Communicative Approach of Teacher and Study Habits of Mintal Comprehensive High School Students

Chapter 1

THE PROBLEM AND ITS SETTING Background of the Study The communicative approach is based on the idea that learning successfully comes through having to communicate real meaning. Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials. When learners are involved in real communication, their natural strategies for learning acquisition will be used, and this will allow them to learn. The teacher is just a facilitator- he is a man who manages the environment and the materials that help the students becomes self learner. Appropriate communicative approach of teachers is an essential part of influencing the education process of the students. Teachers must put into consideration that students seem to be caught in the transition of education processes that can cause potential debris that poses threats in dismantling the present teaching and learning methods. Teacher must know the level of

understanding of his pupil. Successful students have good study habits which can be contributed by appropriate communicative approach of educators (Canale & Swain, 1997). In the United States, national survey of school guidance counsellors by the American School Counsellor Association and Sylvan Learning Centres, nearly 60% believe that students are not adequately prepared to tackle homework assignments. Furthermore, almost 70% report that teachers in their school think that students have poor study skills (Gale, 2000). In many cases, students don't know where to begin, don't fully understand the material, are not motivated by it, or feel that there was too much work given to them with too little time to complete or study it. If their studying skills do not improve, these students will continue to test poorly and not perform to their fullest potential (Tech, 1996). This belief results in teachers who have not

mastered basic teaching skills, such as communicative approach, that are vitally needed to complement the success of the learning process of the students (Pink, 2010). In the Philippines, a similar dilemma is being stumbled upon. The state of the educational system is a great cause for worry. The ideal ration of teacher to student is 1:25, but with 50 to 60 children in a classroom, assisting and effective communication to pupils may not be freely served. Often, the result is children are left to cope on their own. Students are still divided into sections and they are grouped into the level of their academic skills which leaves those who are academically challenged lumped together and their teacher to stretch her skills, patience, resources, and dedication to addressing the need of students (Koo, 2011). Students in public schools fare poorly in exams and the education official attributed the poor learning skills of public students to the structured approach in teaching (Rien, 2005). In Davao City, the large number of students necessitates sufficient number of teachers who will take the responsibility of molding the minds of students in preparation for their formal schooling (Dayanghirang, 2010). Particularly in Mental Comprehensive High School, teachers commented that a number of students have a hard time doing school works and assignments. Inadequate communicative approach of teachers and poor study habit is one major problem not just in public but as well as in private high school. Because of lack of assistance and communicative approach, students may perform poorly in school and lack good study habits. Thus, at this point in time, the researchers would like to conduct a study on communicative approach of teachers and study habits of students on how the learning process is affected by these two determining factors. Statement of the Problem

The main thrust of this study was to find out the level of communicative approach of teachers and the poor study habits of students. Purposely, this study sought to answer the following queries: 1. What is the level of communicative approach of teachers in terms of: 1.1. 1.2. 1.3. Communicative Cognitive Approach Communicative Social Approach Communicative Emotional Approach

2. What is the level of the study habits of high school students in terms of: 1.1 1.2. 1.3. Subject Learning Self-Learning Social Learning

3. Is there a significant relationship between communicative approach of teacher and study habits of high school students? Hypothesis The null hypothesis was tested that there is no significant relationship between the level of communicative approach of teachers and study habits of high school students. Review of Related Literature This section contains selected materials related to the study that were used and presented to provide the researcher a sufficient background and framework of the study. Communicative Approach of Teachers Communicative approach is mainly about using meaningful communication by teachers to enable students to learn and then understand, simulate, and use their learning to function well

