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Correlates of Student’s Viewing Skill and Their Academic Performance in Literature

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Chapter I The Problem and Its Background

Introduction There is no other period in the world history when technology has been making its greatest impact upon human lives than today especially upon students. Most of the students are using gadgets and they seem to be part of their daily lives. Students use and develop their viewing skill when seeing pictures and watching television, movies and videos. Through these activities they can think critically subconsciously. In the last few years, the exponential rise of video being used in the classroom became evident. Some studies led and proved that using these viewing skills help the students to facilitate learning. There are also a lot of teachers who use videos more than textbooks. It is the reason why some schools strengthen the use of multimedia and videos in class, and this viewing skill made a difference now in the academic world of students. Some of them excel in academic performance because of these viewing materials and skills while others fail. It is also observable that the masterpieces of World Literature are slowly losing their value maybe because of the rapid change caused by technology. Many students nowadays do not appreciate, or worse, do not even care about the importance of these masterpieces. They do not give importance in reading books because they focus now on their gadgets, watching their favorite movies and competing in social media. The use of videos and movie adaptations of these masterpieces helps the students to better

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understand Literature. From watching videos, student’s viewing skill is affected by many factors.

The researchers identified these factors and grouped them under visual

comprehension, vocabulary, motivation, accessibility of resources, and materials and equipment. This study aimed to know if the respondents’ viewing skill, affected by these factors, has a relationship to their academic performance in Literature.

Background of the study Most of the students of today are digital natives. They are always being exposed to media such as videos, video games, films, television programs, which means they do much of viewing. Considine (1999) said that the average students spend an average of 67 hours a day in using media with the average television viewing at 3-4 hours each day. They became visually literate because technology, such as television and computer, develops visual literacy. B.D. Roe and E.P. Ross (2010) explained how visual literacy has lead to the development of the new macro skill in English among learners. They said that for all we know, there are only four macro skills in English language before– Listening, Speaking, Reading, and Writing. Viewing skill is now the fifth macro skill in English language. It involves interpreting images for which the word stands, and connecting visual images in videos, TV programs, and websites with accompanying printed or spoken words. Literature, as a subject is being taught only in the traditional way before, now Literature can be taught using the Viewing techniques; five Macro skills are now being exercised in the subject. The inclusion of viewing skill with the four Macro skills has

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lead to new learning activities and teaching materials. Visual Comprehension would be examined using videos; vocabulary would be supplied from the viewing materials; motivation can be earned through interesting and relevant videos; and modern instructional materials would be used oftentimes in Literature. Caspi (2005), in his study, emphasized that viewing does facilitate the student’s learning. Mayer (2014) also said that the use of videos is convenient, interesting, enjoyable, easy for memory encoding, and attracts attention. Mehrabian (1939) supported the fact that people learn better from words and pictures than from words alone. Students take in information 55% in visual and only 7% in text. Thus, viewing is a helpful skill and does positively affect the student’s learning especially in Literature. When students are viewing, they perceive that these following factors affect their viewing skill: visual comprehension, vocabulary, motivation, accessibility of resources, and materials and equipment. The students’ viewing skill is affected by their individual interpretation of the videos; their vocabulary level; the accessibility and function of resources; and the viewing materials that the teacher uses. If these factors affect the students’ viewing skill, then the perception of the students on these factors may have a relationship on their academic performance in Literature. Perceived factors of the students can influence greatly their learning and can lead to motivation in their performance in Literature class. The researchers believe that perception can lead to belief and belief to action; and action can lead to either positive or negative outcome.

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Several studies have proven the effectiveness of viewing in learning, and the positive effect of modern material in instruction; yet the researchers want to know if the students’ perceived factors that contribute to the effectiveness of viewing have a relationship in their class performance. The researchers became interested to study the “Correlates of Student’s Viewing Skill and Their Academic Performance in Literature” because they want to know if the perceived factors affecting the students’ viewing skill have impact on students to either have high or low academic performance level in Literature.

Theoretical Framework 

Cognitive Theory of Multimedia Learning This study is anchored on the “The Cognitive Theory of Multimedia Learning” by

Richard Mayer which focuses on the idea that learners attempt to build meaningful connections between words and pictures and that they learn more deeply than they could have with words or pictures alone. According to the Theory of Cognitive Multimedia Learning, one of the principal aims of multimedia instruction is to encourage the learner to build a coherent mental representation from the presented material. The learner’s job is to make sense of the presented material as an active participant, ultimately constructing knowledge. Studies have shown that there are two main channels that are used to process information, auditory and visual. The auditory channel processes sounds that are heard while the visual channel processes things that are seen. By combining these two process,

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learning will be more in depth and stay in the learner’s memory longer. Their studies have also shown that too many visuals or too much text can overload the learners so they need to balance between the two channels and they should always relate so they do not confuse the learner’s learning process. Shepard and Cooper (1982), and Mayer and Gallini (1990) made the connection among visual clues, the memory process, and the recall of new knowledge. Allam (2006) observed that the creative challenge of using moving images and sound to communicate a topic is indeed engaging and insightful, and enables students to acquire a range of transferable skills in addition to filmmaking itself. These include research skills, collaborative working, problem solving, technology, and organizational skills. Galbraith (2004) said that in some cases, video can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to. Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students. Cognitive Theory of Multimedia Learning

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Five Processes in Cognitive Theory of Multimedia Learning For meaningful learning to occur in a multimedia environment, the learner must engage in five cognitive processes: (1) selecting relevant words for processing in verbal working memory, (2) selecting relevant images for processing in visual working memory, (3) organizing selected words into verbal model, (4) organizing selected images into a pictorial model, and (5) integrating the verbal and pictorial representations with each other and with prior knowledge.

Richard E. Mayer discusses twelve principles that shape the design and organization of multimedia presentations: 1. Coherence Principle – People learn better when extraneous words, pictures and sounds are excluded rather than included. 2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added. 3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text. 4. Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen. 5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively. 6. Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.

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7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts. 8. Modality Principle – People learn better from graphics and narrations than from animation and on-screen text. 9. Multimedia Principle – People learn better from words and pictures than from words alone. 10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style. 11. Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice. 12. Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

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Conceptual Framework INDEPENDENT

DEPENDENT

Correlates of Student’s

Students’ Academic

Viewing skill

Performance in Literature



Visual comprehension 



Average Grade during 1st to 3rd

Vocabulary

quarter of the School 

Motivation



Accessibility of

Year 2015-2016

Resources



Materials and Equipment

Figure 1.1 Conceptual Paradigm The figure above shows the conceptual framework of this study. The independent variable are the perceived factors affecting the students’ viewing skill and the dependent variable is the students’ academic performance specifically their average grades during 1st to 3rd quarter of the School Year 2015-2016.

