Master Thesis

This study examined the students' level of listening comprehension in Grade 7 students and proposed an intervention program that would cater to their needs based on the analysis of the results in the study. To assess listening comprehension, the researcher used a descriptive quantitative research design. In addition, the researcher significant differences and relationships between the listening comprehension level of the respondents and the profile variables when they were grouped appropriately. Furthermore, the result revealed that most of the Grade 7 student-respondents are female. They came from different curriculum programs. Most of the respondents have higher grades ranging from 90-100, which is outstanding. In terms of the level of listening comprehension of Grade 7 students from different curriculum programs, Basic Education Curriculum had a low raw score and band score because of the listening test. On the other hand, Special Science Curriculum programs had a high raw score and band score. The scores and interpretation were anchored on the International English Language Testing System (IELTS) scoring system. It was found that there is a significant difference and relationship in the level of listening comprehension when grouped according to gender, curriculum program, and academic performance. Based on the findings of the study, a proposed intervention program for the level of listening comprehension of Grade 7 students was suggested to address the needs of students in improving their level of listening comprehension.