in classroom and at home. We use language to communicate and educators must not just communicate to give facts to students but as well as to exchange knowledge, information, ideas, opinions and feelings. Theories of communicative approach imply that teachers must to do more than just supply learners with numbers of learning structure to manipulate (Breen, 1998). The role of teacher is viewed as a guide, leading students through the puzzle of learning in all directions; therefore, appropriate use of communication must be applied. It is often easier to provide opportunity for spoken communication in the classroom than it is from the written medium. It is firmly believed that communicative approach means getting students to actually do things in the classroom, and it is the doing that should from the main focus in a communicative classroom, and that students will, in the long run, build learning competency (Wright, 1998). One root problems of learners deficiency in the ability to actually study is found to be in the approach of the teacher itself (Widdowson, 1997). Krashen (1983) says that the key aspect of learning acquisition is an unconscious process resulting from experience in using communication and this process is not directly benefited by the conscious learning of. Therefore, teachers do not intend to teach much to students but create a condition or an atmosphere for them to acquire learning by reading, listening, speaking, and writing skills, which can be done in good study habits. Widdowson (1997) pointed out that an overemphasis on drills and exercises for production and reception of learning with less communication approach tends to inhibit the development of learning acquisition. The focus of classes is not on the methods or structures itself, but rather on learners acquiring learning and skills. According to Ellis (1997), whether one is considered to be a good or poor learner depends very much on ones study habits.

In order to persuade or encourage students to do much learning all by themselves after class, the necessity and importance of learner autonomy must be classified. Students will learn more effectively if they are active participants in the process than if they only passively follow the teachers instructions. The current interest in classroom activities stems largely from what has been termed The Communicative Approach to teaching. In terms of teaching, it is

generally accepted that teachers need to distinguish between learning that and knowing how. In other words, a teacher should need to distinguish between knowing various teachings and being able to use them effectively and appropriately when communicating (Snow, 1996). Communicative teaching approach has proved to be a factor that predicts students achievement. (Lefrancois, 2000). The authors believed that communicative approach focused on three major components: cognitive approach, social approach, emotional approach. Research showed that effective and appropriate communicative approach has a vital impact on students ability to study. In relation to this, it has been found that problem of such occurs when teachers fail to utilize effective communication. Communicative Cognitive Approach. This refers to mental activity including thinking, remembering, learning by mostly using language or communication. When we apply a cognitive approach to learning and teaching, we focus on the understanding of information and concepts. If we are able to understand the connections between concepts by using simple yet appropriate words or phrases, break down information and rebuild with logical connections, then our understanding of material and understanding will increase. According to Kate McGilly (1996), students are not learning to their full potential due to the fact that more often than not, they use poor memory procedures in the classroom. With the increased competition in the work force and jobs becoming more demanding, students need to be

more prepared for higher learning and the job market with skills that evolve from cognitive theory. Such to be supplemented is using Higher Order Thinking Skills (HOTS) to sharpen these skills. These skills, including study skills, social skills, problem solving, and organizational skills to name a few, should be taught and integrated across the curriculum. The teacher should help students learn how to translate their learning into action and communication at appropriate points (The Teaching Profession, 1996). In other words, the application of cognitive theory implies a responsibility to teach both content and process which includes engaging into open discussion for students to share their learning and give ways to solve a problem or produce solution. Students need to learn how to learn just as much as they need to learn things. The teacher can help students organize new information by providing an organizational structure, particularly one with which students are familiar, or by encouraging students to create such structures; in fact, students learn best under the latter condition. Without the teachers knowledgeable guidance, students either impose their own structure-- most generally a structure that reflects an uninformed view things (and often leads to misconceptions) or memorize the material minus any structure, which leads to fast forgetting, a form of poor study habits. The more attention effectively directed toward what is to be learned, the higher the probability of learning. Instructor and students should use examples, images, elaborations, and connections to prior knowledge to make information more meaningful especially with an exchange of thoughts through communication, to bridge from what is known to what is unknown. This makes it very important for instructors to know what kinds of knowledge and experiences students bring to the new learning situation (Svinicki, 1995). There is a great deal of intuitive appeal to the communicative cognitive approach to teaching. It echoes our own experience as learners and is easy to understand. Applying the