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Statement of the Problem This study determined the factors affecting the student’s viewing skill and their relationship to the academic performance in Literature class of Grade 9 students. Specifically, it answered the following questions: 1. What is the profile of the respondents in terms of: 1.1 Gender 1.2 Section 2. How do the respondents perceive the following factors affecting their viewing skill in Literature: 2.1 Visual Comprehension 2.1 Vocabulary 2.2 Motivation 2.3 Accessibility of Resources 2.4 Materials and Equipment 3. What is the level of the respondents’ academic performance based on their average grades during the first to third quarter of the School Year 2015-2016? 4. Is there a significant degree of relationship between the factors affecting the students’ viewing skill and their academic performance in Literature? 4.1 Visual Comprehension 4.2 Vocabulary 4.3 Motivation 4.4 Accessibility of Resources 4.5 Materials and Equipment

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Hypothesis There is no significant degree of relationship between the factors affecting the student’s viewing skill and the academic performance in Literature class of the Grade 9 students in San Jose Community High School S.Y. 2015-2016.

Scope and Limitation This study was delimited to the factors perceived by the Grade 9 students of San Jose Community High School S.Y. 2015-2016 that affect their viewing skill specifically the literary comprehension, vocabulary, motivation, accessibility of resources, materials and equipment and their relationship to the students’ academic performance specifically their average grades in Literature class during 1st to 3rd quarter of the S.Y. 2015-2016.

Significance of the Study The result of the study will give benefit/advantage to the following:

To the students. The study will help them in improving and strengthening their viewing comprehension skills by knowing how good they are in comprehending viewing materials. It will motivate them to make use of their viewing skills in Literature class.

To the teachers. The study will help them to facilitate in teaching Literature. They will be guided with some teaching strategies for their students to learn more effectively

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through the use of viewing materials/activities and by helping students to excel in their academic performance.

To the School Administrators. This study will encourage the instruction designers to create or provide materials that will help teachers in teaching Literature with viewing as the fifth macro skill and contribute to the development of students' viewing skills.

To the future researchers. This study will be a useful material for their future studies, and it will impart findings about the perceived factors that affect the students’ viewing skill and their relationship to their academic performance in Literature. This study can be used as a reference for their future researches.

Definition of Terms Academic Performance It refers to the average grade of the students specifically in Literature class. Accessibility of Resources It refers to the availability, affordability and easy accessibility of the viewing materials and equipment used in Literature class. Visual Comprehension It is the ability to understand literary masterpieces.

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Literature This is a term used to refer to all creative works , fiction, and non-fiction, including novels, short stories, poems, dramas, and essays specifically from Philippine Literature, World Literature, Afro-Asian Literature, and Anglo-American Literature. Materials and Equipment It refers to the viewing materials used in Literature class such as pictures, videos, projector, television, CDs, and laptop. Motivation It is the interest and enthusiasm in studying Literature with Viewing Skill. Viewing Viewing is the activity of watching videos, pictures, films/ movies, animations, graphic presentations, television programs or viewing multimedia presentations. Viewing Skill Viewing skill is the ability to understand visual images and connect them to accompanying spoken or written words. Vocabulary It refers to the language user's knowledge of words in Literature.

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Chapter II Review of Related Literature and Studies

This chapter presents the review on related literature and studies both foreign and local gathered from various sources such as books, internets and materials that support the topic about the correlates of student’s viewing skill and their academic performance in Literature.

Foreign Literature Mayer (2001) defines video as a form of multimedia that conveys information through two simultaneous sensory channels: aural and visual. Bromley (2002) said that vocabulary is a principal contributor to comprehension, fluency, and achievement. A video can present visual information that is difficult to convey in other ways. One of the appeals of video is that it provides a sense of ‘being there’. It permits travel through time as well. Events of the past or great works of literature can be brought to life when characters, costumes and customs of the times and events are portrayed on the screen. Videos can be used to demonstrate specific manual skills or physical processes, either at normal speed, in slow motion, or speeded up to reveal relationships, principles, or practices. Videos can provide visual access to situations or experiments that would otherwise be too dangerous or expensive for students to experience personally. They can

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be used to simplify complex ideas, using media-specific techniques such as animation, and computer graphics. Chris Anderson of TED (Technology, Entertainment, Design and ideas worth spreading) emphasized that video is a powerful tool in today’s classroom. It provides strong context through which to teach English. Anderson highlighted that videos make meaning come alive and bring the outside world into the classroom and give teaching a “reality”. He also added that students nowadays are very much visual learners. He concluded that video is changing both the way students learn and the way they interact with one another. Hansen (2012) explained that contextual vocabulary instruction involves teaching students to use the context, or words appearing directly before and after, of a sentence to determine a word’s meaning. Students can use the contextual vocabulary method during independent reading as well as during teacher-led vocabulary lessons. Reading and viewing are the processes of constructing meaning from a range of representations including print, film, television, technological and other texts. These are active processes involving the constant interaction between the minds of readers/viewers and the text. Gardner (2006) pointed out that motivation is the most used concept for explaining failure or success of a learner. It has been regarded as one of the main factors that influence the speed and amount of success of foreign language learners. Students with higher levels of motivation will do better than students with lower level. If one is motivated; he/she has reasons (motives) for engaging in relevant activities.

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Dave Gray, founder of visual thinking company states that “we are a visually illiterate society. Three R’s are no longer enough. Our world is changing fast—faster than we can keep up with our historical modes of thinking and communicating.” Visual literacy—the ability to both read and write visual information; the ability to learn visually; to think and solve problems in the visual domain—will, as the information revolution evolves, become a requirement for success in business and in life. The National Council of Teachers of English (NCTE/IRA, 1996) clearly acknowledges the importance of teaching students to be visually literate. They said that being literate … means being active, critical, and creative users not only of print and spoken language but also of the visual language of film and television, commercial and political advertising, photography, and more. Teaching students how to interpret and create visual texts is another essential component of the English language arts curriculum. Media Literacy in the K to 12 classrooms of Grades 9–12 understands how images and sound convey messages in visual media (e.g., special effects, camera angles, symbols, color, line, texture, shape, headlines, photographs, reaction shots, sequencing of images, sound effects, music, dialogue, narrative, and lighting). Baddock (1996) said that films can be used for discussions, writing assignments, giving access to language input, and for powerfully moving picture books.

