Uploaded by Darioz Basanez Lucero

ACTION RESEARCH DARIOZ

advertisement
RELATIONSHIP OF ENGLISH LANGUAGE PROFICIENCY
TO THE ACADEMIC PERFORMANCE OF GRADE
10 STUDENTS OF ANDRES
SORIANO COLLEGES
OF BISLIG
Research Paper Presented to the Faculty of the Senior High School Department
Andres Soriano Colleges of Bislig
Mangagoy, Bislig City
In Partial Fulfillment of the Requirements
in Inquiries, Investigation & Immersion
Presented by:
Bation, Lorjie B.
Caspe, Sheila Mae M.
Cuajao, KC Heart B.
Rife, Kevin Curt Taylor G.
Sacal, Apple Jane Y.
1
February 2020
Chapter 1
BACKGROUND OF THE STUDY
INTRODUCTION
Proficiency in English is a critical component of a successful society. English
is the third most spoken and most widely taught language on the planet. Commonly
used in over 100 countries by more than 300 million people as first language and by
over 600 million as a language.
Runde, 2017 states that English is a “global language,” the lingua franca of
the modern era. That is why English skills are necessary for any country to fully benefit
from global commerce; access the latest science, technology and innovation; and exert
influence in the world.
In a report published by called Business English Index (BEI), Philippines
was tagged as the world’s best country in business English proficiency, in not just one
but two consecutive years. Based on the BEI Report in 2012, only the Philippines
attained a score above 7.0, putting the country within range of a high proficiency that
indicates an ability to lead business discussions and perform complex tasks. Moreover,
in 2013 BEI report, the Philippines earned 7.95 score, an improved BEI score over the
prior year. This maybe the reason why the Philippines has taken over India as a hub
for call centers in Asia.
However, various studies reveal that the quality of education in the
Philippines is continuously declining. This notion is based on the results of
2
achievement tests and board examinations. Not only the elementary and secondary
graduates are affected but also the college graduates.
The Professional Regulatory Commission (PRC) reports that passers of
board examinations in all fields of endeavor continue to go down. One of the important
causes for this phenomenon is the low academic performance in the elementary and
secondary levels (PRC, 2011). This academic performance of the students can be
attributed to their proficiency in the English language.
Educators agree that proficiency in the English language is the basis for success
in academic pursuits. Reading, writing, and working with numbers are tasks that are
based on language skills describes this as the interplay between everyday language
skills and more advanced communication skills. Indeed, language proficiency is a key
to academic performance. A person who does not know English, for instance, may not
have access to the world’s known scientific and technological discoveries that are
predominantly written in English. This means that students need to be proficient in
English for a better grasp of knowledge in Technology, Science, and Mathematics.
The study of Javier, 2001, concludes that the students’ weaknesses in Science
and Mathematics subjects are attributed to the students’ difficulty in English. As stated
in his findings, the students’ difficulty in English included difficulties in making
inferences and interpretations of information, deducing meaning, drawing
conclusions, and summarizing ideas. All these boils down to problem on
comprehension, leading the students not to understand what they are reading. They
are not developing proficiency in the language. They have difficulty in expressing their
3
ideas in spoken and written form. Obviously, the skills in English are pre-requisites in
learning concepts in Science and Mathematics.
As claim, language proficiency in English is significantly related to academic
performance. Academic subjects like Science, Mathematics and English often requires
the use of language functions. The language functions play a significant role in critical
and analytical thinking required in science and mathematics subjects. The more
language functions with which students are adept, the more effective their thinking
can be. Thus, the more the students are proficient with the English language, the more
they are likely to perform well in their academic subjects.
Relative to the said claim, the Department of Education (DepEd) asserts that
students’ proficiency in Science and Mathematics has a relationship with their
language proficiency in English. Majority of the students had not really mastered the
different learning areas in Mathematics. From the performance of Grade VI pupils, it
was reflected that their skills in problem solving was only 53%; analysis, 56%; and
computation was 62%. These skills all require proficiency in English. Likewise, from
the results yielded, Science noticeably tailed at fifth rank with only 56.87% percentile
rank. It was noted that the questions given required comprehension and analytical
skills of the learners. Again, English has something to do with the skills of the learners
(DepEd, 2009).
Based on the experiences and observations of their English teachers, the
students normally refuse or react negatively when given literary pieces and novels for
home reading reports and compositions and analyses for submission. This is true to
4
most, if not all, experiences of the language teachers in the said institution. Same
observations are also perceived by the Science and Mathematics teachers. They say
that the students have difficulty in articulating their ideas, analyzing problem sets and
applying theory in given situations.
Generally, the students complain that they could hardly understand a
language that is not native to them even they try all the means to learn it. To them,
even how competent their teachers are in the language, still they could hardly attain
proficiency in the language.
English has gained acceptance in the educational systems of several
countries like the Philippines. Therefore, it is not surprising that proficiency in this
language used as an indicator of academic achievement in schools. Deficiency in the
language of instruction would mean students could never perform well in the courses
taught using English as medium of instruction.
