This research work would not have been made possible without he whole hearted support, assistance and guidance of some people who have attended and extended their effort to us. However, we, the researchers wish to express our profound gratitude.
In the very beginning we would like to express our gratitude to our instructor, Ms. Jennylyn E. Mejia, for her valuable guidance and supervision. We are also grateful to Mr. Efren Gavina who helped us in the statistical analysis of this research. Our thanks go as well to the teacher-education students who had served as our respondents to make this research worthwhile. Likewise, to the PSU Faculty and Staff headed by Prof. Simeon C. Cabansag the College Dean, Dr. Gemma V. Mamaril De Vera who showed us their willingness and sound advises for the accomplishment of all the requirements particularly in this course. Above all, we are indebted to the glory, honor and praise to the almighty God for giving us power and strong determination to overcome all trials and obstacles. Without God, we are nothing for what we are now. This work is wholeheartedly and lovingly dedicated. BENJIE M. BANAGA DANICA C. OBRA
TABLE OF CONTENTS ACKNOWLEDGEMENT
1 TABLE OF CONTENTS
3 CHAPTER I
4 Statement of the Problem
6 Significance of the Study
7 Scope and Delimitations
7 Definition of Terms
8 CHAPTER 2
7 REVIEW OF RELATED LITERATURE STUDIES
11 CHAPTER 3 RESEARCH METHODOLOGY
15 The Research Design
15 Samplings andRespondents
15 Research Settings
16 Data Gathering
17 Instruments Use
17 CHAPTER 4 INTERPRETATION AND ANALYSIS OF RESULTS ...
18 CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS AND
31 Chapter I Introduction It is universally acknowledged that language is the media through which people can express their ideas, feelings, desires, beliefs, point of view, attitudes and interests.
Learning a foreign language is considered as a source of enrichment for knowledge and a contribution to international understanding (Shannaq, 1989).Moreover, learning a foreign language frees the learner from the restrains and barriers one feels because of the limitations of his language. Knowing one language only means that a persons outlook will be unrealistic, naive and incomplete (Atlas, 1976).Therefore, learning any foreign language is very important, but when it comes to English it becomes more important because nearly all the development in te3chnology and means of communication are published in this language. It is obvious that many educational authorities all over the world show a great interest in English to the degree that it is introduced as a compulsory subject at schools and a medium of instruction in many departments in various universities.
Rivers (1983) group the objectives of teaching a foreign language into five classes 1. To develop the students intellectual power through foreign study. 2. To increased the students personal culture through the study of the
literature and philosophy to which language is the key. 3. To increase the students understanding of how language functions. 4. To teach the student to read the foreign language with comprehension. 5. To provide students with skills this will enable him to communicate orally and to some degree in writing with people of other nationalities.
In the light of the outlined objectives, learning a foreign language facilitates ready and perfect communication upon which understanding relies .Still, and in spite of the serious efforts, the objectives of teaching English have not been accomplished, especially when the competence of the learner is considered (Al-Omari, 1982, Shakir, 1980, Mukattash, 1977).This poor achievement drew the educators attention because they attach a great deal of importance to it for the following reasons 1. Achievement is a predictor for the learners future life. 2. It determines...
Bibliography: Abu-Sabha(1974) The Relationship Between Test Anxiety and Academic Achievement of the Third Preparatory Students in Jordan.Unpublished M.A thesis, Jordan University,Amman ,Jordan. Ahlawat,K.(1984)..Syructure of Test Anxiety and the Nature of iys Influence on Achievement in Different School Subjects in Jordan.Paper Presented at Fifth International Conference for the Society for Test Anxiety Research,STAr,Leinden,the Netherlands,May 31-June 2,1984. Ahlawat,K.(1988).Family Environmental Determinants of Test Anxiety in Jordanian Hihg Scholl Students.Advances in Test Anxiety Research,Vol. 6. Al-Lababidi,A.(1976).Study habits and attitudes of the students the University of Jordan.Unpublished M.A Thwesis,Jordan,Jordan Univwersity ,Amman,Jordan. Alatis,E., J.(1976).Teahing Foreign Languages-Why A New Look at an old Question.Foriegn Language Annals,19(5),447-459. Al-Omari,T.(1982).Variables Affecting Achievement In English as a Foreign Language in the Jordamnian Government Schools in Irbid.M.A Thesis,Yarmouk University,Irbid,Jordan. Al-Salem,R.(1988).The Relationship Between Study Habits and Academic Achievement in Coummunity College Students.Unpublished M.A Thesis,Yarmouk University,Irbid ,Jordan. Al-Quraan A.