approach is more difficult, however, because we must give up our illusion of control. That change shakes the foundation of content as the primary focus of our teaching. We are then faced with the task of adapting to the needs of learners, a varied and unpredictable group. Communicative Social Approach is generating knowledge and meaning from an interaction between their experiences and their ideas. Piaget (1967) suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world, but may also occur as a failure to change a faulty understanding. In contrast, when individuals' experiences contradict their internal representations, they may change their perceptions of the experiences to fit their internal representations. Learners with different skills and backgrounds should collaborate in tasks and discussions to arrive at a shared understanding of the truth in a specific field (Duffy and Jonassen, 1992). They also stress the need for collaboration among learners, in direct contradiction to traditional competitive approaches. It is also of great importance that learners have social interaction with knowledgeable members of the society. Without the social interaction with other more knowledgeable people, it is impossible to acquire social meaning of important symbol systems and learn how to utilize them. Young children develop their thinking abilities by interacting with other children, adults and the physical world. From the social constructivist viewpoint, it is thus important to take into account the background and culture of the learner throughout the learning process, as this background also helps to shape the knowledge and truth that the learner creates, discovers and attains in the learning process (Wertsch 1997).

Furthermore, it is argued that the responsibility of learning should reside increasingly with the learner (Glasersfeld, 1989). Social constructivism thus emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. Von Glasersfeld (1989) emphasized that learners construct their own understanding and that they do not simply mirror and reflect what they read. Learners look for meaning and will try to find regularity and order in the events of the world even in the absence of full or complete information. The learning environment should also be designed to support and challenge the learner's thinking (Di Vesta, 1987). While it is advocated to give the learner ownership of the problem and solution process, it is not the case that any activity or any solution is adequate. The critical goal is to support the learner in becoming an effective thinker. Other constructivist scholars agree with this and emphasize that individuals make meanings through the interactions with each other and with the environment they live in. Knowledge is thus a product of humans and is socially and culturally constructed (Ernest 1991; Prawat and Floden 1994). McMahon (1997) agrees that learning is a social process. He further states that learning is not a process that only takes place inside our minds, nor is it a passive development of our behaviours that is shaped by external forces and that meaningful learning occurs when individuals are engaged in social activities. A further characteristic of the role of the facilitator in the social constructivist viewpoint, is that the instructor and the learners are equally involved in learning from each other as well (Holt and Willard-Holt 2000). This means that the learning experience is both subjective and objective and requires that the instructors culture, values and background become an essential part of the interplay between learners and tasks in the shaping of meaning. Learners compare their version of the truth with that of the instructor and fellow learners to get to a new, socially

tested version of truth (Kukla 2000). The task or problem is thus the interface between the instructor and the learner (McMahon 1997). This creates a dynamic interaction between task, instructor and learner. This entails that learners and instructors should develop an awareness of each other's viewpoints and then look to their own beliefs, standards and values, thus being both subjective and objective at the same time (Savery 1994). Communicative Emotional Approach means that teachers, in the course of teaching process, bring emotions into full and active play as well as take recognition into full consideration to achieve teaching goals, thus strengthening teaching effect. Teachers and managements pay more attention to recognition and less attention to the development of emotion of the students, which, to some extent, hinds the development of positive personalities of the students and at the same time has bad effects on the acquisition of knowledge (Brown, 2000). Teaching process is a very complex one, which covers teachers teaching and students learning. There exist many factors, which have positive or negative effects on the course of this process, one of the most important of which is the emotion of the teacher and the one of the students. The pleasant emotional experience can contribute to active and positive imitation and repetition, accompanied by pleasure, satisfaction and love etc., while the unpleasant one can cause people to behave negatively, leading to anger, complaints and hate, etc. Many teachers

and managements put more emphasis on intelligence and less on emotions. They havent realized the importance of emotions to learning subjects, thus leading to the poor performance results surprising the teacher who devotes all his or her time and energy to his or her teaching (Lu, 1993). Teaching, from the point of view of inner development, has two tasks: one is what is called hard task, including instructing, training and developing intelligence; another one is to cultivate students with positive emotions, which is called soft task. Both of them cannot be