These observations relative to English language proficiency and academic
performance prompted the researchers to conduct this study. Particularly, this
research intends to examine the Relationship of English Language Performance to the
academic performance of the students.
STATEMENT OF THE PROBLEM
The study primarily aimed to determine the relationship between English
language proficiency and the academic performance of the grade 10 junior high school
students of Andres Soriano Colleges of Bislig S.Y. 2019-2020.
5
Specifically, it sought to discover the following aspects of the problem:
1.) What is the profile of the English language proficiency of the respondents?
2.) Is there a significant relationship between the English language proficiency of the
grade 10 junior high school students and English Grade during the first grading period
in the academic year 2019-2020?
HYPOTHESES
1. The English Language Proficiency of the Grade 10 students is
satisfactory.
2. There is no significant relationship between the English language
proficiency of the respondents and their grade during the first grading
period in the academic year 2019-2020.
OBJECTIVES OF THE STUDY
This research is primarily aimed to examine the relationship between the
English language proficiency and the academic performance of the Junior High School
Students of Andres Soriano Colleges of Bislig.
SIGNIFICANCE OF THE STUDY
The findings of this study could provide a database that can be used as a
tangible reference for more meaningful educational services. Results could be useful
in the solution of problems related to English language teaching and learning.
6
Students, teachers, administrators, parents and other research enthusiasts could
benefit from this study.
Students. With the result of this study, the students of Andres Soriano
Colleges of Bislig could find essential feedback and information as regards their
language learning which could provide guidance and direction on better English
language skills development and for a more improved language performance.
Moreover, they could also be directed to focus in any of the language proficiency skills
identified as weak among them.
Teachers. The results could also guide the teachers in English relative to
information on the interrelationship of the students’ language proficiency and
academic performance. They can use the essential information to improve their
teaching practices. With the results, they could then device approaches and strategies
on how to integrate learning content with the students’ current deficiencies.
Consequently, emphasis on the improvement of the English program will be
investigated.
Administrators. The administration could use the results of the study as a
reference in formulating school policies and programs. Through the results, they can
propose and initiate in-service trainings and seminars for the teachers. Gradually, the
English program content can be improved based on the needs of the students.
Significantly, the results can shed light in evaluating the Sciences and Mathematics
programs of the school or any subject where English is used as the medium of
instructions.
7
Parents. This study could also be beneficial to parents for the upcoming
grade levels since results will guide them in choosing the opportunities and
interventions that should be provided to their children so as to enhance their language
proficiency and academic performance.
Future Researchers. The result of the study could provide meaningful data
useful for other research enthusiasts. Hopefully, more replicate studies along this line
of concern can be done to further ascertain relationship of language proficiency and
academic performance.
SCOPE AND LIMITATIONS OF THE STUDY
This study primarily focused on the relationship between the English
language proficiency and academic performance of the students. This is limited only
for Junior High School students of Andres Soriano Colleges of Bislig particularly the
Grade 10, enrolled in the S.Y 2019-2020 having 87 boys and 125 girls, with a total of
225 respondents.
The study started on November 11, 2019 and was completed on January 28,
2020. Using typical-purposive sampling, a questionnaire was used as an instrument
for the collection of data and was processed using frequency and simple percentage
and the raw streams of data will have been subject for interpretation.
8
Theoretical Framework
Theory of Syntax
Language, like a smile is one of the unique features
of man. Language does not only bring human
beings into a relationship with each other, but also
brings them into relationship with the external
world.
(David Abercumbre, as stated by Samson, 1989)
Second Language Acquisition Theories
Individuals become fluent in language when they
acquire it through meaningful exposure of the
language
(Steven Krashen, 1981)
Adult Literacy and English as a Second
Language
Students and teachers in content-subjects have to
be equally prepared to perform their tasks not only
by mastering their own subject but also by
achieving competence in the use of medium of
instruction.
(Casteel, 2005 as quoted by Camero
1935 Constitution
English will be used as the medium of
instruction.
Department Order No. 25
Bilingual Policy- Filipino will be used as the
national language.
(Department of Education, Culture & Sports,
s.1974)
Department Order No. 52
English and Filipino will be used as the media
of instruction at all levels in order to meet the
needs of the country in the community of nations.
(Department of Education, Culture & Sports,
s.1987)
Emphasizes the minimum requirement for general
subjects
(CHED M.O. No.59, s.1996)
Act 74
English should be officially and legally used
9
as a medium of instruction in Science, Math,
TLE
and MAPEH subjects in the school system of the
country.
Figure 1. Theoretical Framework
10
CONCEPTUAL FRAMEWORK
Grade 10 Junior High School Students
of Andres Soriano Colleges of Bislig
English Language Proficiency
Academic Performance
Relationship between English Language Proficiency and Academic
Performance
Figure 2. Conceptual Framework
11
DEFINITION OF TERMS
The following definition of terms would provide the readers a common
understanding and interpretation to clarify the content of this study:
Academic Performance. This term is used to refer to as the average grades of
fourth year high school students during the school year 2019-2020.
