Effectiveness of Unimodal and Multimodal Approaches to Students’ Listening Comprehension Skills

Listening is one of the most essential skills for the learners’ academic success. Hence, it must be developed and enhanced through the use of Multi-modal and Uni-modal Approaches. This quasi-experimental study investigated the effectiveness of the approaches in enhancing the listening comprehension skill of Grade 12 students in a private school. Descriptive statistics such as frequency, percentages, mean, and standard deviation were utilized. T-Test was also used to determine if there was a significant difference in the students’ pretest and post-test in listening comprehension. Analysis of Covariance (ANCOVA) was used to determine the significant difference in the score increment between the two groups. The study made use of a researcher- made test which underwent validity and reliability testing. Findings revealed the approaches were effective in increasing students’ listening comprehension skill in noting details, sequencing of events and making inferences. Uni-modal approach outperformed the Multi-modal approach as indicated by significant higher increments in their listening comprehension skill. This research would provide a great worth of information to school administrators and teachers to make use of the approaches to address the challenges in the listening comprehension skill among senior high school students.