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Caparas, Shienna Marie L.
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Test-Taking Skills and Academic Performance in English of Grade 7 ESL Learners Acosta, Abegael Villanueva; Caparas, Shienna Marie L.
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5668

Abstract

This study examines the impact of test-taking skills on the English academic performance of Grade 7 English as a Second Language (ESL) learners in District V of the City Schools Division of Cabuyao. The research evaluates learners’ competencies in reading comprehension, interpreting test instructions, managing time and pacing, and employing analytical reasoning and strategic approaches. A total of 303 learners from three public secondary schools participated. Findings reveal that test-taking skills are moderately developed overall, with strengths in reading comprehension and notable deficiencies in time management. Students grade in the third quarter ranged from satisfactory to very satisfactory, with considerable variation across sections. Correlation analysis identifies a strong relationship between test-taking skills and academic achievement while instructional practices and classroom environment contributed substantially to score variability, underscoring the need for structured strategy and targeted interventions. This study is anchored on theoretical perspectives including the Strategic Self-Regulation (S2R) Model, Cognitive Load Theory, Testing Effect Theory, and Self-Regulated Learning (SRL) Theory. Collectively, these frameworks affirm that comprehension, regulation, and strategic use are critical determinants of academic success in ESL contexts and provide the conceptual foundation for designing interventions that strengthen learners’ test-taking competence.
Customized Short-Form Social Media Grammar Videos on Grammatical Competence of Grade 8 Learners Allaba, Danibeth P.; Caparas, Shienna Marie L.
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5669

Abstract

This study determined the effect of short-form social media grammar videos on the grammatical competence of Grade 8 learners at Southville 1 National High School during School Year 2025–2026. Anchored on the Comprehensible Input Hypothesis, Cognitive Load Theory, and Mastery Learning Theory, the study employed a quasi-experimental one-group pretest-posttest design. Thirty Grade 8 learners whose pretest scores were closest to the mean were purposively selected as respondents. A researcher-developed 30-item grammar test covering noun forms, subject-verb agreement, and word choice was used as the main instrument. Frequency, percentage, mean, Shapiro-Wilk test, and Wilcoxon Signed Rank Test were utilized in analyzing the data. Findings revealed that learners had generally fair pretest performance, particularly in noun forms and subject-verb agreement, while word choice was at an average level. After exposure to the short-form grammar videos, posttest results showed improvement in noun forms and subject-verb agreement, while word choice remained average. The test of significance further showed that there was a statistically significant difference between the pretest and posttest scores in noun forms and subject-verb agreement, leading to the rejection of the null hypothesis in these areas. However, no statistically significant difference was found in word choice. The study concluded that short-form social media grammar videos were effective in improving selected components of grammatical competence, particularly noun forms and subject-verb agreement, but were not sufficiently effective in significantly improving word choice.
Co-Authors Acosta, Abegael Villanueva Allaba, Danibeth P.