English Language Proficiency. It refers to the learning competencies in English
as to speaking, reading, writing and listening.
Relationship. It is the connection of the two studied variables, the English
Language Proficiency and the Academic Performance of the respondents.
Perceptive. Possessing or showing keen insight and understanding.
Strong Positive Correlation. It means that there is a strong linear positive
relationship between English Language Proficiency and Academic Performance. An
increase in English Language Proficiency will imply a strong increase in Academic
Performance.
12
Chapter 2
REVIEW OF RELATED LITERATURE
This research is primarily aimed to determine the relationship of English
Language Proficiency and the Academic Performance of the Junior High School
students.
In analyzing the complex relationship between learning to read, learning to read
in a new language, and techniques for the assessment and effective support of these
learners, one must first become familiar with the standards that guide the instruction
and learning goals, the factors and learning needs the students bring to the learning
experience, the process of learning to read in a new language, and the ways that the
learning is assessed. This is all framed by the socio-cultural and political context in
which the learning and assessment occurs. (Griss, 2018)
The language that is most widely spoken, spreading the world at a constant
accelerating tempo and is forging its way to be the leading language of the world today
is the English language. It is the language of convenience for it serves as the medium
of instruction not just in the academic world but also in the business circle and so with
the social interaction.
Many of our great fellow citizen use English not really because they love the
language, nor they just love Americans but as a defying force to understand others.
The use of English language does not mean neglecting our national language, but it
serves as the bridge to be understood by many of our educated, semi-educated, or
13
miseducated and even by the uneducated brothers whose native tongue are so diverse
in their way of communicating.
Learning a foreign language and factors that may affect this process have
attracted language researchers' attention for many years. Variables which are related
to language learning in English as Foreign Language (EFL) context are studied and
their relationships with each other are being sought to enhance the learning process. It
is obvious that learners are of different language proficiency levels; but, any language
researcher may wonder whether proficient language learners are successful students
with regards to their academic achievement or not.
HISTORICAL DEVELOPMENT OF ENGLISH LANGUAGE IN THE LOCAL
CONTEXT
The Philippines is a multi-lingual country where more than 130 languages are
spoken. It is very difficult to figure out whether all these languages are independent
languages or just dialects. In such environment, English is regarded as the most
important second language, the most versatile one in communicating with people who
have different language background.
At present, bilingual education in the Philippines is provided using either
English or Filipino as the language of instruction and a regional language as the
auxiliary language of instruction depending on the subject. However, the scholastic
achievement rates for the subjects of Mathematics, Science and English taught in
English language are low, and the cause of this has been indicated as a problem with
the language of instruction that will also affect their academic performance.
14
English is an official language in the Philippines, along with the native Tagalog.
Yet the U.S. State Department, in its "2007 Investment Climate Statement," released in
August 13, 2007, concluded that English-language proficiency, while still better than
in other Southeast Asian nations, is declining in the Philippines.
According to former Secretary of The Department of Education (DepEd),
(Lapus, 2009) that English proficiency is critical in learning as other key subjects such
as Science and Mathematics use English in textbooks and other reference materials.
He also added that Filipinos’ edge in the English language is also vital as more
work opportunities here and abroad place premium on language skills. DepEd has
noted gains in English proficiency of students in public schools even as the department
continues to invest in teacher training to further improve student performance in
English. DepEd notes the continuous improvement in performance of students in the
National Achievement Test (NAT) within the five-year analysis particularly in English
subject.
Since the American regime, the English has been used as the medium of
instruction. In the 1935 Constitution, Tagalog was launched as the basis of the national
language. This constitutional mandate was followed by the Bilingual Policy by virtue
of Department Order No. 25, series of 1974 of the Department of Education, Culture
and Sports (DECS), which specified that the Filipino language will be used as the
national language. Meanwhile, English was to be used in Science, Mathematics and as
a subject itself. (Belvez, 2015)
The previous policy was superseded by the Department Order No. 52, series of
1987 which ordered that Filipino and English will be used as the media of instruction
15
at all levels in order to meet the needs of the country in the community of nations,
leading to the modernization or development process.
The current language proficiency policy as prescribed by the Commission on
Higher Education (CHED) shall be maintained and in addition to formal instruction,
the use of English shall be encouraged as a language of interaction in the school.
In addition, CHED Memorandum No. 59, series of 1996 emphasizes that there
is minimum requirement for general subjects. Included in the requirement is the aim
to provide students or pupils with effective communication skills in both English and
Filipino in order to foster critical understanding and appreciation of how people give
expression to their experience in the world.
Another law is Act 74 known as the Magna Carta of the Philippine PublicSchool System. This constitutional mandate established the school system of the
country wherein it has been decided that English should be officially and legally used
as a medium of instruction in Science, Mathematics, TLE (Technology and Livelihood
Education), and MAPEH (Music, Arts, Physical Education, and Health) subjects.
