CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the presentation, analysis and interpretation of the data
gathered in this study. The various results are presented on the succeeding table.
This study aimed to determine the relation of English Proficiency and Job
Readiness of BEED students.
Table 1. Frequency Distribution on English Proficiency in terms of Vocabulary
Range of Scores Frequency Percentage Description
21 - 25
14
22.58
Proficient
16 - 20
26
41.94
Satisfactory
11 - 15
19
30.65
Average
6 - 10
3
4.84
Fair
1-5
0
0
Poor
Mean = 17.06
SD =4.53
Table 1 reveals that the majority of the respondents are satisfactory in terms of
vocabulary. The frequency of the students is 26 which is equivalent to 41.94%. Overall,
it has a mean score of 17.06 and 4.53 for standard deviation. This means that the
students have enough vocabularies.
Table 2. Frequency Distribution on English Proficiency in terms of Reading
Comprehension
Range of Scores Frequency Percentage Description
21 - 25
1
1.61
Proficient
16 - 20
10
16.13
Satisfactory
11 - 15
23
37.1
Average
6 - 10
19
30.65
Fair
1-5
9
14.52
Poor
Mean = 11.26
SD = 4.54
As shown in Table 2, majority of the respondents are average in terms of reading
comprehension with a frequency of 23 which is equivalent to 37.1%. As a total, it has a
mean score of 11.26 and 4.54 for standard deviation. This means that the students are
good in reading comprehension.
Table 3. Level of Students’ Job Readiness in terms of Communication Skills
Foundation Skills
Communication Skills
a. I can write formal letters
Mean
3.48
SD
Description
1.11 Seldom(Replace
this with correct
description)
b. I can speak and deliver messages
clearly
c. I can read and understand texts
without difficulty
d. I can listen attentively
3.27
0.96
Often
3.24
1.04
Often
3.69
1.12
Seldom
e. I can use language appropriate for
work environment
Grand Mean
3.39
1.06
Often
3.41
0.06
Seldom
Please take note that you are describing the READINESS of the students. It is
wrong to say that the students’ readiness is seldom. Thus, discuss the every
result as regards their level of readiness not as “often”, “seldom” or what. Since
you are using the MEAN, it is no longer acceptable to say “majority of the
students” or what. It is about “on average” what is their readiness level? Are they
very much ready, much ready, ready, moderately ready or not ready at all?
Always go back to your research question? Answer them properly. You should
have mean range or interval in Chapter 3 under Statistical treatment to interpret
when the computed mean is on this range or that range. Ex. 4.20 – 5.00 (Excellent
– The students are very much ready), 3.80-4.19 (Very satisfactory – The students
are much ready.), etc. Look at other completed studies as your model. Do not
solely rely from asking questions.
Ex:
As shown in Table 3, the readiness of the students in terms of communication
skills is satisfactory (M=3.41, SD=0.06). This means that the students are…
Table 3 reveals that item C got the lowest mean score, which is 3.24 with a 1.04
standard deviation and described as “Often”. This means that most of the respondents
find it difficult to read and understand texts. On the other hand, item D got the highest
mean score, which is 3.69 with 1.12 for standard deviation and described as “Seldom”.
This means that, majority of the CTE students are attentive listeners. As a total, the
grand mean for communication skills is 3.41 with a 0.06 for standard deviation and
described as “Seldom”.
Table 4. Level of Students’ Job Readiness in terms of Critical Thinking Skills
Critical thinking Skills
a. I can use knowledge and information
from job to solve workplace problems.
b. I can apply my reasoning and
analytical thinking in the workplace
c. I can make decisions efficiently in a
short period of time
d. I can draw conclusion based on
relevant data, information and
personal knowledge and experience
3.63
1.15
Seldom
3.56
1.10
Seldom
3.19
1.04
Often
3.47
1.20
Seldom
e. I can easily gather and interpret data
in the workplace
Grand Mean
3.47
1.13
Seldom
3.46
0.06
Seldom
As shown in Table 4, item C got the lowest mean score, which is 3.19 with a 1.04
standard deviation and described as “Often”. This means that majority of the
respondents are having trouble making decisions efficiently in short period of time. On
the other hand, item A got the highest mean score, which is 3.63 with 1.15 for standard
deviation and described as “Seldom”. This means that, most of them can use
knowledge and information from job to solve workplace problems. As a total, the grand
mean for Critical Thinking skills is 3.46 with a 0.06 for standard deviation and described
as “Seldom”.
