Listening Comprehension Skills of Elementary Levels: Basis for Improvement Program

Abstract

The main objective of the study was to determine the listening comprehension skills among Elementary Pupils for School Year 2016 – 2017. The strategies used to enhance the listening skills of the learners, the problems encountered by the learners in the listening comprehension skills, and the advantages gained by the learners in developing their listening comprehension skills were also measured. The study used the descriptive normative survey method with the aid of a standardized questionnaire as the main gathering tool to obtain factual information and to arrive at accurate results. The data's main sources are the respondents' profile and responses to the different questions about listening comprehension skills. The participants were 52 Grades 5 and 6 learners of Ambuan Elementary School and 129 Grades 5 and 6 learners of Booy South Elementary School. The gathered data were statistically treated, computed, and tabulated using the weighted mean, t-test, and analysis of Variation of Correlation. Findings showed that the learners’ listening comprehension skills in terms of problem encounters among learners has a significant level of significance while the listening comprehension skills in terms of advantages gained among learners have an insignificant level of significance. On the other hand, the participants were 6 teachers of Ambuan Elementary School and 13 teachers of Booy South Elementary School. The gathered data were statistically treated, computed, and tabulated using the weighted mean, t-test, and analysis of Variation of Correlation. The degree of difference in the Responses of the Respondents on their Strategies used to Enhance the Listening Skills of the Learners in terms of Instructional, Environmental, and Assessment has a significant level of significance. In a general average of the computed Problems encountered has a computed value of 3.24 with a df of 24 and a critical value of 2.064, thus the null hypothesis is rejected while the advantages gained has a computed value of 1.65 with df 18 and a critical value of 2.101, thus the null hypothesis is accepted. Given the result, it is claimed that the learners' listening comprehension skills have the same perception in terms of the problem encountered and advantages gained while the teachers’ strategies come up with the set of strategies (Instructional, Environmental, and Assessment) that can help in the pupils’ development. The finding suggests that teachers must use different strategies, make their classroom more comfortable for listening and free from any disturbance, provide a choice of assessment activities, motivate their pupils to listen carefully and make activities more interesting.