ignored. In the course of study, students, on one hand, have to do studies of recognition; and on the other hand, they have to study emotionally. According to Liu (1997), emotion can function as a drive or a resistance for learning. Basic emotions include happiness, grief, anger and fear and so on. Positive emotions can encourage the students to have more interest in learning, thus stimulating their intense learning motivation. The strength of emotion has a close relation with the activities of intelligence. Too low or too high level of emotional awaking is no better than moderate level of emotional awaking. And the relations of the nature of emotion with intelligence and abilities are as follows in Emotional Teaching: positive emotion contributes well to the operation of intelligence and abilities, while negative emotion is not good for their operation. Both are closely connected, and if they are combined with each other, students can thus develop the initial happiness attained in the intelligence and ability activities into an intelligence process full of enthusiasm, improving their achievements positively. Emotional teaching is an important part of the whole teaching process. And once the teaching methods touch the fields of students emotion and will, they can be brought into efficient functions. The sense of satisfaction comes from success and also the effort on work comes from seeking for success, which can be said to be one of the basic motivations of human beings. Therefore, let the students know they are progressing and arouse their strong desire for knowledge in the bottom of their heart. The sincere words of praise at the right time can make them have the sense of success. Once they are aroused, there is no stopping them from learning aggressively. The students should get more positive information instead of negative. Emotional teaching is one of the important ways to improve teaching results. More attention to intelligence and less to emotions will cause many surprising results. The nature of learning and teaching is a happy feeling. Only if combined with emotional teaching can they be more efficient and

effective no matter how efficient and wonderful teaching methods are (Johnson, 2000). Learning process is the process of communicating emotions between teachers and students. As the teaching practice shows that the interest in learning must be built on the basis of emotions of the teacher and the students. Once the students feel the kind emotion from the teacher, they are more likely to think more independently and communicate ideas with their teacher (Jiang, 1985). Teachers should take into account the cognitive factors in the process of teaching, and at the same time take full advantage of the active and positive functions of emotional factors, thus perfecting teaching targets and strengthening classroom teaching effects. According to Ellis (1997), learning process is not only a means but also a purpose. The nature of learning and teaching lies in the pleasure and happiness. The true success of emotional teaching can enable students to function socially and emotionally within the classroom. After all, if a student can learn to function well in a classroom, there is a strong chance that success will follow into the ensuing social life. Teaching requires emotional connection. And the best teachers are those who connect emotionally with their students. Study Habits of High School Student It is hoped that student learning can be effectively enhanced by tapping on what students already have in them: the capacity to regulate their study habits and to positively direct their attitudes towards learning. It is acknowledged that students need to give positions and decisions on, and to resolve, various issues. This, in turn, demands from them clarity of ideas, justifications of claims, and the passion for critical thinking that are usually taken for granted. Reasoning skills are thus essential to students since they need to be able to discern and make valid and correct decisions on issues and problems concerning their academic and life environments (Moore & Bruder, 1996).

Students study habits is a major task of education programs. They have to come up with guidelines and tools to enable students to learn effectively. This is to ensure that students are able to acquire skills for them to carry out their academic and problem solving tasks. UNESCO acknowledges that. On the eve of a new century, there is an unprecedented demand for and a great diversification in education, and for building the future, for which the younger generations will need to be equipped with new skills, knowledge, and ideals (UNESCO, 1998). According to Toulmin (2000), the profusion of knowledge and information has led to an increase in the number of issues that students need to resolve inside and outside the school. Knowledge explosion also demands prudence and careful discernment from students who are to choose more relevant and sound data. This would require the acquisition reasoning skills that would enable them to filter relevant information from irrelevant ones. However, acquisition of reasoning skills requires much from students. It requires good study habits and positive attitudes, as well as good contextual reinforcers and influences. Many educators have noted that learning is dynamic and that it does not occur in a vacuum. Learning many cases, students of today's society are often provided with poor study skills, preventing them of all chance for a satisfying grade. Studying is a major concept of education, and if the problem continues, more and more students will be rejected from opportunities they wished they'd had. Opportunities include future education at a college, a chance to gain important knowledge, or even an opportunity to receive a high-paying job. As years go by, many lives have been changed by improper study habits that could have been cured if help was provided. Today, statistics prove that the number one cause of all high school and college dropouts, are the use of bad study skills. As the lack or misuse of studying continues to steadily grow higher, the problem consistently deprives one's opportunity to gain knowledge, and potential a student might obtain in the future.

