Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the results of the data analysis are presented. The data are

collected from the respondents and then thematically explained and processed in

response to the problem discussed in previous chapters.

1. Profile

To support the objective of the study as indicated in the statement of the

problem of the present study, the researchers tend to have the respondents' profile.

This comprises sex, age, civil status, highest educational attainment and lastly,

number of years in teaching which would serve as the basis of the present study.

1.1 Sex

The first variable under the respondents' profile is sex. This variable is

extremely significant as one of the inputs for the correlation analysis. It is

presented through frequency and percentage distribution as shown at Table 2.

Table 2
Profile in Terms of Sex

Sex Frequency Percentage

Male 5 17
Female 25 83
TOTAL 30 100
 The table reveals that female is more dominant than male respondents. The

total number of respondents is 30. There were only 5 or 17% of male and 25 or

83% of female. This numerical presentation exposes that females were more

inclined in education than males.

According to Vassiliou (2009) with their study about gender differences in

Educational Outcomes, women account for large majority of teachers. Their

statistical data show the predominance of women in classroom teaching than

males. Furnham (2014) stated in his study that females develop larger

vocabularies, use more complex linguistics constructions, enunciate and read

better than males especially in giving instruction. Meanwhile, a study focusing on

factors such as ability to quickly grasp a complex concept, verbal reasoning skills

and creativity or simply key ingredients of intelligence revealed male had IQs that

were an average 3.63 higher from that of women, Macrae et al. (2006). This also

supported by Bryner (2006) in his study of getting the g-factor or an established

general intelligence, they discovered that males surpassed females by an average

of 3.6 IQ points.

In the study of Tang et al. (2011), majority of teaching profession of five

countries has been feminized which they said that teaching is more fitted to

women. They also said that a majority female teaching profession has meant for

gender equality and relations more broadly.

Over the last decade female participation in higher education has improved

significantly. Overall, in about one-third of countries across Asia, women now

outnumber and outperform men Buchmann et al. (2008). One of the most effective

ways they found to set a frame for envisioning a gender-balanced, multicultural

curriculum while capturing the reforms that have occurred over the past 35 years

is feminist phase theory. Raj et al. (2009) reported that female teachers were more

satisfied in teaching than male teachers.

Mondal et al. (2011) found a significant difference between male and

female teachers, with male teachers having more psychological stress and physical

stress than the female teachers. Male teachers were reported to be more insecure

and emphasized financial concerns, while females expressed concerns about

intrinsic facets of their jobs Rosenblatt et al. (2007). Moreover, males were

observed to have higher stress and anxiety than the females, Chaplain (2008).

1.2 Age

The second profile variable is age. The respondents' profile in terms of age

ranges from ages 20-29, 30-39, 40-49 and ages 50 and above. The following data

is presented through frequency and percentage distribution table as unveiled

below.

Table 3
Profile in Terms of Age

Age Frequency Percentage

50 and above 3 10
40-49 4 13
30-39 9 30
20-29 14 47
 TOTAL 30 100

The table shows clearly the respondents' profile in terms of age. It exposes

that out of 30 selected teachers from Tanauan City, there were only 3 respondents'

age ranges from 50 and above accumulating 10%, 4 or 13% of respondents' age

ranges from 40-49, 9 or 30% age ranges from 30-39 and 14 or 47% of respondents'

age ranges from 20-29.

It can be grasped through the result of the frequency and percentage

distribution that ages had been clustered in ranges 20-29 accumulating 14

respondents and least of age ranging from 50 and above accumulating only 3

respondents. This reveals that most of schools have many neophyte employees.

As at March 2015, the Department of Education or DepEd employed

approximately 49,000 school teachers across the State, with about equal numbers

of primary and secondary school teachers. Their statistical data shows age under

30 got 9.6% as of 2010-2015 which is quietly increasing in the previous five years.

