Listening comprehension skills of intermediate learners in a public elementary school

Abstract

This study aimed to evaluate the listening comprehension skills of Grade 6 learners in a public school, specifically their ability to analyze literary and sound devices and assess the speaker’s tone, mood, and purpose, in alignment with the DEPED MELCs. Using descriptive methodology, the researchers employed a 40-item listening test verified by three experts to gauge students’ comprehension skills. The study’s respondents comprised 30 Grade 6 elementary students from a public school in Capiz, enrolled during the SY 2023-2024 which were selected through purposive sampling. The test was conducted in April 2024 under the class adviser’s supervision. Data were analyzed using measures of central tendency, with mode results converted into percentages. The results showed that 67 percent of learners scored poorly in analyzing sound and literary devices, with 27 percent performing below average, and only 6 percent achieving an average score. When evaluating the speaker’s tone, mood, and purpose, 80 percent of the students scored poorly, while 20 percent scored below average, with none meeting the passing criteria. These outcomes highlight a widespread lack of mastery in the listening comprehension skills outlined by DEPED MELCs among the learners. The findings point to an urgent need for remedial activities and tailored materials to support students’ comprehension development and emphasize the significance of targeted interventions to enhance students' understanding, which is essential for their overall academic success, growth, and eligibility to rank up to high school education.