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Huston & Wright (1983) mentioned in their book that compared with the words and pictures in books, students have more interest in the changing pictures and sounds of films, and they can concentrate on the story more easily. Pezdek & Stevens (1984) said that in most of the research, the integration of visual and auditory input has led to more recall than visual-only or audio-only presentations. There are four functions of graphics. They are Attentional, pictures or graphics that attract attention to the material or direct attention within the material; Affective, pictures that enhance enjoyment or affect emotions and attitudes; Cognitive, pictures that increase comprehension, to improve recollection and retention, and to provide information; Compensatory, the compensatory use of pictures involves helping poor readers by adding pictorial clues to decode text. The following functions of graphics should be considered when video is used in class. The teacher should always consider the learning difficulties of the students by modifying instruction with the following functions of graphics. Biswajeet (2012) stated that animation can lead to positive learning effects if it is a critical attribute of the concept(s) being presented and can increase learning of a complex procedural task; while motion or action used primarily to enhance the realism of the presentation does not appear to have a significant effect on learning. White, Easton, & Anderson, 2000 clearly pointed out that the more realistic and concrete the presentation through the use of animations, the more engaged and interested

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the learners are to the materials used and to the lesson. Video viewing can enhance understanding of concepts that are intricate to verbally explain. Dosher & Lu (2013) observed that humans are visual creatures…. Of the five major senses –taste, smell, touch, hearing, and sight –sight is perhaps the most highly developed in humans and the most important. More than 50% of the cerebral cortex of the human brain is involved with processing of visual inputs. Therefore, in instruction, it will be more effective if visual aspect of learning is always included and if text would not be text alone, but is presented with pictures. As what Edgar Dale’s (1900) Cone of Experience theorized – people learn best when they use perceptual learning styles. Kress (2000) believed that ever-widening circles of professionals and lay persons are increasingly accepting the notion that visual literacy is part and parcel of every aspect of human life today. Visual literacy (both viewing and representing) refers to the ability to comprehend, evaluate, and compose visual messages. Visually literate persons are able to read visual messages, compose visual language statements, and translate from visual to verbal and vice versa. Students learn attitudes, behaviors, and questions to ask which enable them to think abstractly and analytically. The writer John Debes in 1968 was the first one who used the term “visual literacy”. Visual literacy involves developing the set of skills needed to be able to interpret the content of visual images, examine social impact, of those images and to discuss purpose, audience and ownership. It includes the ability to visualize internally,

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communicate visually, and read and interpret visual images. Ausburn (1978) said that a visually literate person is able to discriminate and make sense of visual objects, and images; create visuals; comprehend and appreciate the visuals created by others; and visualize objects in their mind’s eye. Eilam (2012) stated that we are now in a modern era where technology became a part of life. In education, it is undeniable that the use of these modern technologies is also widespread in schools. Many students today are visually literate and computer literate. Modernity had brought a lot of changes and development of new kind of literacy among students. The Harvard Education Letter (1990) shared that a growing body of research suggests that if children are taught to become critical viewers, they develop the ability to analyze the construction of isolated images; they are given the ability to think critically about the composition of the picture, enhancing their ability to read words and worlds…The video screen is helping children develop a new kind of literacy — visual literacy that they will need to thrive in a technological world. Considine (1999) suggested that it is essential that educators also recognize that television is a unique medium and that to understand it fully they must be conversant with its codes, conventions, and characteristics. In the study of David Considine in 1999, Critical Viewing Research had found out that average students spend an average of 6-7 hours a day in using media with the average television viewing at 3-4 hours each day. This made some research body suggest to teach children to become critical viewers, give them the ability to analyze the

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construction of isolated images, give them the ability to think critically about the composition of the picture, and enhance their ability to read words and worlds. Cruse (2013) said that television and video viewing is a passive activity in which viewers are reactive to what they are watching and this viewing may hamper or can encourage academic achievement among them. Mayer (2001) emphasized that viewing may appear to be passive and can involve the high cognitive activity necessary for active learning: “well-designed multimedia instructional messages can promote active cognitive processing in students, even when learners seem to be behaviorally inactive. In fact, all students, both with and without a strongly dominant modality preference, benefit from instruction that includes video. Marshall (2002) noted Dale’s “Cone of Experience,” which suggests that “people will generally remember 10% of what they read, 20% of what they hear, 30% of what they see, and 50% of what they hear and see. One of the greatest strengths of television and video is the ability to communicate with viewers on an emotional as well as on a cognitive level. Because of this ability to reach viewers’ emotions, video can have a strong positive effect on both motivation and affective learning. White, Easton, & Anderson (2000) said that video viewing can enhance understanding of concepts that are intricate to verbally explain. Ciccone (1995) believed that video is useful for visualizing processes, could clarify complex ideas and make them easier to remember.

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Ddeubel (2011) enumerated the characteristics of extensive watching: Students watch as much as possible; students select what they want to watch and have the freedom to stop watching when the video fails to interest them; while the purposes of watching are related to pleasure, information and general understanding; watching is both shared and individual; and the teacher is a role model and watcher. The extensive watching classroom is a place of equality and a decreased power dynamic between teacher and learner. Therefore, as a teacher, the viewing materials that will be presented to the students must interest them and they should be with accordance to the comprehension level of the students. Viewing materials that will be chosen should promote learning like what other theorists pointed out. Viewing in class does not only help and improve the Viewing skill, but it also develops the Listening and Speaking skills of the students since video uses target language (L2) with its subtitle and uses sounds which also helps in pronunciation. Meghan Mathis (2012) on Using Movies to Increase Student’s Learning, quoted that, “movies can be used as a strategy to increase student’s learning to use movies/ films to enhance comprehension; to encourage unmotivated; and to develop extended thinking strategies. “Film versions of novels are incredibly useful in teaching literature units.” By using films in a different way than we might have used them in the past, we can change their status from “fun reward with little meaning” to “incredibly beneficial tool with many uses.”

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Rood (1996) stated that “we are now in the age of the visual image. We are dependent upon television for global information and we are inundated by visual messages in books, magazines, and newspapers.”

Foreign Studies According to Khalid (2012), YouTube can help students in literature class, especially in understanding the novel events and the ability to raise the literature achievement. Students enjoy watching video/clips/pictures/films on YouTube, because they give them more enjoyment in exploring the world. They give students the chance to understand events of stories and criticize the stories. Watching YouTube showed a significant effect on the understanding and remembering of the novel events. In short, the study indicated that YouTube is effective in promoting better learning of literature. Chen (2012) in her study found out that reading, viewing the film, and discussing a children’s fantasy novel significantly increased the scores on the reading comprehension subtests of an elementary GEPT (General English Proficiency Test) over the control group with exposure to the ELT (English Language Testing) Textbook. The finding is in agreement with Smallwood’s (1998) conclusion, which reported that highquality children’s literature “characterized by an economy of words, stunning illustrations, captivating and quickly moving plots” can help adults as well as children in developing language and literacy skills and content knowledge.