Furthermore, standardized and updated policies and programs especially
implemented to non-English teachers and students were mandated by this law. Region
wide National English Proficiency Program (RNEPP) Training on the English
language and “GABAY” Training Program for Grades I-VI mentors (Department
Order 482, 2009); Debriefing and evaluation of the Region wide Enhancement Training
of Trainers and Planning for the program expansion of the National English
Proficiency Program (NEPP) (Department Order No. 483, 2009); and The TriInternational Conference on Language Education (Department Order No. 484, 2009).
16
In this new era of upgrading the world of civilization, English is commonly used
in teaching other subjects as a second language which has continually applied in daily
lives especially in our country. The intent of this study is to examine the relationship
of English language proficiency to the academic performance of the Junior High School
students of Andres Soriano Colleges of Bislig.
The Philippines is a nation that underwent occupation from three foreign
powers in the 19th and 20th centuries, that is, Spain, the United States, and Japan.
Spanish and American influences are still evident in its local languages, culture,
religion, architecture, arts, and education (Hechanova, 2012).
Currently, every Filipino has an opportunity to learn English. English is found
at school, at home, at church, in the media, and on billboards. It is immersive. The
degree of proficiency, though, seems to depend on the socioeconomic status of each
speaker. Students from lower socioeconomic status attend primarily Tagalog-based
public schools that offer English as a subject among others. Those from a higher
socioeconomic status can afford private education, which is mainly based on English
as the medium of instruction for all subject matters, except the Filipino subject
(McFarland, 2004). This phenomenon is not a minor detail if analyzed through the lens
of the Critical Period Hypothesis. According to this theory, the optimum age for the
acquisition of languages is before puberty. After that period, the brain’s plasticity
decreases, inhibiting the individual’s ability to learn a language (Celce-Murcia,
Brinton, & Goodwin, 2010; Nunan 2009). Therefore, the fact that some Filipinos have
access to an early full immersion program in the English language, while others can
have only a glimpse of it at school at best, is a present-day pedagogical reality whose
17
influence shapes the social aspects of the Philippine culture to a large extent. It is
especially true in big cities where occupations and social functions are more
specialized, and socioeconomic differences are more evident.
In big cities in the Philippines, there is no doubt about the strong relationship
that exists between English proficiency and socioeconomic status. In fact, as early as a
decade ago, McFarland (2004) stated: What we do see is a division of the country, and
especially Manila, into linguistic spheres: such as an English sphere as opposed to
Tagalog sphere. English is the language of business, the hotels, the shopping malls.
Tagalog is the language of small talk (gossip), the wet market, small businesses.
English-speaking people take airplanes and ride in cars. Tagalog-speakers (we should
say those who cannot speak English) take boats and jeepneys.
In other words, those who speak English fluently in the Philippines have higher
potential access to socioeconomic power than those who do not. Those who cannot
speak English, must embrace a subordinate lifestyle, which, sometimes, comes with
some sense of low self-esteem.
Wardhaugh (2010) focuses on regional languages and social languages as two
opposite terms, defining the latter as languages typically connected to a social class
that act as a watershed between them and other classes. This is evidently the case with
the highly prestigious place that English is assigned in the Philippine society. As
competent as they are, however, the English-speaking Filipinos bring with them such
a rich heritage of social norms and interactional and speech acts from their own local
culture and language to the Filipino variety of English that the unsuspecting outsider
may have a hard time trying to communicate effectively with them. They often speak
18
Taglish, an informal English where Spanish, Tagalog, and English converge in a codeswitching phenomenon (Thompson, 2003). Whether Taglish is a dialect, a language on
its own right, or a creole, is not part of this paper. Suffice it to say that it may still be in
the creolization process that may someday turn into a brand-new language.
The most salient feature about the interaction between English and Tagalog is
that Filipino people transfer their rich body language in their characteristic fashion, as
seen in many illustrations below (Ellis, 2008). For instance, they open their mouths
when they do not understand a question and lift their eyebrows quickly for a greeting
or a positive answer. They lift their pinkie to count one and continue with their ring
finger when they mean two. Like most East Asians, they avoid staring, and even direct
eye contact as a sign of respect, contrary to the Western connotation of guilt or
embarrassment. In addition, due to the face-saving concept, Filipinos have a hard time
when it comes to saying no. Instead, they dissent with their heads down while uttering
“yes” and actually meaning no, something that can easily lead to pragmatic failure in
communication with foreigners. Non-confrontational communication is appreciated,
so a straightforward manner of telling the truth is unwelcome (Akechi, Senju, Uibo,
Kikuchi, Hasegawa, & Hietanen, 2013; Murray Bosrock, 2014).