Table 5. Level of Students’ Job Readiness in terms of Technical Skills
Technical Skills
a. I can use technology to encode and
decode information
b. I can use digital tools in the workplace
(MS Word, Powerpoint, Excel, etc)
c. I can communicate and interact online
3.77
1.09
Seldom
3.98
1.14
Seldom
3.84
1.16
Seldom
d. I can do basic video editing and
3.45
1.15
Seldom
podcasting
e. I can manage and secure data in a
3.66
1.25
Seldom
computer
Grand Mean
3.74
0.06
Seldom
Table 5 reveals that item D got the lowest mean score, which is 3.45 with a 1.15
standard deviation and described as “Seldom”. This means that most of the
respondents find it difficult to do basic video editing and podcasting. On the other hand,
item B got the highest mean score, which is 3.98 with 1.14 for standard deviation and
described as “Seldom”. This means that, majority of them can use digital tools in the
workplace (MS Word, Powerpoint, Excel, etc). As a total, the grand mean for
communication skills is 3.74 with a 0.06 for standard deviation and described as
“Seldom”.
Table 6. Level of Students’ Job Readiness in terms of Workplace Attitude
Workplace Attitude
a. I can arrive on time for work, take and
return from breaks on time, and call
supervisor prior to being late
b. I can practice personal hygiene and
dress appropriate for workplace
c. I can strive to meet quality standards
3.93
1.20
Seldom
4.23
1.12
Always
4.18
1.08
Seldom
d. I can respect diversity in race, gender,
and culture and work collaboratively
with others.
e. I can exhibit integrity and honesty
4.53
0.90
Always
4.55
0.90
Always
4.28
0.13
Always
Grand Mean
As shown in Table 6, item A got the lowest mean score, which is 3.93 with a 1.20
standard deviation and described as “Seldom”. This means that majority of the
respondents are having trouble arriving on time for work, take and return from breaks on
time, and call supervisor prior to being late. On the other hand, item E got the highest
mean score, which is 4.55 with 0.90 for standard deviation and described as “Always”.
This means that, most of them can exhibit integrity and honesty. As a total, the grand
mean for Workplace Attitude is 4.28 with a 0.13 for standard deviation and described as
“Always”.
Table 7.Overall Level of Students’ Job Readiness
Foundation Skills
Grand Mean
Grand SD
Description
Communication Skills
3.41
0.06
Seldom
Critical Thinking Skills
3.46
0.06
Seldom
Technical Skills
3.74
0.06
Seldom
Workplace Attitude
4.28
0.13
Always
OVERALL MEAN = 3.77
SD = 0.60
Table 7 shows that grand mean for communication skills is 3.41 with a 0.06 for
standard deviation and described as “Seldom”. For critical thinking skills, it has a grand
mean of 3.46 with a 0.06 for standard deviation and described as “Seldom”. In terms of
technical skills, it has 3.74 for the grand mean with a 0.06 (standard deviation) and
described as “Seldom”. And for the workplace attitude, it has 4.28 grand mean and 0.13
for standard deviation and described as “Always”. Overall, it has 3.77 mean score with
0.06 standard deviation. This means that the students acquired necessary skills and job
ready.
Table 4. Correlation of English Proficiency and Job Readiness of CTE Students
n
r
p - value
Remark
English Proficiency
Job Readiness
62
0.31
0.015
*
p<0.05*(Significant)
Table 4 shows the correlation between level of Job Readiness and English
Proficiency of CTE students, with r= 0.31 which describes a moderately low correlation.
A p-value of 0.015 is lesser than the 0.05 level of significance which means that there is
a significant correlation between Job Readiness and English Proficiency of CTE
students. Thus, the null hypothesis, which states that there is no significant relationship
between students’ English Proficiency and their Job Readiness, was rejected.
According to Jyothi (2012), a person is considered employable only when he gets the
necessary qualification, experience, interest, learning attitude and expertise in the field
where he wants to seek employment. One of the reason why English Proficiency has
significant relationship with job readiness is because English is the most commonly
used language in the world; the knowledge of English is one of the important
employability skills.
According to a study of Pandey and Pandey in 2014, enhanced communication
skills in English can result to not only an improved social life, but also better job
opportunities in the future. From job interviews to the actual professional world,
communication skills are very crucial, and being proficient in English means being able
to communicate clearly and effectively. In job interviews, most interviewers conduct
interviews in English. Interviewers quickly make judgments and give great importance to
first impressions. Poor skills in the language can mean smaller chances of landing a job.
On the other hand, being proficient in the language can help one leave a good first
impression, which means higher chances of getting the position one, is applying for.
English is the most commonly used language in the business world. Most job interviews
are done in English. Most business contracts are written in English. Handling
international business deals require effective skills in English. English is the preferred
business language because it is an exact language. So in order to have an increased
competence in the professional world, one should have a very good grasp of the
English language.
According to Rao (2016), English is a compulsory ingredient of a successful
personality. It is very clear that English language plays an eminent role in globalized
context. It is widely acknowledged as a valuable life and employability. English
proficiency is a key factor for employment success and advancement as English
language is the window to the world and it is widely accepted as the formal medium of
communication.