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The research results of Golam (2012) revealed that the following factors affect greatly the student’s English achievement: Lack of skilled English teachers; lack of practice; lack of conducive environment; large class sizes; lack of teaching manuals; and lack of using particular grammar books. Isaza, Mauricio, and Zuluaga (2013) enumerated the advantages of using authentic materials such as videos: 1. “Authentic materials provide exposure to real language and relate more closely to students’ needs. Students are exposed to real world intercultural discourse. 2. “Authentic materials provide authentic cultural information and help “facilitate cultural adaptation, language comprehension, and language use” (Duquette, et al, 1987).” 3. “Authentic materials such as videos provide close contact with language, build up paralinguistic features, introduce life-like scenarios into the classroom, and can be used for all levels (Karpova, 1999). Ismaili (2013) concluded that motivational factors associated with movie-based teaching helped to increase the efficiency of the teaching and learning process. The general impression of the teachers is that movies have a positive effect on students’ language learning process. Almost all teachers received positive feedback from students when they involved movies along with the reading activities and as a result, students participated in the classroom debates and vocabulary activities. Using movies in the classroom was new and very pleasant experience for the students. Students claimed that

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using movie is a good way to improve English vocabulary and gives them more chances to practice English. In a qualitative study done by Williams and Lutes (2008), the results clearly showed that student interest in the video lessons was significantly higher when compared to the standard lessons, utilizing only the standard course book. This study does not show if student’s attitude and motivation might be affected by different teaching styles, or more video lessons per term. Overall, students were more motivated to study in classes where video was used. Woottipong (2014) concluded that the use of video materials to develop listening comprehension of students seemed effective. Analysis of the students’ responses from the questionnaire revealed that they were more interested in learning English if the teacher used English videos as teaching materials. They explained that it was easier for them to remember and understand vocabulary in the video used by the researcher during the prelistening stage. Overall, students agreed that videos were beneficial in learning English, and that English subtitles in video movies were an excellent aid to learning English.

Local Literature There are five factors of communicative competence through video. First is Physical factor –video tape can present a rich and varied display of visual style. Second is Social factor –video developer has to have a social knowledge of the social system in which the viewers operate. Third is Cultural factor –the compatibility of video can be increased if its content complements the existing beliefs and traditions of the audience.

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And lastly, Psychological factor –to be taken into account is the state of mental readiness or receptiveness of the video’s intended audience. Bautista (1997) summarized that these factors of communicative competence through video should be considered when video is used as teaching material in order to promote communication competence through the use of video and communicative competence and instructional effectiveness. Wolfe (2001) said that the more senses that are involved in learning, the more and the better learning; what is seen and heard are learned more than what are just seen or just heard. One research finding confirmed this: “Humans are intensely visual animals. The eyes contain nearly 70 percent of the body’s receptors and send millions of signals along the optic nerves to the visual processing centers of the brain… We take in more information visually than through any other of the senses”. This promotes the use of a teaching methodology that makes use of more visual aids than mere audio aids. Corpuz & Salandanan (2013) agreed that a combination of audio and visual aids, however, is far more effective. Most effective, of course, is the use of a combination of three or more senses, thus the term “multi-sensory aids.” Multimedia combines two separate words: multiple and media. Media refers to the means of conveying information. Multiple means more than one. Multimedia generally means the integration of multiple media, including text, graphics, images, animation, video, and/or sound.

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Video refers to a set of frames containing images and/ or graphics that are sequentially arranged to create an illusion of motion. If the set of frames contains images, it is called a moving picture. Moving pictures are a sequence of frames which represent bitmap images. These images may be recorded from real, tangible objects using a video camera or generated with the help of a computer. Television, with its capabilities of video, audio, and motion, is a strong, modern mass medium of transferring information to mass audience in current age. Some people consider it as a time-consuming medium with lots of fantasies and with no educational capabilities; some consider it as “dumb box” and some consider it as beneficial with stating “magic box”. Besides these two contradicting ideas, there are ideas which consider it as useful and helpful medium for education and that it can be used for supporting education, gathering attention, attracting direction, filling the blanks, reaching the masses, presenting the facts for both students and adults in terms of decreasing the problems of education. Guerrero (1983) mentioned in his book that film was introduced with great claims for its potential to influence the entire ethos of the classroom. After motion pictures were introduced in France in 1895, the following decades witnessed great efforts by governments, established business, and growing entertainment industry to promote the acceptance of film in education. Maslog (2007) said that after the new technologies gain some attention, academics produce studies describing the effectiveness of the new tools. As the

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technologies fail to gain widespread acceptance in schools, new surveys document disappointingly infrequent use of the technologies by the educators. Technology from academics was described as an effective instructional tool though it suffers to be accepted in schools for the past years.

Local Studies Aggabao and Guiab (2014) found out that concept mapping of a poem, short story, novel, film viewing and critiquing, group discussion about the selected text, reflective essays, role –playing are described as very interesting and very effective. From the learning activities, film viewing and critiquing place second as interesting and effective learning activities. According to Calingacion (2002), creative presentation of literature, as opposed to just reading it silently, could increase comprehension. In order for the students to understand the meaning and interpretation of different literary pieces, there is a need for the teacher to guide them through analysis and discussion. The findings in this study in the area of aesthetic appreciation also support the notion that mode of presentation affects aesthetic appreciation of literature. On the contrary, silent reading of literature does not have the same impact compared to viewing creative presentation. It is not enough for students to just read literature in order to appreciate it; they need to experience it through some form of creative presentation. It must, however, be emphasized that the use of this viewing materials should not take the students away from the books, nor diminish their desire to read literature, or for that matter to take the place of reading completely. The

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multimedia presentation should serve as an attractive device to make students read other literary gems. Calipes (2004) expressed that television could be of great advantage as an educational aid because it caught the attention of the viewer and can be used for classroom instruction. The lesson presented in television retained in the mind of the viewers. Through the use of television, classroom instruction is greatly aided. They presented the events in a very natural way, which made the viewer feels that he is involved in the scene. Capitle (2000) emphasized the effectiveness of using audio-video in instruction: Audio-visual materials enable students to learn more in less time. Tests showed that students are more attentive while watching a sound film (81.7%) as compared to only 54.5% of attentiveness while listening to lectures. The students also remember longer when they both hear and see. Tests showed that facts learned with the assistance of sounds and sights under the supervision of good teacher or instructor have been attained up to 55% longer (Cay, 1979). Cunanan (1991) concluded in her study: The major motivation of the students in TV viewing was to have fun, to relax and be entertained; the students understand Filipino better than English and any other foreign languages; the interest and concern of the students in social issues grew with their ages; and the choice of the students regarding the types of TV shows programs was not affected by their religious beliefs, the occupational types of their parents, the educational attainments of their fathers and the level of socio-