All these subtleties deserve careful study as they apparently convey even more
meaning than actual utterances. Literature was almost mute on the combined effort of
both the insider’s and outsider’s view of the interaction of English, Tagalog, and the
Philippine culture from applied linguistic perspectives. Even though Mojica (2002)
claimed that studies are highly limited on the topic of speech acts in the Philippines, it
19
seems like the number of the studies is simply not increasing. Yet, such an exploration
is of great importance today because the Philippines has become more open to
foreigners and this country is well known for influencing the labor market in the global
arena.
LITERATURE BACKGROUND/DEVELOPMENT IN THE GLOBAL ARENA
Existing research on factors contributing to academic achievement of students
in higher education reveals several factors in multiple dimensions. In general, these
factors fall into the following four categories: academic, psychosocial, cognitive, and
demographic (McKenzie & Schweitzer, 2001). All these factors have been extensively
explored and examined by previous research.
For example, among academic factors, prior academic achievement (e.g.,
McKenzie & Schweitzer, 2001; McKenzie, Gow, & Schweitzer, 2004), learning skills
and habits (e.g., AbbottChapman, Hughes, & Wyld, 1992), learning strategies (i.e.,
general learning strategies, subject-matterspecific strategies) and approaches (e.g.,
Duff, Boyle, Dunleavy, & Ferguson, 2004; Pokay & Blumenfeld, 1990; Sadler-Smith,
1996; Watkins & Hattie, 1981) were explored as variables influencing academic
performance.
With regard to the psychosocial dimension, social integration into the
university system, motivation, anxiety, social and emotional support, and
psychological health were explored (e.g., Terenzini & Pascarella, 1978). The cognitive
dimension, which includes self-efficacy (e.g., McKenzie & Schweitzer, 2001) and an
individual’s attribution style (e.g., Peterson & Barrett, 1987) were also studied in many
20
empirical studies. Lastly, various demographic features such as gender and age were
examined in relation to academic performance in higher education (Li, Chen, &
Duanmu, 2010).
These factors that were identified in the literature are applicable to both
domestic and international students in higher education. However, there are other
factors involved when it comes to the international students' academic performance in
higher education, since international students have unique characteristics that
distinguish them from domestic students (Li et al., 2010). Many empirical studies
indicate that English proficiency plays a crucial role for international students in
completing their studies in English-medium institutions, especially for those students
whose first language is not English (e.g., Li et al., 2010; Wardlow, 1999). In addition to
English proficiency, some culture-specific and cross-cultural issues (e.g., academic
culture shock associated with a different education system, lecture style, and
relationships between students and lecturers) have been identified as factors that
contribute to the international students' potential for academic success (Li et al., 2010).
Importantly, the socio-cultural and psychological adjustment of international
students might be influenced by their English proficiency, which might impact their
academic success. For example, Yang, Noels, and Saumure (2006) highlighted the role
of English self-confidence in the process of socio-cultural and psychological
adjustment to an English-speaking academic environment.
Further, Trice (2007) reported that weak English language skills were
perceived as one of the reasons why international students were isolated from local
students and faculty members. These findings indicate that English proficiency is
21
indirectly associated with academic performance of international students through its
impact on other factors in the socio-cultural and psychological dimensions. Research
on factors affecting the international students' academic success in foreign institutions
is ongoing, not only due to increasing numbers of international students, but also due
to changing demographics of international students. The literature reviewed below
presents some existing research on the relationship between self-perceived English
language proficiency and academic performance of international students.
Many researchers (e.g., Hill, Storch, & Lynch, 1999; Huong, 2001; Johnson, 1988;
Kerstijens & Nery, 2000; Krausz, A. Schiff, J. Schiff, & Hise, 2005; Light, Teh-Yuan, &
Weinstein-Shr, 1991; Light, Xu, & Mossop, 1987; Staynoff, 1997; Woodrow, 2006)
investigated
the relationship
between
language
proficiency
and
academic
performance among different groups of international students in Englishspeaking
institutions by utilizing standardized test scores such as TOEFL (Test of English as a
Foreign Language) and IELTS (International English Language Testing System). In a
study conducted at the State University of New York at Albany, Light et al. (1987)
determined a statistically significant positive correlation between TOEFL scores and
grade point averages (GPAs) among 376 international graduate students (r = .14, p =
<.05). Similar results were reported by Johnson (1988), who conducted a confirmatory
study at the University of Wisconsin - Green Bay among 196 international
undergraduate students. There was a moderately low correlation between overall
TOEFL scores and mean GPAs (Johnson, 1988). Students with TOEFL scores lower
than 500 had significantly lower grades compared to those with TOEFL scores of 500
or above.
22
Some other studies also produced similar results on the relationship between
language proficiency measured by TOEFL and GPA (e.g., Light et al., 1991; Staynoff,
1997). Staynoff (1997) examined factors influencing international students’ academic
achievement among 77 international freshmen students who were in their first six
months of studies. Based on the results, a statistically significant correlation (r = .26, p
= .01) was reported between TOEFL scores and GPAs (Staynoff, 1997). This meant that
participants who had high TOEFL scores were more likely to have a high GPA, and
those who had low TOEFL scores were more likely to have a low GPA.
