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 LYCEUM OF ALABANG
Km.30, National Road., Tunasan, Muntinlupa City, Philippines
Tel. Nos. (02)856-93-23 / (02)856-9246 / (02)403-8248

APPROVAL SHEET

This thesis entitled “SELECTED LEARNER-CENTERED APPROACH AND THE

__________________________
Thesis Adviser

__________________________ __________________________
Member, Oral Defense Panel Member, Oral Defense Panel

__________________________
Chairman, Oral Defense Panel

Accepted in partial fulfillment of the requirements for the degree of Bachelor in

Date: _________________ ______________________

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 ACKNOWLEDGMENT

The researchers would like to extend their heartfelt gratitude to everyone who

provided assistance and support throughout this study.

First and foremost, they were deeply thankful to their research professor, Dr.

Alvin E. Espinas, for his guidance and instruction in research writing, as well as for his

unwavering support and valuable advice during the challenges they encountered.

They were also profoundly grateful to their adviser, Ms. Charito F. Cano, for her

dedicated mentorship, patience, and perseverance despite the numerous mistakes.

This study would not have been completed without her essential support.

The researchers’ sincere appreciation went to Dr. Joseph Reynald B. Fonte for

his expertise in statistical analysis and to Dr. John Aris R. Trazona for his significant

assistance in enhancing the grammar and structure of this research paper.

They were also grateful to the oral defense panelists, Dr. Leah P. Digo, Dr.

Teresita A. Dunhum, and Dr. Randy Pantaleon, for their constructive comments,

insightful questions, and support, which encouraged the researchers to view their

research from new perspectives.

Lastly, they express their utmost gratitude to the Lord Almighty for guiding them

from the beginning to the end of this research and for granting them the strength to

complete it.

Thank you.

THE RESEARCHERS

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 DEDICATION

This research is dedicated to our parents, who have always been our greatest

source of strength and inspiration. Their constant support spiritually, mentally,

emotionally, and financially has helped us push through challenges and complete this

work. Their encouragement and sacrifices have taught us the value of hard work and

determination. We are deeply thankful for their belief in us, which kept us going even

when times were tough. This research is a result of their love and unwavering support.

L.M.

R.R.

S.M.R

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 ABSTRACT

This study aims to see if learner-centered approaches help students learn better.

By looking closely at how these methods are used in different classrooms, subjects, and

grade levels, we hope to find out if they make a difference in how much students know.

Researchers' goal is to give teachers and schools useful information to help students

learn more effectively. Through this research, we aim to make learning a better

experience for everyone involved. This study used the quantitative method to evaluate

the learner-centered approach and the academic performance in English of grade 9 and

10 students. The goal was to obtain findings and provide guidance for improving their

performance. Simple random sampling was used to distribute the research

questionnaire to the respondents. The respondents of this study were students in

grades 9 and 10 at the Lyceum of Alabang. The researcher randomly distributed the

survey to different sections of grades 9 and 10 to ensure a fair sample of students. A

total of 100 respondents took part in the study, with 51 (51%) identifying as male and 49

(49%) identifying as female. The researcher constructed a modified survey

questionnaire for the respondents. The questionnaire was used as the main instrument

for gathering data. The instrument was based on the statement of the problem (SOP).

The initial hypothesis, which posited no significant relationship between learner-

centered approaches and academic performance in English, was partially rejected.

Significant relationships were observed in specific areas such as reading, writing, and

quizzes, whereas quarterly exams did not show a significant correlation.

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 TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………………………. i
APPROVAL SHEET ………………………………………………………………… ii
ACKNOWLEDGMENT………………………………………………………………. iii
DEDICATION………………………………………………………………………… iv
ABSTRACT ………………………………………………………………………….. v
TABLE OF CONTENTS ……………………………………………………………. vi
LIST OF TABLES …………………………………………………………………… viii
LIST OF FIGURES …………………………………………………………………. ix

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction ………………………………………………………………………1
Background of the Study ……………………………………………………… 2
Theoretical Framework …………………………………………………………4
Research Paradigm…………………………………………………………..... 5
Statement of the Problem……………………………………………………... 6
Hypothesis ……………………………………………………………………… 6
Significance of the Study………………………………………………………. 7
Scope and Delimitation of the Study…………………………………………. 8
Definition of Terms ……………………………………………………………. 10

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Demographic Profile …………………………………………………………..12
Age …………...…………………………………………………………12
Sex…...…………………………………………………………….........15
Grade Level……………………………………………………………..18
Learner-centered Approach…………………….……………………………..20
Student Centered…………...………………….………………….……20

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 Student Reflection…...………………………………………………....25
Active Learning…….………………………………………….………..29
Academic Performance………………………………………………………..33
Reading……………………………………………………………….…33
Writing……………………………………….…………………………..36
Quizzes……………………………………………………………….…39
Quarterly Exam……………………………………………….……..…42
Synthesis……………………………………………...………………………..45

CHAPTER 3
METHODOLOGY
Research Design ………………………………………………………………48
Respondents of the Study …………………………………………………….49
Sampling Technique ……………………………………………………… ….49
Research Instrument ………………………………………………………….49
Validation of the Research Instrument ………………………………………50
Data Gathering Procedure ……………………………………………………51
Statistical Treatment of Data …………………………………………………51

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA…………….53

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings ……………………………………………………….…81

Conclusions ...…………….…………………………………………………….83

Recommendations ……………………………………………………………..84

REFERENCES …………………………………………………………………………86

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 LIST OF TABLES

No. Page

1 The 4-Point Likert Scale and Its Verbal Interpretation………………..………..50

2 Mean Scores and Standard Deviation of Learned-Centered Approach

in Terms of Student Centered……………………………………………………..59

3 Mean Scores and Standard Deviation on the Learned-Centered Approach

in Terms of Student Reflection………………………………………………….…61

4 Mean Scores and Standard Deviation on the Learned-Centered Approach

in Terms of Active Learning………………………………………………………..64

5 Summary of the Mean Scores and Standard Deviation of Learner-Centered

Approach…………………………………………………………………………….66

6 Mean Scores and Standard Deviation on the Academic Performance

in Terms of Reading………………………………………………………………..68

7 Mean Scores and Standard Deviation of Academic Performance

in Terms of Writing………………………………………………………………….70

8 Mean Scores and Standard Deviation of Academic Performance

in Terms of Quizzes………………………………………………………………...72

9 Mean Scores and Standard Deviation of Academic Performance

in Terms of Quarterly Exam……………………………………………………..…74

10 Summary of the Mean Scores and Standard Deviation of Academic

Performance…………………………………………………………………………76

11 Test of Significant Relationship between the Level of Learner-Centered

Approach on the Academic Performance in English…………………………….78

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 LIST OF FIGURES

No. Page

1 Research Paradigm………………………………………………………………...5

2 Frequency and Percentage Distribution of the Demographic Profile

of the Respondents in terms of Sex………………………………………………53

3 Frequency and Percentage Distribution of the Demographic Profile

of the Respondents in terms of Age………………………………………………55

4 Frequency and Percentage Distribution of the Demographic Profile

of the Respondents in terms of Grade Level…………………………………….57

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