According to Mckenna (2015), the number of public school teachers has

consistently growing at thousand or so. The no. has kept increasing due to the

implementation of K-12 curriculum. DepEd (2015) released their memorandum of

employing new teachers for Grades 11 and 12. New graduates are urgently

required to take the Licensure Examination for Teachers (LET) for them to apply

in public school.
 On the other hand, because younger teachers have high expectations in

reward in their early years and they are more idealist than older teachers, they are

likely to experience higher levels of job stress. Thus, the level of stress as result of

their failure in the realization of high expectations may affect the school climate

perceived by younger teachers negatively, Michael (2010). Ministry of Education

(MEB) (2009 contradicted that those young teachers who have had a chance to be

appointed as a teacher may see themselves luckier and appreciate the value of their

job and this may cause them to perceive the school environment where they work

more positively than the older ones.

1.3 Civil Status

The third profile variable is the respondents' civil status. This is categorized

as single, married and widowed. The gathered data under this variable is presented

through frequency and percentage distribution as displayed below.

Table 4
Profile in Terms of Civil Status

Civil Status Frequency Percentage

Single 12 40
Married 18 60
TOTAL 30 100

Table 3 shows the third profile variable in terms of civil status. It shows

that out of 30 respondents, there were only 12 or 40% single respondents and 18 or

60% married respondents.

 Through the frequency and percentage distribution, it can be seen that most

of the respondents were married than single. This revealed that married English

teachers might be more capable of teaching literature and they might be more

competent and experienced than single teachers.

According to Morrison (2005) in her statement, married teachers were

better than single teachers. She also stated that an individual is still incomplete

unless linked with a man. She also included that married people are devoted and

have their creative energy unstinted to their teaching profession. According to

Raburu et al. (2015), most of their respondents said that marriage improved the

teachers' self-efficacy in classroom management. This was because the married

were seen as emotionally stable, having children makes the teacher more tolerant

and the married female teachers were not harsh with female students as well as

male teachers respond to male students. In the process of their study, a teacher

respondent said, “The single female teachers are worse in managing students in

learning because they see the female students as fellow women and rivals." This

contradicts the study of Parsa et al. (2014), Savor et al. (2013) and Tyagi (2013)

that had reported that marital status influenced teachers’ self-efficacy in classroom

management in favor of the single teachers.

Married teachers with higher experience can cope better with the job stress

than their counterpart, the single teachers, Purushothaman et al. (2009). Yasar

(2014) compared married teachers to single teachers, he discovered that married

teachers have higher level of problem solving than teachers having no child or
single. Konukhan et al. (2005) determined the difference between scores regarding

the variable of civil status and they found out that it is significantly in favor of

married teachers.

Adagide (2008) observed that the problem solving levels of married was

higher than those of single teachers, single women exert less effort to find

alternative solutions in the face of difficulties encountered. Soykan (2003)

suggested that married women believed in their problem solving capabilities

because of the prestige and status that marriage entailed for women, and the social

and emotional support given by their husbands. POLK, 2006 et al. found that

female, married teachers had higher levels of wellbeing and self-efficacy than

single teachers.

1.4 Highest Educational Attainment

The fourth profile variable is the respondents' highest educational

attainment. This is categorized as Doctoral Degree with Ed.D or with Ph.D units,

Masteral Degree, With MA units, and Bachelor's Degree. The collected data is

presented through frequency and percentage distribution as shown below.

Table 5
Profile in Terms of Highest Educational Attainment

Highest Educational
Frequency Percentage
Attainment
Doctoral Degree with
3 10
Ed.D/Ph.D
Masteral Degree 6 20
 With MA Units 17 57
Bachelor's Degree 4 13
TOTAL 30 100

The table above shows the fourth profile variable which is the respondents'

highest educational attainment. The data shows 3 or 10% out of 30 respondents

with Doctoral Degree with Ed.D/Ph.D, 6 or 20% with Masteral Degree, 17 or 57%

of bachelor's degree with MA units and 4 or 13% with bachelor's degree alone.

The distribution showed that most of respondents' highest educational

attainment was bachelor's degree with MA units and only 3 respondents have

attained Doctoral Degree with Ed.D/Ph.D. This means that most of the

respondents were still enrolled to their Masteral degree. This exposed also that

English teachers especially the young at age did not continue their studies before

getting into job. This also implies that getting into higher degree means a lot of

money to invest which is common problem occurs in Education. It may also

indicate that after completing a Bachelor’s degree, fewer students from poor

households advance to graduate-level study.

