This chapter outlines the research methodology used in the study, including the descriptive correlational research design. Questionnaires were used to collect data on students' profiles, perceptions of their English teacher's competency and methods, and their school's classroom and technology resources. Students also took a listening comprehension test sourced from ESL materials. Twenty-eight third year high school students participated. Their responses were analyzed using frequency counts, percentages, and Pearson's correlation to determine relationships between listening comprehension and student, teacher, and school variables.

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CHAPTER 3
Research Methodology
This chapter details the procedure employed in the conduct of the study
including the research design, research instruments, subject of the study, data
gathering procedures and statistical treatments of data.
Research Design
The study used the descriptive correlation type of research in determining
the variables affecting the listening comprehension level in English of the third
year high school students of LSPU- SPCC. In order to obtain data the researcher
made use of a self- made questionnaire regarding their profile, the perception of
the respondents towards their English Teacher(s), their school and its connection
to their listening comprehension level. Also, to obtain their current listening
comprehension level in English the researcher conducted an English listening
comprehension exam with the use of audio materials intended for such from
esl/about.com Education English as a Second Language materials were
originally for online listening comprehension test. This test was utilized because
the researcher believed of its validity and usability being that it is a sample of a
test given by the International English Language Testing System or IELTS.
Research Instrument
After reading and studying samples of questionnaire from related studies,
the researcher prepared her own, guided by the knowledgeable people in the

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field. The research sees to it there were enough items to collect data to cover all
aspects of the problem and to answer all the specific questions under the
statement of the problem.
A set of questionnaire divided into three parts and consist of three pages
were prepared; it includes Part 1 which is the respondent’s profile and their
interest level towards listening during English classes, Part 2 which includes the
respondent’s perception towards their teacher’s competence in terms of his/her
methods and strategies to engage the class in listening activities in English and
his/ her capability as a speaker and Part 3 which includes the respondent’s
perception towards their school in terms of their classroom size, location and the
availability and usage of speech/ audio- visual facilities and equipment. The
respondents were given fifteen minutes to accomplish the questionnaire. The
second set of instrument used was the questionnaire for the English listening
comprehension test which is composed of three pages; page 1 is for Beginner
Level, a ten multiple choice item; page 2 for Intermediate Level, a ten multiple
choice item; page 3 for Advanced Level, a ten supply the answer test. Before
answering each level a five-minute audio presentation is to be listened to;
wherein each five- minute audio presentation consist of a passage that had been
repeated twice. The levels were determined through the use of the given rubrics
on the same listening comprehension site.

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Subject of the Study
In order to determine the variables affecting the listening comprehension
level in English among high school students, twenty eight (28) third year high
school students from LSPU- SPCC; the whole class, were purposely selected to
conduct the study for the convenience of both the respondents and the
researcher. This is to conduct the study accordingly that does not need to disturb
on going classes of both the researcher and the respondents.
Data Gathering Procedure
The questionnaire and the listening comprehension test undertook
minimal revisions for validity and reliability. It was conducted during an English
class of the respondents which was gladly entertained both by the instructor and
the respondents. Both instruments were distributed at the same time and were
collected just after the listening comprehension test on the 6 th of February, 2013.
It took 45 minutes to finish both the questionnaire and the listening
comprehension test including the preparation and directions/ instructions for the
respondents on what to do.
Statistical Treatment of Data
Frequency counts and percentage distribution were used to describe the
profile of the respondents as well as to what level each belonged to.
For the student- related variable such as interest level towards listening in
English , teacher- related variable such as methods and strategies used and the
teacher’s language competence in English and for school- related variables such

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as classroom size, location and the availability and usage of both speech and
audio/visual facilities and equipment; the researcher made use of a Likert scale,
4 being the highest which denotes “strongly agree” and 1 being the lowest which
denotes “strongly disagree”.
For the teacher- related variable such as the teacher’s English language
competence; the researcher made use of a Likert scale, 4 being the highest
which denotes “excellent” and 1 being the lowest which denotes “poor”.
To find if there is a relationship existing between the independent and
dependent variable, Pearson Product Moment of Correlation Coefficient was
used to tell how well two sets of continuous data correlate to each other at 0.05
level of significance.