(1992).The Influence of Test Anxiety and Self Concept on Second Secondary Students Achievement in Amman Governmental Scholls.Unpublished M.A Thesis,University of Jordan,Amman ,Jordan. Bloom,B.S(1976).Human Characteristics and Scholl Learning .New York Mc Gow-Hill. Chapell,E.,B(1979).The Relationship Between Socio-economic Status,Sex,SELF Concept,Academic Achievement and Course Selection of Urban Black Tenth Grade.Dissertation Abstracts International,40(12). Collins,J.(1993).Short Bridging CoursesDo They Make a Diffrence.Australain Journal of Adult and Community Education,33(2) 90-101. Culler,E. R. and Charles.(1980).Test Anxiety and Academic Perfoemancethe Effect of Study-Related Behaviors.Journal of Educational Psychology,. 72(1),16-20. Deffenbacker,J., L.(1977).Relationship of Worry and Emotionality to Performance on the Miller Analogies Test.Jourrnal of Educational Psychology,69(9),191- 195. Ebel,R. L. (1972).Encyclopedia of Educational Research,(4th ed.) Macmillan U.S.A. Edward,C. (1978).Relationship Between self Concept,Socio-weconomic Status,Attitude Toward Scholl and Level of Achievement of Black and Non- Black Freshman.Dissertation Abstracts International,39(10). Everson,J.(1993).The Relationship between test anxiety and school subject.Journal of Educational Psychology, 80(1),210-215. Fegjin,N.(1995).Factors Contibuting to the Academic Excellence of American Jewish and Asian Students,Sociology of Education,68(1),18-30. Gardner,R.C. (1985).Social Factors in Second Language Attrition.Language Learning,35,519-540. Halloway,L.D. (1980).The Relationship of Reading Achievement of Sixth grade Students to Parental Attitudes Toward School and Parental Socio-Economic Status.Dissertation Abstracts International,41(5) P 1282 A. Hussein ,R. (1986).A comparative study between the effect of Television programs and that of culture as teaching methods on student and skills uin Jordan.M.A. Thesis,Yarmouk University,Irbid. Hogrebe,M.C. (1985).Are there Gender differences in Reading Achievement,Journal of Educational Psychology,77(6),716. Houston,L., N.(1987).The Predictive Validity of A Study Habits Inventory for First Semester Undergraduates.Educational and Psychological Measurement,47(4),1025-1031. Hunsely, J.(1985).Test Anxiety,Academic Performance and Cognitive appraisals.Journal of Educationaln Psychology,77(6),678-682. Jayousi,N.(1988). A Comparison between the effect of instructional Television and conventional classroom instruction on the achievement of Jordanian 3rd.Secondary literary students in English conditional sentences and phrasal verbs.M.A. Thesis,Yarmouk University,Irbid. Kieth,T.Z.(1982). T ime Spent on Homework and High Scholl GradesLarge- Sample Path Analysis, .Journal of Educationaln Psychology,77(2),248-258. Kevin,M. (1987).Ability and attitudes Correlates of Academic AchievementFamily Group Diffferences, Journal of Educationaln Psychology,79(2),171-178. Kirchner,G. L.(1993).Gender as a Moderate Variable in Predicting Success in A Master of Arts in Teaching, Educational and Psychological Measurement,53,155-156. Lindgren,H.,C.(1976). Educational and Psychology in the Classroom.John Willey and Sons Inc. USA. Marjoribanks,K.,(1982).The Relationship of Childrens Academic Achievement to Social Status and Family Learning Environment, Educational and Psychology Measurement,(42),615-557. Mark,A.L.(1993).Academic Self-Concept and its relationship to Achievement in a Sample of Junior High Scholl Students. Educational and Psychology Measurement,53,201-209. Marsh .H.W.(1985).Multidimensional selt conceptsRelations with sex and Academic Achievement.Journal of Educational Psychology,77(5),581. Mezhir,A.,S.(1980).The Effect of the Early Start of English in Jordan Private Scholls on StudentsAchievement.Unpublished M.A. Thesis,Yarmouk University,Irbid,Jordan. Morres,Kellaway and Smith (1978).Mathematics Anxiety ScalePredicting Anxiety Experiences and Academic in Two Groups of Students, .Journal of Educational Psychology,70(4),589-594. Morgan,B.(1979).The relationship of Social Class to Scholl Achievement in Kansas City Missouri.Dissertation Abstracts International,40(10),52-53. Mukattash,L.(1980).English Language Proficiency in Jordan.Dirasat Humanities,Jordan Unversity,11(2). Mukattash,L.(1977).A Pilot Project in Common Grammatical Errors in Jodanian English,Jordan University ,Amman,Jordan. Norton S.M .(1996).Relationship Between Test Preparation And Academic Performance On a State Widw High School Exit Examination.A Paper Presented at the Annual Meeting of the Mid-South Educational Research Association(Tuscaloosa,AL,November 6-8,1996). Olshtain,E. (1990).Factors Predicting Success in EFL Among Culturally Different Learners.Language Learning Journal,40(1),23-24 Onwuegbuzie,A. J. (1995).Library AnxietyCharacteristics of Atrisk College Students.Paper Presented at the Annual Mid-South Educational Research Association Conference,(Bilox,MS,Novmber 9,1995). Paulman,R.GKenelly,K.J.