In China only about 16% of faculty members in higher education

institutions hold doctoral degrees, with another 35% holding only a Master’s

degree, Ministry of Education China (2011). In Vietnam, 14% of university

instructors hold a doctorate, with another 46% holding a Master’s, MOET

Vietnam (2013). These statistical data proved that only few teachers get into their

master's degree due to lack of financial support.

The other group of countries has a small or zero population of graduate

students. In the Philippines, the ratio of undergraduate to graduate enrolment is

27:1 which is quiet low, UNESCO Institute for Statistics (2013). According to

Luhby 2011, colleges continue to graduate far fewer students who grew up in poor

households. With the country’s economic potential possibly hanging in the

balance, a new report urges the United States to dedicate more resources and

know-how to closing the college-completion gap between wealthier students and

those from low-income backgrounds. Their statistical data reveals that 54 % of

students from wealthy families obtained masters' degree but only 9% of low-

income students got only college diplomas at University of Michigan.

Myer (2005) studied and identified personal difficulties that may lead to the

attrition of master's and doctoral degrees. One of the research-findings was the

undergraduate's low-income rate. They also found out that fewer institutions do

not intentionally attract students from low-income families.

Fack (2014) further studied about the effect of financial aid to complete

master's degree. He expound that at the master’s level, the effects of financial aid

are found to be more persistent, as graduate applicants who are eligible for a 1,500

euros cash allowance are more likely to pursue graduate studies and to complete

their master’s degree after two years. These findings are consistent with the

selection process which occurs in French universities, where admission is not

competitive but where the weakest students tend to drop out early. Due to low

income rate, only the more able remain and fewer poor household students have

reached this higher level of study.

1.5 No. of Years in Teaching

The last profile variable is the respondents' no. of years in teaching. The

gathered data from this variable is presented through frequency and percentage

distribution as shown below.

Table 6
Profile in Terms of No. of Years in Teaching

No. of Years in
Frequency Percentage
Teaching
10 and above 11 37
7-8 4 13
4-6 6 20
3 and below 9 30
TOTAL 30 100

The distribution table shows the fifth profile variable which is the

respondents' profile in terms of no. of years in service. It shows that 10 years and

above length of teaching, out of 30 there were 11 or 37%, in years ranging from 7

to 8, there were 4 or 13%, in years ranging from 4 to 6, there were 6 or 20% and in

3 years below, there were 9 or 30%.

The data said that most of the respondents have been teaching 10 years and

above. This implied that most of the respondents are experienced in teaching.
They may gain their techniques that they learned through years in the field of

work.

Young teachers have their fresh ideas they can bring to essentially improve

teaching effectiveness, but experience always matters in teaching. Research-

findings shows that with each year of experience, teachers improve their

proficiency and effectiveness during the first seven years, Gencer et al. (2007).

Meanwhile, National Board for Professional Teaching Standards (NBPTS) (2015)

certification demonstrates that many teachers are still gaining in proficiency and

improving their effectiveness after an average of 11 years of teaching.

Moreover, Moon et al. (2009) of University of Virginia found that

additional years of teaching experience at the same grade level add to direct

positive impact on student achievement up to 20 years of teaching experience.

Greater experience in front of a classroom for years is often considered important

to develop the skills required for effective teaching, Organization for Economic

Co-operation and Development (OECD) (2005).

Gordon et al. (2006) added that teachers who are more effective in their

first year of teaching tend to progress at a faster rate throughout years of teaching.

The early experience of teachers therefore shapes their development, not only

influencing their effectiveness in their initial years but their effectiveness

throughout their career.

Most teachers and school principals, but also members of the general

public, believe that teachers who have worked in the field for a long time tend to
be less flexible and open to changes, compared to younger teachers with fewer

years of professional experience. There is a generally held assumption that older

teachers with longer professional experience are more resistant to changes, Juva

(2009).

2. Respondents’ Multicultural Approaches in Teaching World Literature

This part of the study aimed to determine the assessment of the respondents

on their multicultural approaches in teaching World Literature in terms of

contribution's approach, additive approach, transformation approach and social

action approach. In response to the goal of the study, the researchers gathered data

about respondent's use of the said approaches. It was examined and tabulated with

its interpretation through weighted mean of each multicultural approach.