While there are a number of studies emphasizing the relationship between
language proficiency as measured by TOEFL scores and academic achievement as
measured by GPA, there are also studies implying that TOEFL scores might not be a
good predictor for international students' academic success (Krausz et al., 2005; Xu,
1991). For example, the findings of a study conducted by Krausz et al. (2005) showed
that TOEFL scores were not associated with academic performance of international
graduate students majoring in accounting. Xu (1991) also examined the impact of
students' English proficiency and background variables on international students'
academic performance among 450 international graduate students enrolled in three
large universities in the United States. The findings revealed that self-perceived
English proficiency was a predictor for academic difficulty that students perceived,
but TOEFL scores were not significantly associated with students’ actual academic
difficulty (Xu, 1991).
Another recent study reported results of a meta-analysis of 22 studies on the
relationship between English language proficiency and academic achievement of
23
international students in U.S. institutions of higher education (Wongtrirat, 2010). The
studies reviewed were conducted between 1987 and 2009 using TOEFL score as a
measure of English proficiency, and GPA and course completion as measures for
academic performance. Based on the results of the meta-analysis, it was concluded
that "TOEFL has a small predictive ability on academic achievement of international
students whether measured by GPA or the course completion" (Wongtrirat, 2010).
Available literature on the relationship between IELTS scores and academic
performance of international students is as inconsistent as is the case for TOEFL. Hill,
Storch, and Lynch (1999), Huong (2001), and Woodrow (2006) found a statistically
significant positive, but weak relationship between IELTS and academic performance
among international students, especially those from non-English speaking
backgrounds.
Inconsistently, Kerstijens and Nery (2000) found no statistical
relationship between IELTS and GPA.
Banga (2016), Oribabor (2014), and Wilkinson and Silliman (2008) argued that
students’ success in school depends largely on their proficiency in the language of
instruction (LOI). If students’ language proficiency is low, they are likely not to
perform well in other school subjects (Orgunsiji, 2009).
Avary and Carola (2008) asserted that low levels of academic English language
proficiency can be an obstacle to academic success and full participation in academic
content. Schouten (2009) maintained that ELLs or English Language Learners require
a certain level of proficiency in the LOI along with cognitive skills to perform well in
academics. This was consistent with Maleki and Zangani’s (2007) argument that the
24
major challenge ELLs have is grasping the contents and concepts of other subjects
taught in the LOI. Research findings have shown that ELLs have performed below
their English-proficient peers in all content areas, especially in the subjects that are
high in English language demand (Aberdi, 2010). In 2010, the Ghana Education Service
stated that the English proficiency of primary and secondary school students in Ghana
was very low and that this explained their continuous unsatisfactory performance in
national examinations. Similarly, Theresa and Irvine (2015) stated that weak literacy
achievement among ELLs has contributed to their high dropout rates, poor job
prospects, and high poverty rates.
In the United States, the No Child Left Behind Act (NCLB, 2001) required states
to conduct annual statewide English language proficiency assessments for ELLs in
Grades K through 12 in the language domains of listening, speaking, reading, and
writing to determine their level of proficiency. However, the continual unsatisfactory
performance of K-12 students in the National Assessment of Educational Progress test
and the American College Test led to some states to take extra measures (Dylan, 2010).
In a bid to improve the academic achievement of students at state and national levels,
the Mississippi Board of Education adopted the Common Core State Standards (CCSS)
in 2010. In that same year, the Working Group (2010) on ELL policy recommended that
students’ English language proficiency be taken into account when holding schools
accountable for students’ academic achievement. The National Center for Educational
Statistics (2011) stated that mathematics assessments in the United States required
English proficiency because learners with weak English skills who were proficient in
English.
25
The National Center for Educational Statistics (2014) confirmed that about 51%
of ELLs who spoke English with difficulty failed to complete high school compared to
31% of students who came from language-minority homes but had no difficulty
speaking English, and only 10% of monolingual English-speaking students.
Inadequately developed English language skills is the reason for lower GPAs,
repeating grades, and low graduation rates (Suárez-Orozco, Suárez-Orozco, &
Todorova, 2008). According to Abedi and Herman (2010), students with weak English
language proficiency cannot perform well in assessments administered in English.
This is in line with August and Shanahan’s (2006) assertion that less developed
academic English proficiency is related to lower performance on standardized tests of
academic content area knowledge.
Fredua-Kwarteng and Ahia (2015) revealed that language plays a central role in
mathematics teaching and learning in Ghana. This was consistent with Parker, Louie,
and O’Dwyer’s (2009) assertion that proficiency in English is essential for mathematics.
Improving English language proficiency of non-native English-speaking students
improves their mathematics performance when English is their language of instruction
and assessment (Essien & Setati, 2007). Solórzano (2008) observed that limited
vocabulary, reading, and grammar skills contributed to weak performance in
mathematics. In the same vein, Prescott and Hellstén (2005) noted that languagerelated difficulties impose time pressures in the sense that study and assignment
preparation takes longer for ELLs. Mcleman et al. (2012) stated that learning school
mathematics cannot be separated from language. This confirmed Barwell’s (2010)
26
assertion that sorting out the mathematics involves sorting out the language of the
question for ELLs.
