder 2004).

The study of Nyipir (2006) included parents’ education among other home-

based called factors to explain pupils’ performance. Other home-based factors

considered in the study were The study showed that pupils not performing well in

school could be explained by the parents education level. The same result was

also stated in the study of Farooq, Chaudhry, Shafiq and Berhanu (2011) with

parents’ education having significant effect on overall academic achievement of

tenth graders. Factors related to socioeconomic status were also found affecting

achievement of the pupils especially on Mathematics and English. The same

study also revealed that girls in the class had better academic performance

compared to the boys assessed.

 4

VI. Research Questions

1. What are the profile of pupils in the three school years studied described

based on gender, age and nutritional status?

2. What are the academic performance of fifth grader pupils in English from

School Year 2013-2014 to School Year 2015-2016

3. What are the factors affecting academic performance of fifth graders’ final

English subject?

4. What recommendations can be made based on the study?

VII. Scope and Limitation

In the utmost intention of the author to understand fifth graders in the

public school, this research is conducted. The author being an English subject

teacher, chose her own English classes to be the subjects of the study. Records

on hand are the sole basis of the categorical variables use d thus this limitation of

the depth of the study. However, this is the initial study with English pupils

conducted in the school and among fifth graders. All the English classes

understudy were limited to the same English subject teacher within different

School Years. The similarity of class activities was considered in understanding

the academic performance of the pupils.

A range of variable need to be considered in understanding the English

grades of pupils. Identifying the most contributing variables requires funds and

training especially for teachers who are beginners in research but has the

interest and willingness to understand with depth and width of one’s own pupils’
 5

learning. Pupils in the central and public school in Dapitan City are observed to

be so divers in character and attitudes to learn thus the conduct of this initial

study.

VIII. Research Methodology

a. Sampling

Random sampling was used among the regular English classes in the fifth

grades. One section was selected each SY for thee SYs years considered.

Table 1 below shows the distribution of pupils in each class of the SY.

Table 1 Distribution of Pupils in an English Class, SY 2013-2014 to SY 2015-2016

Year No. of Pupils
2013-2014 40
2014-2015 42
2015-2016 39

b. Data Collection

Data mining was used to gather the English grades, gender, age and

nutritional status of pupils. Records of the same English teacher were among

the source of the data. These records were accessible through the English

teachers concerned.

IX. Discussion of Results and Recommendations

Profile
Gender
The same magnitude of the percentage change in gender is indicated in

the population of pupils for the first SY understudy (Table1). A 3% increase

among girls is the same decline among boys’ population was observed from

2013/14 to 2014/15. Likewise, during the SY 2015/16 the percentage change in

 6

the population of pupils based on gender is 7%. The SY 2015/16 has the lowest

class size for the three SYs compared.

The results are reflective of the Zamboanga Peninsula with equal

proportion of males and females (NSO, 2015). The youngest population of region

9 (0-14 years old) registered 38% of the total population and ranked second

among adults and elders compared.

Table 2 Distribution of Pupils by Gender, SY 2013-2014 to SY 2015-2016

2013-2014 2014-2015 2015-2016
Gender Frequency Percent Frequency Percent Frequency Percent
Boys 22 55 22 52 23 59
Girls 18 45 20 48 16 41
Total 40 100 42 100 39 100

Age
Among age categories of the pupils in the study, more than half of each

class in each SY were 11 years old. This is the expected age for a grade 5 pupil.

A proportion of early schoolers, those who entered first grade at 6 years old,

were also observed among classes for the past three SYs. The 35% of the within

the same class in 2013/14 has the highest proportion of early schoolers.

Late schoolers registered more than 10% of the total class size within the

same class in all three SYs. The pupils that comprise the 10% were supposedly

in their sixth grade or already in high school. Reasons on late schooling were

financial problems in two of the pupils and the other pupil could afford but

engrossed on computer games. Information were based on actual interviews

upon enrollment. These were also reported as balik-aral in the Learner

 7

Information System. Younger pupils call the older girls Ate in class (a Filipino

tradition bestowed as respect to elders).

Age of pupils are reflected in their views. Older girls would narrate based

on life experience as drop-out or family break-ups while most girls describe day-

to-day scenarios like weather conditions and academic achievements. This is

observable during group activities as test on speaking competencies. In all

instances, elder pupils assume leader roles in this group dynamics.

Table 3 Distribution of Pupils by Age, SY 2013-2014 to SY 2015-2016

2013-2014 2014-2015 2015-2016
Age Frequency Percent Frequency Percent Frequency Percent
10 14 35 14 33 11 28
11 21 53 22 52 24 62
12 4 10 4 10 3 8
13 0 2 5 0
14 1 3 0 0
15 0 0 1 3
Total 40 100 42 100 39 100

Nutritional Status
The Body Mass Indices (BMI) of pupils were calculated twice every SY.

The first is sometime in the month of July that is nutrition month. The second is

sometime in March. A change on their BMIs were also reported and submitted to

the Edukasyong Pangkabuhayan at Pantahanan (EPP) teacher in each year

level. The BMI is posted in each class room labeled School Nutritional Status

record. Each adviser is mandated to post twice each year. There were five

categories to describe pupils’ nutritional status.