2.1 Multicultural Approaches in Teaching World Literature in Terms of

Contribution's Approach

The table on the next page presents the respondents’ assessment on their

multicultural approaches in teaching World Literature in terms of contribution's

approach. The following presentation of data is presented with its interpretation.

Table 6

Assessment of Multicultural Approaches in Teaching World Literature as

to Contribution Approach
 Weighted Verbal
Item Statements
Mean Interpretation
In teaching World Literature, I …
1. design an activity that incorporates holidays,
3.00 Often
heroes and special events from various cultures
related to the literary piece.
2. select readings dealing with minority groups and
2.97 Often
their contributions to the society.
3. ask my students to compare the traits and
achievements of an ethnic hero to the 3.20 Often
protagonist of the story under study.
4. ask students to perform pageant commemorating
2.43 Seldom
the struggle of a local hero.
5. ask my students to search for a number of piece
written by someone from minority group and 2.43 Seldom
report it in class.
Composite Mean 2.81 Employed

The table above shows the respondents' multicultural approach in teaching

World Literature in terms of Contribution Approach. Obtaining the highest

weighted mean of 3.20, the respondents often ask their students to compare traits

and achievements of an ethnic hero to the protagonist of the story under study.

This reveals that respondents relate the attributes of the protagonist being

discussed to particular ethnic heroes. This also means that they add ethnic heroes

into the existing curriculum by using a technique to account learners different

perspective and ideas towards literary piece under study. Banks (2009) believes

that ethnic minority students learn more effectively when some of their learning

materials and assignments contain ethnically related content.

Chisom (2005) explains teaching diverse learners should use an approach to

treat all students as individuals with unique strengths, weaknesses, and needs
rather than as generalized representatives of particular racial, ethnic or cultural

groups. Employ a variety of teaching style to respond to the needs of diverse

learners. Create an open classroom discussion that values the experiences and

perspectives of all students. He also included that teacher should consider learners

own ideas prior to their ethnic group.

According to Noble et al. (2013), the students' responses around how they

understand the term culture reveal much about current practices of multicultural

education. They also included that teachers should make learning environment

designed to the learners' cultural background. Vogt (2007) studied about teaching

materials and strategies that include ethnic content like materials used from

various work of ethnic students, folkloric music, organizing pageant or role

playing of the protagonist or antagonist of literary piece being discussed. Research

also indicates that lessons, units, and teaching materials that include content about

different racial and ethnic groups can help students to develop more positive

intergroup attitudes if certain conditions exist in the teaching situation.

A way to teach about explicit culture without overgeneralizing about the

lifeways of other people and considering their contributions to society is to

emphasize the variability of culture within social groups and the continual

presence of cultural change as well as cultural continuity across time, Rogoff et al.

(2010). They also expound on how teachers make their teaching a better way to

handle learners' known opinions and perception to literary pieces.

 Banks (2005) explains relating some heroes from various cultural groups on

some holiday celebration is often a way that educators quickly incorporates

information's about various cultural groups in education. Banks (2005) cited that

teachers involved their students in lessons, experiences and pageants related to the

ethnic group being commemorated. When this approach is used, class studies little

or nothing about the ethnic group.

The least in rank with the weighted mean of 2.43 are the statements no. 4

and 5. The respondents rarely ask their students to perform pageant

commemorating the struggle of a local hero and the students rarely ask to search

for a number of pieces written by someone from minority group and report it in

class.

Due to the implementation of the new curriculum which is K-12, student

participation in class is much emphasized said DepEd (2015). In the revision of

the former curriculum, this teaching strategy is rarely applied to teaching. Public

teachers are now starting attending seminar to improve teaching for 21st century

students (DepEd (2015).

To equip participants with strategies in using creative arts (visual arts, music, dance,

dramatic play, puppetry) in developing the different domains 2. To help them design and

implement creative and developmentally appropriate activities 3. To enable to integrate

the different perspectives of art to develop their creativity

 This approach is characterized by the addition of ethnic heroes into the cur-

riculum that are selected using criteria similar to those used to select mainstream heroes

for inclusion into the curriculum.