Gran (2007) lamented the limited English language proficiency of secondary
school students in Tanzania. Gran observed that about one third of secondary school
students in Tanzania were still at the picture book level because only 10% of students
could read non-simplified text with ease. Trice (2007) also reported that weak English
language skills were perceived as one of the reasons why international students were
isolated from local students and faculty members. The reports of scholars and
stakeholders in the educational sectors suggested that ELLs in Nigeria are faced with
similar challenges. Results of the current study indicated a connection between the
English language proficiency of FYSSS and their academic achievement.
Oral and writing proficiency in English is very important to literacy
development. The performance gap between ELL and non-ELL students is lower in
mathematics than in reading. This is because language proficiency plays a significant
role in this gap. Minor changes in the wording of content-based assessments will raise
ELLs’ performance (Abedi, 2008). Starcher and Proffitt (2011) added that reading and
comprehension, fluency and decoding skills interact in different ways. Being able to
decode words easily is necessary for fluency and comprehension. This explains why
English learners are not achieving parity with their English-speaking peers in reading
comprehension proficiency (Becker & Kim, 2014). Orisawayi (2009) and Bodunde &
Akeredolu-Ale (2010) stated that although the mastery of all components of language
is very essential, vocabulary is most important for ELLs because it is multifaceted.
27
ELLs encounter problems in their learning because they generally see unknown words
as the first problem to overcome (Saengpakdeejit, 2014).
Arsad, Bauniyamin, and Manan (2014) opined that ELLs who have limited
English language proficiency will have difficulty understanding the lessons or doing
assignments in English. Language factors have a significant impact on ELLs’
assessment outcomes (Solano-Flores and Li, 2008). processing texts read is a struggle
for many ELLs. During oral and reading comprehension, fluency and decoding skills
interact in different ways. Being able to decode words easily is necessary for fluency
and comprehension. This explains why English learners are not achieving parity with
their English-speaking peers in reading comprehension proficiency (Becker & Kim,
2014).
Orisawayi (2009) and Bodunde & Akeredolu-Ale (2010) stated that although the
mastery of all components of language is very essential, vocabulary is most important
for ELLs because it is multifaceted. ELLs encounter problems in their learning because
they generally see unknown words as the first problem to overcome (Saengpakdeejit,
2014). Arsad, Bauniyamin, and Manan (2014) opined that ELLs who have limited
English language proficiency will have difficulty understanding the lessons or doing
assignments in English. Language factors have a significant impact on ELLs’
assessment outcomes (Solano-Flores and Li, 2008).
Chou (2011) study which focused on the effects of vocabulary knowledge and
background knowledge in an English as a second language (ESL) reading
comprehension test revealed that ELLs who received a list of vocabulary to study
performed better in the reading comprehension test than those who relied on
28
background knowledge. Abedi (2010) analyzed the performance of ELLs and nonELLs in several content areas. Results indicated that the higher the level of language
demand of the test items, the higher the performance gap between the two groups.
O’Connor’s (2010) study on the connection between reading fluently and reading
comprehension, revealed that very often struggling readers disengage from reading,
which compounds the existing problem of weak reading ability. Cain and Oakhill
(2011) supported this view when they stated that reading influences vocabulary
development and this is marred by ELLs failure to read regularly.
EMPIRICAL EVIDENCE OF THE RELATIONSHIP BETWEEN ENGLISH
PROFICIENCY AND STUDENTS’ ACADEMIC ACHIEVEMENT
Several research studies have revealed that English language proficiency is a
strong predictor for academic success (Arsad et al. 2014; Adbirahman, 2013). Fakeye
and Ogunsiji’s (2009) research on English language proficiency as a predictor of
academic achievement among the ELL students, examined the extent to which senior
secondary school students’ English language proficiency affects their overall academic
achievement in Oyo and Osun states of Nigeria. The results of their study showed a
significant positive relationship between students’ academic performance and their
English language proficiency.
Aina and Ogundele (2013) study examined the relationship between students’
English language proficiency and their academic performance in science and technical
education in Nigeria. Results of research showed that the higher the proficiency of
students in English language, the higher their scores in other content areas. In their
study on learning mathematics in English at Basic Schools in Ghana, Fredua-Kwarteng
29
and Ahia (2015) research results indicated that learners with limited English
background did not perform well in mathematics.
Banga (2016) study of Tanzanian students on their mastery of LOI and its
influence on their academic achievement also revealed that limited proficiency of
Tanzanian students in English language is connected to their extreme weak
performance in other content areas.