Most of the student population is not a substantial threat to the poor use of studying. However, the threat comes from when a student is lazy and not wanting to do the task at hand. The task of participating in-class, as well as at home (Paul & Elder, 2006) If the problem of poor study habits continue in today's high school and college students, then the chance of receiving the amount of knowledge and good grades are slim to none. In order to provide a proper, affective way of studying, students consider each one of their classes as a top priority where they must keep their focus at all times. Because if they don't, then their opportunities later in life won't be the same as the people who worked and studied the correct way. According to Palm Beach Community College (PBBC, 2008), they recommend that students study should have at least three hours out of class for every hour spent in class. They also said that a student must have a special place to study with plenty of room to work. They presupposes that study time will go better if a learner take a few minutes at the start to straighten things up. A desk and straight-backed chair is usually best. The PBCC suggests also that distracting noise should be minimized however they said that there are some people need sound and some like silence. Frank Pogue (2000) advised is to develop sound study skills. He said that a student should make sure that he/she has a good study environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet atmosphere. That means he/she should eliminate all external and internal distractions. Second, get a good overview of the assignment before starting the work. Know what skills, facts and ideas that are expected to master and the ground that are expected to cover. Start with most difficult subject first, while the mind is freshest and most receptive.

Professors in the developing countries said that the undergraduate students should be fully equip with high level of analytical skills, the capacity for critical reasoning, self-reflection and conceptual grasp and ability to learn autonomously and exercise flexibility of mind (Simmons 2003). Study habits are said to be improving because of the advent and wide use of the Internet, hypertext, and multimedia resources which greatly affects the Study Habits (Liu, 2005). Karim and Hassan (2006) also note the exponential growth digital information, which changes the way students perceive studying and with printed materials that are to be use in facilitating study. Liu (2005) and Ramirez (2003) report that students print material from the Internet in order to study and read later on. Reading is an attempt to absorb the thought of the author and know what the author is conveying (Leedy 1956). Studying is the interpretation of reading materials. Study habits and skills are particularly important for college and high school students, whose needs include time management, note taking, Internet skill, the elimination of distractions, and assigning a high priority to study. Fielden (2004) states that good study habits help the student in critical reflection in skills outcomes such as selecting, analyzing, critiquing, and synthesizing. Nneji (2002) states that study habits are learning tendencies that enable students work private. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success. According to Mark Crilly (2000), successful students are able to balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent from

becoming fatigued. He said that a student should make sure that he must take a break for an hour after studies. For this way, the student will find concentration when he does study. Hoover-Dempsey, Battiato, Walker, Reed, DeJong, and Jones (2001), found that parents who regularly help their children with their homework model higher expectations for their childrens academic achievement. In addition to such modeling, children profit from parental reinforcement and parental feedback about their academic performance. The authors stress the importance for principals and teachers to explicitly and specificallyinvite parents to show interest and to offer guidance in their childrens homework activity. Schools may take specific steps to enhance parental involvement motivations. Parents who place an importance on school-related activities, such as studying for tests, completing homework, and asking the teacher questions, impress on the child the value of these academically-oriented behaviors. Hoover-Dempsey et al. (1995) suggest that their model identifies parental involvement as a process which is dynamic and occurs over time. Parental, school, child, and societal contributions, taken together, constitute the involvement process. Educators must use a variety of methods to obtain and sustain parental involvement. Schools must be proactive by explicitly inviting parents to be their partners. Interactive homework has powerful potential for promoting family-school partnerships which increase constructive learning outcomes. Using technology can help make home-school links more effective. When parents and the educational system join together, positive benefits abound. Attendance, test scores, and high-school graduation rates improve. Teachers have higher expectations for parents and students and they develop more positive feelings about teaching.