Although more than 80% of each class size studied had adequate nutrition

indicated by their weight, the remaining about 20% are described overweight,
 8

obese or wasted. The proportion of overweight pupils declined for the observed

SYs. Actual record shows that most of those overweight were girls. On the other

hand, the proportion of those wasted rises for the last two SYs considered.

A Department of Education Memorandum Order No. 37 s of 2014 was

issued for a Funded School-Based Feeding Program of the Department of

Education and the Department of Social Welfare and Development. Nutritional

status of children affects performance in school directly resulting to dropouts or

absenteeism as extensively provided in literatures (Pollitt 1990; Taras 2005).

Absenteeism will result to poor academic standing. In the case of pupils

understudy, absenteeism may not be observable among pupils described as

wasted but the latter participated less frequently than those with normal

nutritional status.

Table 4 Distribution of Pupils by Nutritional Status, SY 2013-2014 to SY 2015-2016

2013-2014 2014-2015 2015-2016
Nutritional Frequenc Percen Frequenc Percen Frequenc Percen
Status y t y t y t
Normal 33 83 38 90 34 87
Overweight 5 13 4 10 3 8
Obese 1 3 0 0
Wasted 1 3 0 2 5
Severely Wasted 0 0 0
Total 40 100 42 100 39 100

English Grade of Pupils

English grades of pupils on the average leaped to 88% in the third SY

from an average of 83% during the initial two SYs studied. In the same way, the

maximum English grade obtained by pupils continued to increase for the three

SYs. The minimum grade also rises to 76% from merely passing for the last two

SYs.
 9

Table 5 Descriptive Statistics of Pupils, SY 2013-2014 to SY 2015-2016

SY Population Mean SE Max Min
2013-2014 40 83 5.16 93 75
2014-2015 42 83 5.77 95 75
2015-2016 39 88 5.58 97 76

Gender is highly significant based on 1% level of significance. Contribution

of gender towards English grades of pupils is 30% based on R squared value or

the coefficient of determination. Thus, gender is significant to explain grades of

pupils.

Constant value of 1.921 is the log transformed grade which when

transformed back to the actual grade is equal to 84.4 in English regardless of

gender. In this aspect, the English teacher’s inputs seemed to show as one of

the reasons that pupils will on the average obtain a grade of almost 85

regardless of gender. In this case, English grade is the measure of pupils’

learning, then it could be inferred that further inputs of the teacher will entail

better learning of the pupils. Teachers should also consider pupils’ self-esteem

and interest in studying the subject. Age and nutritional status of pupils does not

explain English grades of pupils.

Table 6 SY 2013-2014 to SY 2015-2016

Standardized t Significance
Coefficients
Unstandardized Coefficients
Model B Std. Error Beta
Constant 1.921 .033 57.697 .000
Gender .031 .005 .511 6.428 .000*
Age -.003 .003 -.093 -1.185 .238
Nutritional Status -.006 .007 -.064 -.804 .423
Dependent Variable: Final grade in English subject
*Significant at 1% level of significance
 10

X. Dissemination and Advocacy Plan

Participation in a research forum or conference hosted by institutions and

organization endorsed by the Department of Education or Commission on Higher

Education with themes pertaining to education.

Table 7 Advocacy Plan

Goal Strategy Next Steps Who can What can
help help
Work with Meet with Present the English Divisions of
other fellow preliminary Supervisor City Schools
subject English design of to seat with in Dapitan
teacher teachers, to teaching the research City
advocates start within strategy or specialist,
on gender the school facilitations school
emphasis for the for students principal.
in the design of through a
teaching strategies demonstration
strategies and for
and facilitations feedbacking
teacher that is
facilitations gender
to be specific
adopted.

XI. References

Crosnoe, R. Johnson, M.K. and Elder, G.H. (2004). School Size and the

interpersonal side of education: An examination of race/ethnicity and

organizational context. Social Science Quarterly, 85(5), 1259-1274.

Farooq, M.S., Chaundhry, A.H., Shafiq, M. Berhanu, G. Journal of Technology

and Quality Management. Volume 7 Issue 2, 2011

Nyipir, Achombo Christine. (2010). A dissertation, Makerere University, 2010.

Pollitt, E. (1990). Malnutrition and Infection in the Classroom. Paris: United

Educational Scientific and Cultural Organization.unesdoc.org

 11

Goyal, Sangeeta. (2007). Learning Achievements in India: A Study of Primary

Education in Rajasthan. Document of the World Bank. South Asia Human

Development Human Development Unit South Asia Region.

Tabunda, AL, JRG Albert and IA Agdeppa. (2016). Results of an Impact

Evaluation Study on DepEd’s School-Based Feeding Program Discussion

Series Papers No. 2016-05 Philippine Institute of Development Studies

Taras, H. (2005). Nutrition and Student Performance at School. Journal of School

Health (75).

XII. Financial Report