2.2 Multicultural Approaches in Teaching World Literature in Terms of

Additive Approach

The table below presents the respondents’ assessment on their multicultural

approaches in teaching World Literature in terms of additive approach. Table 7

presents the computed weighted mean for each statement under additive approach

with its verbal interpretation.

Table 7

Assessment of Multicultural Approaches in Teaching World Literature as

to Additive Approach

Weighted Verbal
Item Statements
Mean Interpretation
In teaching World Literature, I …
1. prepare a thematic unit on female writers and 2.43 Seldom
their writings.
2. ask my students to collect gay and lesbian
writings and identify the themes common 1.77 Seldom
among them.
3. supplement the required readings indicated in 3.13 Often
 the curriculum guide with alternative readings
conveying the same idea written by someone in
the minority.
4. add topics in the syllabus on social equality as
3.07 Often
reflected in various literary pieces.
5. discuss culture of other nations in the context of
3.63 Always
the literary piece under study.
Composite Mean 2.81 Employed

Table 7 shows the statements under additive approach. Getting the highest

weighted mean of 3.63, the respondents always discuss culture of other nations in

the context of the literary piece under study. This reveals

Meanwhile, acquiring the lowest weighted mean of 1.77, the respondents

seldom ask students to collect gay and lesbian writings and identify the themes

common among them. This reveals that the respondents'

2.3 Respondents’ Multicultural Approaches in Teaching World Literature

in Terms of Transformation Approach

The table presents the respondents’ assessment on their multicultural

approaches in teaching World Literature in terms of transformation approach. The

table below is presented through item statements with corresponding weighted

mean and verbal interpretation. This is also includes its clear interpretation of the

gathered data.

Table 8

Respondents’ Multicultural Approaches in Teaching World Literature in

Terms of Transformation Approach

 Weighted Verbal
Item Statements
Mean Interpretation
In teaching World Literature, I …
1. modify the content of the curriculum guide to
3.10 Often
include readings and topics dealing with
different ethnic groups across the globe.
2. ask my students to respond on gender issues
depicted in the literary piece using feminist,
2.90 Often
masculinist and queer interpretations and later
synthesize them together.
3. alter some canonical works included in the
syllabus with writings from authors belonging to 2.70 Often
groups to expose their struggles and thoughts.
4. ask students to form different concepts or ideas
out of the literary piece discussed considering
3.57 Always
their personal experiences and the experiences
of others.
5. encourage students to utilize their own stance in
examining concepts, issues and themes depicted 3.67 Always
in a literary piece.
Composite Mean 3.19 Employed

Table 8 demonstrates each statement under transformation approach.

Garnering the highest weighted mean of 3.67, the respondents always encourage

students to utilize their own stance in examining concepts, issues, and themes

depicted in a literary piece.

Dowling (2011) noted that incorporating modification and tailoring of ideas

is often necessary in examining a literary piece. She also mentioned that exposing

students to more contemporary art ideas and concepts will enhance their

educational experience and motivating them to reflect on current issues pertinent

to their lives will create deeper and meaningful understanding of other culture.
 On the other hand, getting the lowest weighted mean of 2.70, the

respondents often alter some canonical works included in the syllabus with

writings from authors belonging to groups to expose their struggles and thoughts.

This may embedded that incorporating canonical works from other writers does

not have significant effect on the student’s awareness of the struggles and thoughts

depicted in a literary piece

The canon as a concept can be defined in many different ways. It was used

for example a sculpture that was so well made that it became the role model for

other sculptures for a very long time (Kolbas 2008). By the fourth century A.D.

the word had come to signify an extensive list of books for study such as Christian

literature and the biblical canon (Kolbas2005). The canonization is one way to

reproduce cultural capital in schools. Schools have an important role when it

comes to canon formation according to Guillory (2008.) He believes that the

canon is shaped by the ruling classes and the canon reflects the values of these

classes. This explained by the fact that the lower classes did not have the access to

education nor had the opportunity to write by that time. Most works in the

Western canon were conceived and few female authors were included in canon.