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economic status of their families; the types of the TV shows/programs the students viewed influenced their attitudes toward TV viewing. Galeria (2004) determined the impact of video teaching strategies in the enhancement of communicative competence. Her study found that the students who were exposed to the video with the use of dialogues achieved a remarkably significant increase in the performance while the students under the traditional approach achieved fairly. The experimental students who achieved consistently average in the three skills (oral, written, vocabulary) proved the success of the audiovisual facility and the dynamically innovated dialogic strategy in enhancing the students learning. Therefore it is imperative to continuously do innovations in the teaching strategies with the use of the modern communication media such as video. Isidro (2013) discussed viewing as a process that supports oracy and literacy. It broadens the ways in which students can understand and communicate their idea. It is an ongoing lifetime activity that extends knowledge and experiences and provides enjoyment and pleasure. Viewing is one of the most important macro skills because it is a way of portraying information in the database, thus giving more emphasis to the importance of mental faculty that allows a perceiver to give details about a target that is inaccessible to normal senses due to time and distance. Of all the skills in communication, viewing can help the global audiences watch their favorite shows either in movies or in televisions, as well as other forms of viewing devices. Sadiwa (2009) determined the effects of television viewing habits to the academic performance of public secondary students in the six schools in the cluster of Buenavista

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for the School Year 2008- 2009. The results concluded that there is significant difference on the academic performance of the students who watch and do not watch television programs. Based on the results, the study recommended teachers and parents that they should: Remind students to be selective of television programs they watch on weekdays and weekends; give the most needed pieces of advice to their students/children on the advantages and disadvantages of watching television programs on selective basis; and encourage their respective students/children to have well-balanced schedule of studying and watching television programs. Vallejo-Santiago (1991) concluded that Video Technology in the Philippines compared to print, radio, television and films, is relatively new development in the country’s media structure. The data lead the author to conclude that video enjoys popularity among educators. Video’s use in education is widespread as well. Educators point to the helpfulness of video by explaining abstract ideas and concepts into usual and that it has made the learning environment more interesting, hence, students benefit more. Video is an innovative way to start a lesson and that it widens the student’s viewpoint. The study revealed that many schools, though most of them privately run, own VCRs as tool used in the classroom.

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Synthesis The reviewed studies explored and found out the significance of videos in students’ academic performance. They explained the effects of videos to the students, either they will excel more in school or they will be not interested in studying anymore. These studies have similarities and differences with the current study. Both studies supplied fruitful, helpful, and productive ideas about the use of viewing materials in teaching-learning process. In terms of local studies, the studies of Calingacion (2002) and Galeria (2004) which tested the effect of videos in teaching Literature and enhancing communicative skills, were the most related. The study of Williams and Lutes (2008) was the most related foreign study. It was all about the use of video in the English as Second Language (ESL) classroom, wherein the students’ interest in the video lessons was significantly higher when compared to the standard lessons utilizing only the standard course book. Even if the reviewed studies shared some insights, ideas findings, and views with the current study, they were different in a way of selecting the different variables, respondents, research locale, and methodology. Aside from having the concepts of viewing materials, viewing skills, and academic performance, the current study included the factors affecting the students’ viewing skills such as visual comprehension, vocabulary, motivation, accessibility of resources, and materials and equipment. Therefore, this study can be considered first in the research locale.

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Chapter III Research Methodology

This chapter discusses the method and procedures used in this study. This includes a description of the research design, population and sample, sampling procedures used, description of the respondents, instrumentation, data gathering procedures, research locale, and statistical tools for data analysis.

Research Method This study employed the descriptive method of research. The data were collected, summarized, analyzed, and interpreted for the purpose of identifying the factors affecting the viewing skills and their relationship to the academic performance in Literature of the Grade 9 students in San Jose Community High School S. Y. 2015 – 2016.

Description of the Respondents The respondents of the study were the 340 Grade 9 students in San Jose Community High School during the school year 2015-2016. These respondents were described using gender and section as demographic variable.

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Population and Sample Table1. Population and Samples of the Study Sections

Male

Female

Total

1. Narra

Population 19

Sample 13

Population Sample 43 30

Population 62

Sample 43

2. Acacia

27

19

33

23

60

42

3. Apitong

29

20

33

23

62

43

4. Banaba

35

24

25

18

60

42

5. Guijo

29

20

32

22

61

42

6. Kamagong

32

22

30

21

62

43

7. Mahogany

32

22

29

20

61

42

8. Mangrove

27

19

35

24

62

43

230

159

260

181

490

340

Total

Table 1 shows the population of the respondents by section. The number of samples per section is computed by using the 69% proportional allocation. It shows that there were 159 males and 181 females for the total of 340 respondents. Slovin Formula n= N/ 1 + Ne n= 490/ 1+ 490 (0.3) n= 490/ 1+ 490 (.0009) n= 490/ 1+ 0.441 n=490/ 1.441 n=340.041 n=340

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Sampling Technique The researchers used the simple random and stratified technique. The simple random technique is a probability sampling technique which gives opportunity to each individual to be chosen randomly with equal chance. The stratified technique is also a probability sampling technique to wherein the researchers divided the entire population into different subgroups or strata, then randomly selected the final subjects proportionally from the different strata.

Instrumentation The researchers used the questionnaires constructed using the Likert method to determine the relationship between the factors affecting the respondent’s viewing skill and their academic performance in Literature. This survey questionnaire was based on four point Likert scale. The researchers used the evaluation instrument made by Mohammad Hussein Hamdan (2015), an Assistant Professor from College of Languages and Translation, Saud Islamic University, Riyadh, Kingdom of Saudi Arabia in his study “The Perceptions of Saudi EFL English-Major Students of the Impact of Video Materials on the Improvement the Listening Skill”. Each item received the score based on points where strongly agree = 4, agree = 3, disagree = 2, and strongly disagree = 1. The weighted value was multiplied to frequency for each statement, added for each subscale and then divided by the total respondents.

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“The Perceptions of Saudi EFL English-Major Students of the Impact of Video Materials on the Improvement the Listening Skill” by Mohammad Hussein Hamdan (2015)

Value

of

Descriptive

Mean Scores

Equivalence

Interpretation Viewing helps and improves the student’s understanding

4

Strongly Agree of the Literature to a large extent.

3

Agree

Viewing helps and improves the student’s understanding of the Literature to some extent.

2

Disagree

Viewing helps and improves the student’s understanding of the Literature to a small extent.

1

Strongly

Viewing does not help and improve the student’s

Disagree

understanding of the Literature.

Data Gathering Procedures To gather data for this study, the researchers: 1. Asked permission to conduct the study. The researchers submitted a letter addressed to the Principal of San Jose Community High School, Mr. Luis Viñegas, to allow them to conduct the study. 2. Selected the material and tested the questionnaire for validation. The researchers selected one material for determining the relationship between factors affecting the viewing skill and students’ academic performance in Literature.

