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TINIVERSITY oF'tHIt A,{istIl\tl''t'loN GIt;\Dttr{t'E s(]{oot,

EVALUATION OF AN EffENSION LEARNING PROGMM IN ENGLISH

A Thesis

Presented to the Graduate School University of the Assumption

in

Partial Fulfillment

of

The Requirements for the Degree

of

Master of ^Arts in Education Major in Educational Management

ANNA RUBY t-. _9*tq-SOr.t February 2005

UNIVBRSITY OtI

1'I.I

I' ASSUN,IPI'ION GITADT"INI'II IiCI IOOI., Title:

Researcher:

Adviser:

School:

Date of Completion:

Degree:

EVALUATION OF AN EXTENSION LEARNING PROGRAM

IN

ENGLIS}I

Anna Ruby

L.

Samson Carmencita

D.

Gloria,

Ph.D,

University of the Assumption February 2005

Master of Afts in Educational Management

ABSTRACT

Crucial to the

development

of a ^program is the

^process

of evaluation.

Stakeholders

have no way of determining whether

the program is functioning as is intended

to

^unless

it

is

evaluated.

Hence, to determine

the

strengths

and

weaknesses

of the

Extension Learning in English (ELE)

of the

Holy Angel University High School,

the

^{study was}

undertiaken.

The

respondents

of the

study were

the

seven teachers who used

to handle

^ELE classes and 186 ELE students in SY 1999 -2004.

As the study aimed for a

comprehensive evaluation, different aspects

of the program were looked into. The formulation of

^the

program

goals,

identification

of the target

population, _{resources being}

utilized, actual

implementation,

and the impact of the

^program were taken into consideration.

To obtain pertinent data, the

researcher

floated two sets of

questionnaire, one

for

the teachers and

the

other

for

the

students.

The Likert Scale was used where

the

respondents agreed

or

disagreed

to

a

given

statement.

Open-ended questions were added to the questionnaire

for the

teachers

to

augment

or

reinforce

the

information gathered from

the

interuiews

and

contents

of

documents.

To

measure

the

students'

UNIVBRSI'IY OF'I'IIE ASSUN'II'TION GITADUATE SCIIOOL

performance

in

reading and vocabulary, standardized tests namely Otis ^- Lennon School

Ability Test

^(OLSAT) and , Mc

Ginite

^Reading

Test

were administered

to the students.

These were

the

same tests that they took prior to their enrollment.

The qualitative data

^gathered

were

processed

through

^content analysis,.wherein the researcher interpreted and analyzed documents like

the

concept paper

of the

program and

the

responses

to the

open-ended questions. The researcher likewise conducted informal interviews to verifu

some insights. On the other hand, quantitative data were

^processed

through the use of descriptive statistics like frequency counts

and percentage

distribution, mean, and standard deviation. The

Paired- Samples

T Test was also

^used

^to

^compare

^the

performance

of

the

students in terms of

reading

ability and grade in the

English subject before and after undergoing the ^ELE.

The study ^revealed that needs

assessment

was

^performed

through the

identification

of

students

with

learning difficulties and that some

form of

research was performed

but

was

not

done extensively.

It

also

did not show if the

program used

benchmarking.

^{Moreover, the} teachers are generally qualified to teach in the ELE. Likewise, the teacher and student-respondents ^perceived

the

materials, schedule, and facilities

to be ideal. ^{The students}

^believed

that they are ^improving

^after

attending

the

ELE while

the

teachers believed

otherwise.

The teachers' perception

was in

consonance

with the

result

of the

standardized tests taken

by the

students where

it

showed

that they

neither improved nor deteriorated, but

it

has

to

be highlighted also that the students ^possessed

a

^positive

attitude toward the

program. As such,

it was

recommended

that extensive research review be

conducted

and

benchmarking be performed

in order to

have models

of

effective remedial

programs. It

TJNIVBITSITY OF 1'IIE NSSL}h,TP'tION GRADUAI'I' SCTIOOL

was

fufther

recommended that a syllabus especially intended for the ELE

be drafted,

class sizes

be

reduced

to 15-20,

students' attendance be

closely monitored, parents' support be sought,

^students'

own

English teachers be the ones

to

handle

the

ELE classes, and that the ^program be evaluated yearly by the students, teachers, and ^parents.