Theoretical and Conceptual Framework

The study was anchored on the viewpoint of Canale & Swain (1997) that communicative approach of teachers is one key factor to develop good study habits of students. The theory of Kumaravadivelu (2001) gives importance to communicative approach and functions and the learner is the center of the whole process. The teacher serves as initiator, mentor, guide, facilitator and communicator. Littlewood (2006) also exerts that

this approach produces in maximum involvement of students in real life like tasks where they get the chance to use language and share information. It gives them confidence and develops their competence. Communicative approach makes use of real-life situations that necessitate

communication. The teacher sets up a situation that students are likely to encounter in real life. The understanding of communicative approach enables the teachers to handle the content and techniques in appropriate way suited to conducive learning. If given appropriate

importance, it can be an authentic aid rather than a hindrance in students learning (Abdul Hafeez, 2004). The conceptual framework of the study is shown in Figure 1. The independent variable is the communicative approach of teachers which refers to meaningful communication to students to enhance their learning and study habits. A special emphasis on communicative cognitive approach that refers to mental activity including thinking, remembering, learning by mostly using language or communication, communicative social approach that aims to generate knowledge and meaning from an interaction between their experiences and their ideas (Piaget, 1967), and communicative emotional approach that brings emotions into full and active play as well as take recognition into full consideration to achieve teaching goals, thus strengthening teaching effect. The dependent variable is the study habits of students which includes their subject learning that refers to the way they handle their subjects in order to learn from them, self-

learning that shows how they study their lesson through their own strategy to learn more from their lesson, and social learning that refers to their capability to enhance their learning with the help of their teachers, classmates, parents, as well as their environment.

Communicative Approach of Teachers Independent Variable

Study Habits of High School Students Dependent Variable

Cognitive Approach

Subject Learning

Social Approach

Self-Learning

Emotional Approach

Social Learning

Figure1. Conceptual Framework Showing the Variable of the study.

Significance of the study The result of the study could benefit to the following: School Administrators. The findings of the investigation may give direction to School Administrators in terms of providing quality education among students and this study could be one of the bases for any school curriculum improvement. Teachers. This particular study will give the teachers valuable information concerning the effectiveness of their communicative approach in the teaching process and can help assess

students with their study habits, especially those who have not yet developed effective study habits. Students. This study would allow the student to diagnose their individual study habits and formulate ways to improve their learning through effective study habits.

Definition of Terms To clarify the key terms used in this study, the conceptual and operational definitions were hereunder provided: Communicative Approach. It is defined as the ability of teachers to use appropriate and effective communication to enhance the learning process of the students as well as to produce good study habits of students (Canale & Swain, 1997). In this study, it refers to the communicative cognitive, social, and emotional approach. Teachers. They are facilitators- people who manage the environment and the materials that help the students learn various kinds of knowledge. They are guides, leading students through the puzzle of learning in all directions. In this study, they help students learn how to translate their learning into action through communication at appropriate levels (The Teaching Profession, 1996). Study Habits. This refers to the behaviour of students in putting effort to learn the subject lessons inside and outside the classroom. High School Students. This refers to the high school students officially enrolled in Mintal Comprehensive High School for school year 2011-2012.

Chapter 2 METHOD

Dealt in this chapter are the discussions on the research design, research subjects, research instruments, the data gathering procedure and the statistical treatment of the data.

Research Design The researchers used the descriptive-correlation method of research, which involved collection of quantitative data and its analysis (Reeves, 2005). Karl Pearson product correlation coefficient was employed to assess the strength of the relationship between the independent and

dependent variables. In this study, the variables were the communicative approach of teacher and study habits of high school students.

Research Respondents The respondents of this study were the teachers and high school students in Mintal Comprehensive High School, school year 2011-2012. Sampling was based on the representative sample. Shown in Table 1 are the respondents of the study which involved 30 or ____ percent high school teachers in Mintal Comprehensive High School for the Communicative Approach of Teachers and 30 high school students from ______ or ______ percent total population of high school students from Mintal Comprehensive High School for the Study Habits of High School Students.

Table 1

Respondents

Population

Number of Respondents

Percentage

Students

150

Teachers

30

A random sampling method was adapted by the researchers in the conduct of this study in Communicative Approach of Teachers and Study Habits of High School Students.