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3. Administered the questionnaire. The researchers presented and administered the survey questionnaires to the participants. 4. Rated the answered test questionnaires. The researcher rated the answers of the participants according to the scale of interpretation. 5. Analyzed the results. The researchers analyzed the gathered results using statistical treatment. Then, interpreted the data gathered which is the basis for conclusions and recommendations. 6. Tabulated and drawn out the conclusions of the study. The results validated and tabulated the results and eventually draw conclusions.

Research Locale San Jose Community High School is located in Barangay Nicolasa, Virata GMA, Cavite. It is located within the open space together with the San Jose Elementary School and public market. San Jose Community High School once known as San Jose Barangay High School, Carmona Relocation Center High School (Annex), and General Mariano Alvarez Cavite Technical High School (Annex) was founded in 1969.

Statistical Treatment of Data The data were summarized, tabulated and analyzed using the following statistical tools. I. Slovin Formula – used to determine the total number of respondents of the study. 𝑁

n = 1+𝑁𝑒 2

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where: n = total number of respondents or samples

e = error tolerance (3%)

N = total number of population II. Proportional Allocation = used to divide the total number of the respondents to the different sections of Grade 9. 𝑛

Sample Proportion (%) = 𝑁 where: n = total number of respondents or samples N = total number of population III. Simple Frequency Counts - facilitated the tallying and counting of the frequencies of each item in the questionnaire. IV. Weighted Mean –used to come up with the mean scores of the respondents on each item of the five sub-scales of the questionnaire. Weighted Mean =

∑(𝑤𝑣) 𝑓 𝑛

where: ∑ = summation wv = weighted value f = frequency n = total number of respondents

V.

Likert Scale - used to interpret the computed weighted mean. Intervals were

computed using the highest and lowest mean scores of the data.

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Weighted Mean

Verbal Interpretation

3.25 –4

Strongly Agree

2.50 – 3.24

Agree

1.75 – 2. 49

Disagree

1 – 1.74

Strongly Disagree

VI. Guttman’s Lambda – used to determine the degree of relationship between each of the factors affecting the respondent’s viewing skill and their academic performance in Literature class. 𝐹𝑅−𝐶𝑇

𝜆𝑐 =

𝑁−𝐶𝑇

where: FR = the biggest cell frequency in each row CT = the biggest column total N = total frequency

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Correlation Interpretation Guide: +1.00

Perfect positive correlation Very high positive correlation

+0.75

High positive correlation

+0.50 Moderately small positive correlation +0.25 0.00

Very small positive correlation No correlation Very small negative correlation

-0.25 Moderately small negative correlation -0.50 High negative correlation -0.75 Very high negative correlation -1.00

Perfect negative correlation

V. T-test – used to test the hypothesis by determining if there is a significant relationship between each of the factors affecting the viewing skill of the respondents and their academic performance in Literature. 𝑡=

𝑟 √𝑛 − 2 √1 − 𝑟 2

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Chapter IV Presentation, Analysis and Interpretation of Data

This chapter contains the presentation, analysis, and interpretation of the result of the research. Data were presented in tables and were analyzed with corresponding interpretation and discussion that gave answer to the statement of the problem.

Table 1.1 Frequency and Percentage Distribution of Respondents' Profile by Gender

Figure 2.1

Gender

Frequency

Percentage

Male

159

47%

Female

181

53%

Total

340

100%

Percentage Distribution of Respondents' Profile by Gender

47% 53%

Male Female

Figure 2.1 presents the demographic profile of the respondents in terms of gender. It indicates that out of 340 respondents, 53% are female and 47% are male.

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Table 1.2

Frequency and Percentage Distribution of Respondents' Profile by

Section Sections

Frequency

1. Narra

43

13%

2. Acacia

42

12%

3. Apitong

43

13%

4. Banaba

42

12%

5. Guijo

42

12%

6. Kamagong

43

13%

7. Mahogany

42

12%

8. Mangrove

43

13%

340

100%

Total

Figure 3.1

Percentage

Percentage Distribution of Respondents' Profile by Section 13%

13% 12%

13% 12%

12%

13% 12%

Figure 3.1 shows the profile of the respondents in terms of section. It implies that the number of students per section is almost the same, ranging from 42 – 43 students.

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Table 2 Perceived Factors Affecting the Students’ Viewing Skill

Factors Affecting Students’ Viewing General Skill

Interpretation

Weighted Mean

A. Visual Comprehension

2.88

Agree

B. Vocabulary

2.88

Agree

C. Motivation

2.86

Agree

D. Accessibility of Resources

2.85

Agree

E. Materials and Equipment

2.86

Agree

Table 2 shows the perceived factors affecting the students’ viewing skill. With the general weighted mean from 2. 85 to 2.88, the respondents agreed that the perceived factors such as visual comprehension, vocabulary, motivation, accessibility of resources, and materials and equipment affect their viewing skill in Literature.

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Table 2.1 Mean Distribution of the Respondents’ Perceived Visual Comprehension

Visual Comprehension Mean

Interpretation

Rank

1. Viewing introduces me 2.87 to how language is used in the real world.

Agree

3

2. It is easy to learn 2.87 Literature through viewing as I can imagine the scenarios in the story.

Agree

3

3. Viewing helps me remember more information than listening alone.

2.84

Agree

4

4. Through viewing, I can 2.89 easily recall the sequence of events in the story.

Agree

2

5. Viewing helps me to 2.92 know the characters, events, and theme of the story.

Agree

1

General Weighted Mean

Agree

2.88

Table 2.1 shows that in visual comprehension, item number 5 got the highest rank with a weighted mean 2.92 while item number 3 ranked last with weighted mean of 2.84. It indicates that the respondents agreed that visual comprehension helps them in remembering information from the story.

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Table 2.2 Mean Distribution of the Respondents’ Perceived Vocabulary Skill

Vocabulary

Mean Interpretation

Rank

1. Viewing increases my 2.89 knowledge of vocabulary which I need in real life situations.

Agree

2

2. Keywords I have learned prior 2.87 to viewing motivated me to learn literary terms.

Agree

3

3. English subtitles in the viewing 2.85 materials are helpful in learning Literature.

Agree

4

4. Viewing increases my 2.92 familiarity with the use of grammar rules in their original context

Agree

1

5. Viewing materials help me 2.85 improve my language proficiency more than non-authentic materials.

Agree

4

General Weighted Mean

Agree

2.88

Table 2.2 shows that in vocabulary, item number 4 got the highest rank with a weighted mean of 2.92 while item numbers 3 and 5 ranked last with weighted mean of 2.85. It indicates that the respondents agreed that viewing helps their vocabulary skill through the use of English subtitles and clear pronunciation of in videos.

