The purpose of the study is to compare the English only and Filipino assisted methods in oral communication subject using assessment tools. The utilization of the English-only and Filipino-assisted methods will enhance the students performance. Specifically, this study answers the following statements of the problem: Profile of the respondents in terms of Age and Gender The level of Teaching Methods using English Only and Filipino – Assisted in terms of in terms of Multiple-Choice Test, Recitals and Role Plays The level of performance in Oral Communication Subject as to controlled and experimental The significant difference between the grades of the students using English-only and Filipino-assisted Teaching Methods and Assessment Tools The significant difference in the performance of grade 11 in Oral Communication when grouped according to profile, and the teaching methods significant effect to the performance of Grade 11 in Oral Communication Subject. The study will use a Before and After Study design in comparing variables, since the researchers only concern is providing a description of the circumstance or case they are studying. For this purpose, the researcher will use the purposive sampling technique to gather the sample respondents. The students will use the two teaching methods for two quarters. The researchers data showed the following findings: Most students in the study were 16 years old, with an equal number of male and female participants. The teaching methods using only English, such as multiple-choice tests, recitals, and role plays, were highly effective. The use of Filipino-assisted teaching methods also showed high effectiveness for multiple-choice tests and recitals, and very high effectiveness for role plays. In the Oral Communication subject, the controlled group performed very satisfactorily in the first grading and outstandingly in the second grading. The experimental group performed very satisfactorily in both grading. The study indicated that the English-only teaching method is more effective in improving student performance in oral communication. Additionally, the students demographic profiles also played a significant role in influencing their performance in oral communication. Furthermore, the study found that the English-only teaching method had a significant positive effect on students performance in oral communication, particularly in the multiple-choice test assessments (p= 0.012 and 0.019). Similarly, the Filipino-assisted teaching method had a significant positive effect on students performance in oral communication, particularly in the role play assessments (p= 0.048 and 0.022). Based on the findings obtained there is a significant difference between the performances of the students using a English-only and Filipino-assisted Teaching Methods and Assessment Tools. There is a significant difference in the performance of grade 11 in Oral Communication when grouped according to profile. Teaching Methods have somewhat significant effect on the performance of the Grade 11 in Oral Communication. Specifically, for the English-only using multiple choice test and for the Filipino-assisted using role plays. Part of the recommendation is DepEd Officials and school administrators may put in their school improvement plan ways developing and improving teaching and assessment methods based on the results obtained.  

Oral Communication;

assessment tools

Teaching Methods