Research Instruments The instruments utilized in this study consisted of two parts. Part 1 of the questionnaire dealt with the communicative approach of teachers with focused on the following indicators: cognitive approach, social approach, and emotional approach. Part 2 dealt with the study habits of high school students in terms of subject-learning, social learning, and self-learning. The instrument for the communicative approach of teachers was patterned from _______________________________________ and the study habits of high school students questionnaire was patterned from _________________________ though it was slightly revised. The improvement of the questionnaire was done in the following manner. First, the two sets of questionnaire were presented to the adviser for comments and suggestions for

improvement and refinement. Second, after the instrument was checked and approved by the panelists, Matias L. Mercado, Jr. and Maam Edna P. Zafra. The comments and suggestion were incorporated in the revised questionnaire.

PART 1 COMMUNICATIVE APPROACH OF TEACHERS DIRECTION: Please read and answer each statement below. Rate yourself by checking according to the scales and its descriptive equivalents: Legend: 5 Always 4 Often 3 Sometimes 2 Seldom 1 Never If the measure described in the item is practices at all times If the measure described in the item is practiced in most of the time. If the measure described in the item is practiced but not all the time. If the measure described in the item is practiced in a few time. If the measure described in the item is never practiced at all. 5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

COMMUNICATIVE COGNITIVE APPROACH 1. I ask Higher Order Thinking Skills (HOTS) questions to stimulate students to think.

2. I use words and phrases appropriate to the students knowledge understanding during teaching subject lesson. 3. I engage in an open discussion concerning the subject matter to hear outputs of the students. 4. I make my voice clear and lively in order to motivate the students and be interested in their lesson. 5. I communicate cautiously and knowledgeably to help students relate on their lesson.

COMMUNICATIVE SOCIAL APPROACH 1. I check the attendance of every student so that I do not overlook a single one of them. 2. I group students in some class activities in order to facilitate and instruct them effectively. 3. I give way for students to use technology, such as the internet, to further their learning. 4. I give assignments and projects which need parental involvement to promote study relationship between parents and students. 5. I plan and announce outdoor activities related to the lesson to expose students to other meaningful learning.

5 Always

4 Often

3 Sometimes

2 Seldom

1 Never

COMMUNICATIVE EMOTIONAL APPROACH

5 Always

4 Often

3 Sometimes

2 Seldom

1 Never

1. I praise students publicly whenever they do something right to give them a sense of selfimportance. 2. I promote a positive atmosphere in the classroom to help students function well in class. 3. I compassionately approach students whenever they do not feel well physically and emotionally to uplift their well-being. 4. I reprimand students privately whenever they do wrong so that they will not feel humiliated. 5. I give words of encouragement not only to fast learners but more especially to slower ones to boost them to study better. PART 2 STUDY HABITS OF HIGH SCHOOL STUDENTS DIRECTION: Please read and answer each statement below. Rate yourself by checking according to the scales and its descriptive equivalents: Legend: 5 Always 4 Often 3 Sometimes 2 Seldom 1 Never SUBJECT LEARNING 1. I read my books ahead of time to be well-prepared for the lesson. If the measure described in the item is practiced at all times If the measure described in the item is practiced in most of the time. If the measure described in the item is practiced but not all the time. If the measure described in the item is practiced in a few time. If the measure described in the item is never practiced at all. 5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

2. I take notes when my teacher teaches a lesson aside from the books we are using. 3. I participate in class activities knowing it is part of the lesson I am learning. 4. I give my full attention when the teacher discusses the lesson. 5. I willingly volunteer to answer the questions given by the teacher.

SELF-LEARNING 1. I choose a right place for me to study my lessons so my learning can be conducive. 2. I study early at night so I can have a good amount of sleep beneficial for learning. 3. I refer to other books for lessons I do not fully understand so I can pick up new knowledge concerning the lessons. 4. I keep track of my grades and performances so I can monitor myself and enhance my study habits to get good grades. 5. I prefer studying with music or sounds to condition myself in learning more.

5 Always

4 Often

3 Sometimes

2 Seldom

1 Never

SOCIAL LEARNING

5 Always

4 Often

3 Sometimes

2 Seldom

1 Never

1. I use technology, such as the internet, to prioritize my study. 2. I ask help and question my classmates who know better than I do. 3. I seek advice from my parents to some lessons I need assistance of. 4. I talk with my teacher during and after the lesson so there is no room for misunderstanding of the lesson. 5. I ask assistance from my friends who already have gone through the lesson.