The interactive approach in the development of Filipino language competence among non-Tagalog college freshmen

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Author: Borja, Francisca B.

Accession Number: 548D

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Copyright Year: 1995

Abstract:

This experimental study was conducted to determine whether or not the interactive approach would be effective in the development of Filipino language competence among non-Tagalog college freshmen of West Visayas State University. The final subjects of this research were the 64 randomly selected BEEd freshmen students enrolled in "Sining ng Pakikipagtalastasan" at the time of the investigation. The students equally divided into two groups of 32 members each, were assigned to the control and experimental groups using the randomized method. The experimental group was exposed to the interactive approach; and the control group, the traditional approach. Initially, 37 other students had been utilized as trial subjects to gather data for the reliability and validity of the material tasks used for interactive teaching. A test on Filipino Language Proficiency was administered to the students prior to intervention and the same test was given to them after the experiment. The data for linguistic environment and attitude toward Filipino were obtained from duly validated questionnaire and attitudinnaire. The students' scholastic performance was based on their general average in fourth year high school. Descriptive statistics employed were the mean and standard deviation. Significant differences in the language competence of the students were determined with the use of the t-test set at .05 level of significance for two-tailed tests. The traditional approach in Filipino classes still proves to be an effective method that helps students improved their competence in Filipino. The interactive approach appears to be a very effective method of helping students develop better competence in Filipino not only in the areas of vocabulary, comprehension and grammar but also in the area of stress. The interactive approach tends to be significantly more effective especially among students who are performing well in class, those who are exposed to conducive linguistic environment and those who have a positive attitude toward the language. The interactive approach, however, does not have an equally significant impact among students who are average in scholastic performance, students with unconducive linguistics environment and those with negative attitude toward Filipino.


Keywords: Filipino language competence

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