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Table 2.3 Mean Distribution of Respondents' Perceived Motivation

Motivation

Mean

Interpretation

Rank

1. I am interested in studying 2.87 Literature if the teacher uses viewing in Literature.

Agree

2

2. I see the classics more alive 2.84 when viewing materials are used.

Agree

3

3. Viewing material is more 2.82 comprehendible.

Agree

4

4. Viewing films make me 2.96 appreciate more the stories in Literature.

Agree

1

5. Viewing motivates me to do 2.82 more watching outside the classroom.

Agree

4

General Weighted Mean

Agree

2.86

Table 2.3 shows that in motivation, item number 4 got the highest rank with a weighted mean of 2.96 while item numbers 3 and 5 ranked last with weighted mean of 2.82. It indicates the respondents agreed that Literature with viewing is comprehendible and motivating.

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Table 2.4 Mean Distribution of Respondents' Perceived Accessibility of Resources

Accessibility of Resources

Mean

Interpretation Rank

1. I can download the lectures that 2.86 use viewing materials easily.

Agree

2

2. I view the lectures at my 2.80 convenience.

Agree

4

3. It easy for me to follow lectures 2.82 using viewing materials in Literature class.

Agree

3

4. Viewing gets me more focused 2.89 in Literature when there is easy access for viewing materials.

Agree

1

5. I can answer questions easily 2.89 when viewing materials are used.

Agree

1

General Weighted Mean

Agree

2.85

Table 2.4 shows that in accessibility of research, item numbers 4 and 5 got the highest rank with a weighted mean 2.89 while item number 2 ranked last with weighted mean of 2.80 which means that the respondents agreed that accessible viewing materials help them focus on the topic and answer questions in Literature.

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Table 2.5 Mean Distribution of Respondents' Perceived Materials and Equipment

Materials and Equipment

Mean

Interpretation

Rank

1. I can follow the 2.88 viewing materials easily.

Agree

2

2. The lectures were 2.91 well-organized using viewing materials.

Agree

1

3. I prefer to use viewing 2.82 materials rather than to use textbook materials.

Agree

4

4. Viewing helps me to 2.84 answer questions less stressful than listening only.

Agree

3

5. I always look forward 2.84 to a viewing material more than an audio material in Literature classes.

Agree

3

General Weighted Mean

Agree

2.86

Table 2.5 shows that in materials and equipment, item number 2 got the highest rank with a weighted mean 2.91, while item number 3 ranked last with weighted mean of 2.82 which means that the respondents agreed that lectures are well-organized using viewing materials in Literature class.

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Students’ Academic Performance Based on Their Average Grade

Table 3

during First to Third Quarter of the School Year 2015-2016

Respondents’ Level of Academic Performance in Literature Level of Proficiency

Frequency

Percentage

Advanced

(90% and above)

38

11%

Proficient

(85% - 89%)

80

24%

Approaching Proficiency (80% - 84%)

98

29%

Developing (75% - 79%)

88

26%

Beginning (74% and below)

36

10%

Total

340

100%

Table 3 shows the level of students' academic performance in Literature. With the percentage of 29%, majority of the respondents are approaching proficiency in Literature subject. However, 10% of them are still beginners in Literature.

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Table 4.1 Degree of Relationship of Respondents' Level of Proficiency and Their Response to Visual Comprehension

Visual Comprehension Level

Strongly

of

Agree

Agree

Disagree

Strongly

Total

Lambda Coefficient

Disagree

Proficiency Beginning

37

43

73

27

180

Developing

188

168

63

21

440

Proficiency

157

177

94

62

490

Proficient

124

141

92

43

400

Advanced

61

33

47

49

190

567

562

369

202

1700

Approaching

Total

0.06

Table 4.1 shows the degree of relationship of respondents' level of proficiency and their response to visual comprehension. Since the obtained lambda coefficient is 0.06, there is a very small positive correlation between the respondents' level of proficiency and their perceived visual comprehension.

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Table 4.2

Degree of Relationship of Respondents' Level of Proficiency

and Their Response to Vocabulary

Vocabulary Level

Strongly

of

Agree

Agree

Disagree

Strongly

Total

Lambda Coefficient

Disagree

Proficiency Beginning

24

49

63

44

180

Developing

162

180

57

41

440

Proficiency

167

179

102

42

490

Proficient

139

140

74

47

400

Advanced

59

42

63

26

190

551

590

359

200

1700

Approaching

Total

0.03

Table 4.2 shows the degree of relationship of respondents' level of proficiency and their response to vocabulary. Since the obtained lambda coefficient is 0.03, this indicates that there is a very small positive correlation between the respondents' level of proficiency and their perceived vocabulary skills.

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Table 4.3

Degree of Relationship of Respondents' Level of Proficiency

and Their Response to Motivation

Motivation Level

Strongly

of

Agree

Agree

Disagree

Strongly

Total

Lambda Coefficient

Disagree

Proficiency Beginning

46

37

65

32

180

Developing

158

157

89

36

440

Proficiency

165

183

86

56

490

Proficient

133

144

80

43

400

Advanced

50

49

56

35

190

552

570

376

202

1700

Approaching

Total

0.03

Table 4.3 shows the degree of relationship of respondents' level of proficiency and their response to motivation. Since the obtained lambda coefficient is 0.03, this indicates that there is a very small positive correlation between the respondents' level of proficiency and their perceived motivation.

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Table 4.4

Degree of Relationship of Respondents' Level of Proficiency and

Their Response to Accessibility of Resources

Accessibility of Resources Level

Strongly

of

Agree

Agree

Disagree

Strongly

Total

Lambda Coefficient

Disagree

Proficiency Beginning

40

43

71

26

180

Developing

155

162

80

43

440

Proficiency

174

181

79

56

490

Proficient

112

148

88

52

400

Advanced

52

57

52

29

190

533

591

370

206

1700

Approaching

Total

0.03

Table 4.4 shows the degree of relationship of respondents' level of proficiency and their response to accessibility of resources. Since the obtained lambda coefficient is 0.03, this indicates that there is a very small positive correlation between the respondents' level of proficiency and their perceived accessibility of resources.

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Table 4.5

Degree of Relationship of Respondents' Level of Proficiency and

Their Response to Materials and Equipment

Materials and Equipment Level

Strongly Agree

Agree

Disagree

Strongly Disagree

Total

Beginning

23

40

82

35

180

Developing

154

172

83

31

440

Approaching

163

180

100

47

490

Lambda Coefficient

of Proficiency

0.05

Proficiency Proficient

143

141

76

40

400

Advanced

44

53

65

28

190

Total

527

586

406

181

1700

Table 4.5 shows the degree of relationship of respondents' level of proficiency and their response to materials and equipment. Since the obtained lambda coefficient is 0.05, this indicates that there is a very small positive correlation between the respondents' level of proficiency and their perceived materials and equipment.