Kolbas ( )opinion is that the works of the canon do not entirely deserve

to be authorities and that the canon has been shaped through a social

process that is closely linked to the educational system. It is a way for the

bourgeoisie to reproduce their values and make their values and ideas

legitimate.
 2.4 Respondents’ Multicultural Approaches in Teaching World Literature

in Terms of Social Action Approach

The table shows the respondents’ assessment on their multicultural

approaches in teaching World Literature in terms of Social Action Approach. The

table below is tabulated though item statement under this approach with

corresponding weighted mean and verbal interpretation. This also includes the

gathered data's clarification of the result.

Table 9

Respondents’ Multicultural Approaches in Teaching World Literature in

Terms of Social Action Approach

Weighted Verbal
Item Statements
Mean Interpretation
In teaching World Literature, I …
1. ask students to prepare a course of action to
alleviate the social strata of the less fortunate 2.90 Often
after discussing a short story dealing with
poverty.
2. ask students to create a blog on social issues
depicted in a literary piece to make others aware 2.17 Seldom
of them
3. encourage students to organize a group that will
help others to be critical thinkers after dealing 2.60 Often
with propaganda in literature.
4. ask students to conduct activities like
storytelling and remedial reading programs to 3.27 Always
those with learning difficulties.
5. ask students to compose haiku or nature poems
and make posters on minimizing the effect of 2.93 Often
climate change
Composite Mean 2.77 Employed
 Table 9 shows the respondent's multicultural approaches in teaching world

literature as to social approach. Garnering the highest weighted of 3.27, the

respondents always ask students to conduct activities like storytelling and remedial

reading programs to those with learning difficulties. This states that storytelling

and remedial reading programs are beneficial to those students having difficulties

in learning. It also manifest that teachers find ways to address different difficulties

of the learners by providing some activities that may unveil their skills and

knowledge and promotes equal opportunity to every diverse class.

Conducting storytelling to independent reading path can serve as a model

of EFL classes for children of normal and lower proficiency levels. It supports the

assertion that that reading aloud help build children’s aural literacy, which in turn

pave the way to independent reading and will lead to a higher levels of

competence. Krashen, (2006)

As students advance in school, researchers suggest reading instruction

should become more disciplinary reinforcing and supporting students’ academic

performance. All content-area instruction like English language arts, mathematics,

science, and social studies utilizes literary or informational text in some manner,

so students must comprehend specific texts and grasp the concepts being

communicated in them. This is a particular concern that becomes increasingly

complex with unique linguistic and cognitive features that are not necessarily

shared across disciplines. Shanahan & Shanahan,( 2008).

 Many adolescents struggle to comprehend text due to a lack of

background knowledge, an inability to relate content to prior knowledge, an

inability to read text fluently, difficulty decoding words, an inability to attend

to meaning while reading, an inability to use comprehension strategies, deficits

in or difficulty understanding the meanings of words (et Vaughn et al.(2010)

Most students demonstrate improved reading achievement when their

teachers incorporate content-area texts that are appropriately matched to

students’ abilities and the specific strategy being implemented. Edmonds et

al.,( 2009). Students better understand, think about, and retain new information

when they are familiar with or taught background knowledge of a topic before

reading. It activates their background knowledge in connection with the topic

to be read. This will develop their strategies and knowledge to comprehend and

analyze the concept under study. Kosanovich,Ph.D.(2013).

Meanwhile, acquiring the lowest weighted mean of 2.17, the

respondents ask students to create a blog on social issues depicted in a literary

piece to make others aware of them. This reveals that the respondents seldom

ask their students to create and make their own point of views about some

social issues that is being characterized in a literary piece under study.

3. Relationship between the Respondents’ Profile and their Multicultural

Approaches in Teaching World Literature.

The table on the next page presents the relationship between the respondents’

profile and their Multicultural Approaches in Teaching World Literature.

Table 10

Relationship between the Respondents’ Profile and their Multicultural

Approaches in Teaching World Literature

Computed Tabular Decision Verbal

Variables
Value Value (Ho) Interpretation
Sex and Multicultural 9.495 7.815 Reject Significant
Approaches

Age and Multicultural 18.097 16.919 Reject Significant

Approaches

Civil Status and Multicultural 10.822 7.815 Reject Significant

Approaches

Highest Educational 25.669 16.919 Reject Significant

Attainment and Multicultural
Approaches

Number of Years in Teaching 22.759 16.919 Reject Significant

and Multicultural Approaches

The table demonstrates that when the profile of the respondents in term of

sex was correlated to their multicultural approaches in teaching world literature,

the computed value from Chi-Square is 9.495. It has a corresponding tabular value

of 7.815 which is lower than the computed value, the null hypothesis is rejected

that there is a significant relationship between sex and the respondents'

multicultural approaches in teaching world literature.