(1984).Test Anxiety and Ineffective Test TakingDifferent names,Same Construct. .Journal of Educational Psychology,(73),769-288. Plake,Parker and Lowry(1982).Effects of Item Arrangement,Knowledge of Arrangement test Anxiety And Sex on TEST Performance, .Journal of Educational Psychology,19(1),49-55 Electronic Sources www.google.com HYPERLINK http//how-to-study.com/study-habits.htmhttp//how-to-study.com/study-habits.htm) HYPERLINK http//www.academictips.org/acad/literature/establishinggoodstudyhabits.htmlhttp//www.academictips.org/acad/literature/establishinggoodstudyhabits.html) HYPERLINK http//www.articlearchives.com/education-training/students-student-life/1548550-1.html t _blankhttp//www.articlearchives.com/education-training/students-student-HYPERLINK http//www.articlearchives.com/education-training/students-student-life/1548550-1.html t _blanklife/1548550-1.html HYPERLINK http//www.springerlink.com/content/w3715h5884172656/ t _blankhttp//www.springerlink.com/content/w3715h5884172656/) Study Habits, Skills.html Appendix Survey Questions Name___________________ Age______ Course/section__________________ Gender___ Directions Encircle your answer to each of these questions from the given choices. A -AWLAYS B -GENERALLY C -SOMETIMES D RARELY Time Management A B C D 1. Do you regularly study on scheduled time A B C D 2. Do you allot time for exercise and socializing with friends A B C D 3. Do you get at least 6 hours of sleep each night A B C D 4. Do you study at least 2 hours for every hour in class A B C D 5. Do you submit your assignments done on time A B C D 6. Do you regularly attend your classes A B C D 7. Do you use your time between classes to study A B C D 8. Can you study for at least a half hour without getting up, walking about, taking snack or TV or phone breaks Your Study Environment A B C D 1. Do you have an area where you could always go to study A B C D 2. Does your study area free from noise and distractions A B C D 3. Do you have all your supplies near you when you study A B C D 4. Does your area comfortable A B C D 5. Do your friends leave you alone when they know you want to study Test Taking/Preparation Skills A B C D 1. Do you study for each subject every day sA B C D 2. Do you start reviewing for major exams at least 3 days in advanced A B C D 3. Do you belong to a study group A B C D 4. Do you attend extra help sessions or office hours provided by the instructor A B C D 5. Do you know what kind of tests you will take, i.e., essay, multiple choices, and how to prepare for different types of tests A B C D 6. Can you predict what types of questions will be on the test A B C D 7. Are you able to finish your tests in the allowed period of time A B C D 8. If you do not do well on a test, do you review it with the instructor and/or analyze it to see where you had problems Note Taking Skills A B C D 1. Are you able to take notes in class, keep up with the instructor, and understand the concepts at the same time A B C D 2. Do you have an efficient system of note taking A B C D 3. Do you review your notes after each class, preferably right after class A B C D 4. Do you know what the important stuff to write down is and what are the cues that this is important stuff A B C D 5. In addition to highlighting, do you make notes as you read class materials A B C D 6. Can you put class notes or notes from texts into your own words Reading Skills A B C D 1. Can you read and learn at the rate of 12-15 pages per hour for history-type material A B C D 2. Do you keep up with the readings for all your classes and have the material read before the lecture A B C D 3. Can you concentrate and understand the material you read without re-reading a second or third time A B C D 4. When reading a text, do you read the headings and chapter outlines first A B C D 5. Do you adjust your reading styles when you are reading for literature, social science, or science classes A B C D 6. Do you do your study-reading during the time of day when you are most alert Writing Skills A B C D 1. Are you comfortable with your command of English grammar, punctuation, and spelling A B C D 2. Do you have a clear idea of what the instructor requires for a writing assignment A B C D 3. If you are assigned a research paper, do you know how to use the library or Internet to research your topic A B C D 4. Are you able to communicate effectively in writing A B C D 5. Are you able to understand of what you are writing Communication skills A B C D 1. Do you use English language as your medium of communication upon communicating with your friends A B C D 2. Do you use English language upon communicating with your teachers, classmates, schoolmates, etc A B C D 3. Do you speak English language fluently upon communicating A B C D 4. Are you aware with your grammar rules upon speaking A B C D 6. Do you keep on studying grammar rules A B C D 7. Are you able to rectify your own mistake in grammar whenever you commit some PAGE MERGEFORMAT 31 Y, dXiJ(x(
(W )6-rCSj id DAIqbJx6kASht(QpmcaSlXP1Mh9MVdDAaVBfJP8
Please join StudyMode to read the full document