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Table 4

Degree of Relationship of Correlates of Students Viewing Skill and

Their Academic Performance in Literature Correlates of Student’s Viewing Skill

Lambda Coeffici ent

4.1Visual

0.06

T-

Degree

Comp

of

uted

Freedom

Value

P level

Interpretation

Hypothesis

Not significant

There is no significant

Value

R 1.104

Comprehension 4.2 Vocabulary

0.03

0.552

Not significant

4.3 Motivation

0.03

0.552

Not significant

4.4

0.03

0.552

Accessibility of

between

338

1.96

0.05

Not significant

Resources 4.5

Materials 0.05

and Equipment

relationship

factors affecting the Students’

0.92

Not significant

Viewing skill and

their

academic performance in Literature.

Table 4 shows that there is no significant relationship between the factors affecting the students’ viewing skill and their academic performance in Literature class wherein the absolute value of computed t-value is less than 1.96; hence the null hypothesis is accepted.

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Chapter V Summary of Findings, Conclusions, and Recommendations

This chapter presents summary of the findings of the study, the conclusions that were drawn from obtained results, as well as the recommendation forwarded in the light of conclusion that was arrived at.

Findings The following were the significant findings of the study: 1.1 Frequency and distribution was used to determine the demographic profile of the respondents. Findings showed that in terms of gender, 53% of the respondents were female, and 47% were male. 1.2 The number of students per section ranged from 42 – 43 students. 2. With the general weighted mean from 2. 85 to 2.88, the respondents agreed that factors such as visual comprehension, vocabulary, motivation, accessibility of resources, and materials and equipment affected their viewing skill in Literature. 2.1 With the highest weighted mean of 2.92 in visual comprehension, respondents agreed that visual comprehension helps them in remembering information from the story. 2.2 With the highest weighted mean of 2.92 in vocabulary, the respondents agreed that viewing helps their vocabulary through the use of English subtitle and clear pronunciation of it in videos.

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2.3With the highest weighted mean of 2.96, the respondents agreed that Literature with viewing is comprehendible and motivating. 2.4 With the highest weighted mean of 2.89, the respondents agreed that accessible viewing materials help them focus on the topic and answer the questions in Literature. 2.5 With the highest weighted mean of 2.91, the respondents agreed that lectures are well-organized using viewing materials in Literature class. 3. Majority of the student-respondents’ academic performance in Literature is in the “Approaching Proficiency” with the percentage of 29%. However, 10% of them are still considered “Beginners” in the subject. 4.1 Since the obtained lambda coefficient is 0.06, this indicates that there is a very small positive correlation between the respondents’ level of proficiency and their perceived visual comprehension. 4.2 Since the obtained lambda coefficient is 0.03, this indicates that there is a very small positive correlation between the respondents’ level of proficiency and their perceived vocabulary skill. 4.3 Since the obtained lambda coefficient is 0.03, this indicates that there is a very small positive correlation between the respondents’ level of proficiency and their perceived motivation. 4.4 Since the obtained lambda coefficient is 0.03, this indicates that there is a very small positive correlation between the respondents’ level of proficiency and their perceived accessibility of resources.

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4.5 Since the obtained lambda coefficient is 0.05, this indicates that there is a very small positive correlation between the respondents’ level of proficiency and their perceived materials and equipment. 4. Since the perceived factors’ obtained lambda ranged from 0.03 – 0.06, it indicates that there is a very small positive correlation between respondents’ level of proficiency and the perceived factors affecting their viewing skill. With the computed t-value less than 1.96, there is no significant relationship between the perceived factors affecting the students’ viewing skill and their academic performance in Literature.

Conclusions Based from the findings of the study, the following conclusions were drawn: 1. There were almost the same number of respondents per section and the female outnumbered the male respondents. 2. It can be deduced from these findings that majority of the respondents agreed that visual comprehension and vocabulary affect their viewing skills. This means that it is easier for them to remember and understand vocabulary through the use of video or viewing materials. As to their perception to motivation, all of the respondents agreed that videos really promote motivation in Literature class. This means that the students are more interested when their teacher uses viewing materials in teaching different literary masterpieces.

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Most of the students agreed that Accessibility of Resources and Materials and Equipment affects their viewing skill which means that the materials and equipment used and its accessibility is another factor that greatly affects their viewing skills in Literature class. 2.1 The researchers conclude that students can easily know and recognize the characters, events, and theme of the story if visual comprehension is practiced in studying a particular literary masterpiece. 2.2 Enhanced vocabulary skill helps the students in familiarizing and interpreting easily the language used in viewing materials. 2.3 The students, like any human beings, are visual animals and visually literate, that is why they feel motivated when film is used in their class. They appreciate more the literary masterpieces presented visually rather than textual alone. They are more motivated in reading stories with viewing than reading stories alone. 2.4 If there is an easy accessibility of resources, the students are able to watch the story, focus on the lesson and answer the questions about the topic in Literature. 2.5 For the students, viewing materials and equipment used in teaching Literature are very helpful in organization of the lesson. It also facilitates the students' comprehension of the story. 3. From the findings, it can be concluded that most of the students are in the level of approaching proficiency. This means that students performed averagely in Literature class during the first to third quarter of the school year 2015-2016.

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4. The study concluded that there is no significant relationship between the factors affecting the students’ viewing skill and their academic performance. The factors enumerated affect the students’ viewing skill but bears no significant relationship in their academic performance in Literature. This means that the students’ high motivation and positive perception on these factors affecting their viewing skill do not necessarily increase their level of proficiency.

Recommendations In the light of the foregoing findings and conclusions, the following recommendations are proposed to be considered:

School Administration a. The school administration should set up a viewing resource center and provide viewing materials and equipment such as television, LCD projector, CD’s, DVDs, speakers, and pictures in this resource center. There should be a personin- charge in using these viewing materials and equipment. b. Viewing materials should be made accessible and available not only inside the resource center, but also to each classroom in all levels. Students a. Students should improve their viewing skills by watching more educational videos related to Literature in order to raise their academic performance level from approaching proficient to advance in Literature.

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b. They should not only perceive positively the factors that affect their viewing skill, but also they should exercise these factors to enhance their viewing skill.

Teachers a. Teachers should guide the students with the appropriate viewing materials suited to the student’s mastery level. English subtitles and clear pronunciation of language should be used in videos to improve their vocabulary and other macro skills and help them understand the different literary masterpieces. b. The teacher should make viewing materials effective to all kinds of learners by seeking improvements and evaluating the use of viewing materials in instruction. Teachers should give in-depth attention to the perceived factors so that students would enhance their viewing skill and improve their academic performance in Literature.

Future Researchers We recommend to the future researchers to conduct further study on the other perceived factors affecting the students’ viewing skill in other learning areas and their relationship to their academic performance.

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