 The study-findings reveal that sex is a factor when it comes to teaching

world literature. Most of teachers are women because they might be more fit or

inclined to education than men. A study conducted by Mcnay et al. (2008) about

identifying vatious techniques of men confronted as they attempted to create for

themselves a field of work traditionally thought more suited to women. They

found out that men really had their own techniques that women might ever do in

their teaching career.

Girls did better when taught by female teachers and boy students did better

when taught by male teachers. This result of the study was conducted by Dee

(2006). He also found out that sex differences really affect students' performance

or learning as well as teaching. He also added that men and women have their own

strategic pursuits to teaching.

The profile variable that is correlated with multicultural approaches is the

respondents' age. The computed value from Chi-Square is 18.097 with its

equivalent tabular value of 16.919. This shows that the computed value is greater

than its tabular value, the null hypothesis is rejected which means that there exists

a significant relationship between the respondents' age and their multicultural

approaches in teaching world literature.

This study examines the relationship between student evaluations of teaching and

age and the timing of retirement among tenured faculty. The results suggest a

significant but small impact of age, which varies by discipline category. It appears
that uncapping of retirement raises no major concerns for dramatic deterioration in

teaching effectiveness in an aging professoriate.

The third profile variable correlated with their multicultural aaproaches in

teaching world literature is civil status. The computed Chi-Square value is 10.822

with its equivalent tabular value of 7.815. It can be noticed that the computed

value is lower that its tabular value, therefore the null hypothesis is rejected which

means that significant relationship exists between the respondents' civil status and

their multicultural approaches in teaching world literature.

The fourth profile variable which is the respondents' highest educational

attainment is correlated with their multicultural approaches in teaching world

literature. The computed Chi-Square value is 25.669 with its corresponding tabular

value of 16.919. It can be seen that the computed value is greater than its tabular

value, therefore the null hypothesis is rejected which means that there exists a

significant relationship between the respondents' highest educational attainment

and their multicultural approaches in teaching world literature.

Fifth and last profile variable correlated with their multicultural approaches

in teaching world literature is no. of years in teaching. The computed Chi-Square

value is 22.759 with its comparable tabular value of 16.919. It can be grasped that

the computed value is greater than its tabular value, therefore the null hypothesis is

rejected which means that there is a significant relationship between the

respondents' no. of years in teaching and their multicultural approaches in teaching

world literature.
 4. Course of Action for Multicultural Approaches in Teaching World

Literature

6. ask students to perform pageant commemorating the struggle of a local

hero.
7. ask my students to search for a number of piece written by someone from
minority group and report it in class.
ask my students to collect gay and lesbian writings and identify the themes
common among them.
alter some canonical works included in the syllabus with writings from authors
belonging to groups to expose their struggles and thoughts.
ask students to create a blog on social issues depicted in a literary piece to make
others aware of them

Persons Expected
Objectives Strategies Target date
Involved Outcome
To enhance the Organize Teacher in Every 3 months The teachers will
strategies of seminars and English, of academic year enhance their
teachers in workshops that English 2016-2017 strategies and
English will focus on coordinators, gain more
concerning the different School heads information
commemoration strategies and and Division about different
of struggles of a activities that Heads ethnic heroes.
local hero by commemorate an
means of ethnic hero
performing a
pageant.
To establish Engage in Teacher in
awareness and interview and English,
different research of English
perspective of diverse cultural coordinators,
other ethnic practices and School heads
community rituals of and Division
specifically different cultures Heads
about literary and ethnicities
piece written by that is available
other minority for free reading.
groups.
To develop a Teacher in
critical English,
understanding English
and fair coordinators,
judgement on School heads
how to address and Division
gender Heads
inequality in an
educational
institution

view concepts
issues, themes
and problems
from several
ethnic
perspectives and
points of view.
 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The previous chapter discussed on analysis and interpretation of data

obtained through the research instrument used by the researchers. This chapter

primarily dealt with the summary of the study results, conclusions and

recommendations for further research and possible future studies conclude this

chapter.

Summary

The goal of the study was to determine the use of multicultural approaches

in teaching world literature of selected secondary school English teachers in

Tanauan City.

Specifically, this study sought to answer the following questions:

 1. What is the profile of the respondents in terms of:

1.1 sex;

1.2 age;

1.3 civil status;

1.4 highest educational attainment; and

1.5 no. of years in teaching?

2. How do the respondents assess their multicultural approaches in

teaching world literature as to:

2.1 contributions’ approach;

2.2 additive approach;

2.3 transformation approach; and

2.4 social action approach?

3. Is there a significant relationship between the respondents’ profile and

their multicultural approaches in teaching world literature?

4. What course of action may be proposed to enhance the use of

multicultural approaches in teaching world literature?

Based upon the foregoing questions, the researchers verified the following

hypotheses: there exists no significant relationship between the respondents’

profile and multicultural approaches. With descriptive-correlational method as the

research design, the researchers made use of questionnaire as a research

instrument to gather data.

 These were administered to the respondents which involved 30 secondary

school English teachers in Tanauan City. The gathered data were then tallied,

tabulated, analyzed and interpreted with frequency, percentage, weighted mean,

chi-square and Z-test as statistical tools.

The research findings of this study in every question posed are also

revealed. These are summarized as follows.

Findings

The analysis and interpretation of the gathered data were sensibly

processed. Then the researchers tend to have as enumerated below.

1. Out of 30 selected secondary school English teachers, there were 5 or 17%

males and 25 0r 83% female. As to respondents' age, 3 or 10% of respondents

aged 50 and above, 4 or 13% of age ranges from 40-49, 9 or 30% of age ranges

from 30-39, and 14 or 47% of age ranges from 20-29. In respondents' profile in

terms of civil status, 12 or 40% were single and 18 or 60% were married. As to

highest educational attainment, 3 or 10% of respondents got their Doctoral

degree with Ed.D/Ph.D, 6 or 20% finished their master's degree, 17 or 57% had

MA units, and 4 or 13% had only their Bachelor's degree. As to no. of years in

teaching, 11 or 37% were teaching 10 years and above, 4 or 13 % were

teaching about 7-8 years, 6 or 20% were teaching about 4-6 years, and 9 or

30% of respondents were teaching 3 years and below.

2. Gathering an over-all composite mean of 2.81, the use of multicultural

approach as to contributions approach is interpreted as employed. In additive

 approach, it garnered a composite mean of 2.81 which is interpreted as

employed. Having an over-all composite mean of 3.19, respondents' use of

transformation approach is interpreted as employed. Lastly, gathering a

composite mean of 2.77, respondents' use of social action approach is inferred

as employed.

3. When the multicultural approaches in teaching world literature were

correlated to the respondents' profile: sex, age, civil status, highest educational

attainment and no. of years in teaching obtaining its computed values: 9.495,

18.097, 10.822, 25.669, and 22.759. These have also its tabular values; 7.815,

16.919, 7.815, 16.919, and 16.919. Therefore, the results came to discard the

null hypothesis indicating that there is a significant relationship between the

respondents' profile and their multicultural approaches in teaching world

literature.

Conclusions

Based on the research findings of the study, the following conclusions are

justified.

1. Majority of the respondents in terms of sex were female, considering the

age were 20 -29, meanwhile in civil status, married were dominant. In terms

of highest educational attainment of the respondents, mostly were with M.A

units and based on their no. of years in service, the respondents were above

10 years in service.
2. All of the four multicultural approaches in teaching World Literature were

employed by the respondents.

3. Multicultural approaches in teaching World literature were correlated and

have significant relationship to the respondent's profiles. By obtaining their

tabular values, null hypothesis has been disregarded.

Recommendations

This part shows the output of the study beneficial to various individuals. In

the light of the study’s findings and conclusions, the researchers were able

to construct the following recommendations. Pinakamababa either sa

profile or parameters..

1. ask students to perform pageant commemorating the struggle of a local

hero.

2. ask my students to search for a number of piece written by someone from

minority group and report it in class.