English provides for the enhancement of competence in speaking, listening, reading,
writing and thinking. Speaking competency comprises such skill as pronunciation, use
of expression and grammatical structures; listening includes auditory discrimination
and comprehension; reading contains vocabulary recognition, comprehension,
development and study skills; and writing includes handwriting skills, mechanics and
composition. For the effective teaching, the specific skills constituting these
competencies shall be developed in communication situations using many and varied
materials to the point of mastery.
Itsuokor, D.S. (1987), in his work proved that competency in English
significantly determines performances in intelligence or academic tests. The revelation
above seem to suggest that mastery of English language is very importance even in
students’ academic performances in intelligence tests, especially when it comes to the
issues of Science and Technical education that involves a lot of laboratory and
workshop practical in the acquisition of skills. Technical Education is an aspect of
education, which leads to the acquisition of practical, basic scientific knowledge which
30
involves special manipulative skills, creative minds, and attitudes relating to
occupations in various sectors of the economic and social life.
It was on this note that, Abubakar, B. (2005), while lamenting on the poor
performance of students in West African Examination Council (WAEC) said that the
matter is serious because of the influence English has on all the other subjects of the
curriculum which invariably pointed at the notion that students’ success in English
language could influence the overall performance of students in other disciplines.
Djihed, A. (2013), while investigating reading problem among the master
students in the Arab world keenly revealed that most of them suffered from linguistic
handicap which is the dominant reason for their reading comprehension problem
which invariably leads to academic failure. Ultimately, he unfolded that the difficulties
with masters’ students in reading comprehension are compounded by their linguistic
shortcomings. Thus, language inefficiency invariably leads to poor academic
performance.
Jadie, K., Sonya, P., Laura, S., Natasha, W. (2012), averred that low proficiency
in English language has been considered a barrier to learning and academic success at
the post-secondary level and this is because English learners often lack the language
proficiency necessary to understand the test content and academic work.
Garcia-Vazquez, E.,et, al. (1997), also revealed that high English language
proficiency could also aid academic reading which is in a view to aptly indicate the
influence of English language on students’ academic performance in other disciplines.
Similar results were reported by Johnson (1988), who conducted a confirmatory
study at the University of Wisconsin - Green Bay among 196 international
31
undergraduate students. There was a moderately low correlation between overall
TOEFL scores and mean GPAs (Johnson, 1988). Students with TOEFL scores lower
than 500 had significantly lower grades compared to those with TOEFL scores of 500
or above.
Some other studies also produced similar results on the relationship between
language proficiency measured by TOEFL and GPA (e.g., Light et al., 1991; Staynoff,
1997). Staynoff (1997) examined factors influencing international students’ academic
achievement among 77 international freshmen students who were in their first six
months of studies. Based on the results, a statistically significant correlation (r = .26, p
= .01) was reported between TOEFL scores and GPAs (Staynoff, 1997). This meant that
participants who had high TOEFL scores were more likely to have a high GPA, and
those who had low TOEFL scores were more likely to have a low GPA.
While there are a number of studies emphasizing the relationship between
language proficiency as measured by TOEFL scores and academic achievement as
measured by GPA, there are also studies implying that TOEFL scores might not be a
good predictor for international students' academic success (Krausz et al., 2005; Xu,
1991). For example, the findings of a study conducted by Krausz et al. (2005) showed
that TOEFL scores were not associated with academic performance of international
graduate students majoring in accounting.
Xu (1991) also examined the impact of students' English proficiency and
background variables on international students' academic performance among 450
international graduate students enrolled in three large universities in the United
States.
32
The findings revealed that self-perceived English proficiency was a predictor
for academic difficulty that students perceived, but TOEFL scores were not
significantly associated with students’ actual academic difficulty (Xu, 1991). Another
recent study reported results of a meta-analysis of 22 studies on the relationship
between English language proficiency and academic achievement of international
students in U.S. institutions of higher education (Wongtrirat, 2010). The studies
reviewed were conducted between 1987 and 2009 using TOEFL score as a measure of
English proficiency, and GPA and course completion as measures for academic
performance. Based on the results of the meta-analysis, it was concluded that "TOEFL
has a small predictive ability on academic achievement of international students
whether measured by GPA or the course completion" (Wongtrirat, 2010, p. 45).
Available literature on the relationship between IELTS scores and academic
performance of international students is as inconsistent as is the case for TOEFL.
Hill, Storch, and Lynch (1999), Huong (2001), and Woodrow (2006) found a
statistically significant positive, but weak relationship between IELTS and academic
performance among international students, especially those from nonEnglish
speaking backgrounds. Inconsistently, Kerstijens and Nery (2000) found no statistical
relationship between IELTS and GPA. Overall, the review of existing literature in
relation to international students’ academic performance and English proficiency
indicated that the majority of studies investigated the relationship between TOEFL or
IELTS score and GPA. The findings were contradictory, implying that English
proficiency measured solely by TOEFL or IELTS scores cannot be a reliable predictor
of international students’ academic success.
33
Moreover, Fox (2004) noted that language tests do not measure other factors
such as social networks of support, financial security, time availability for study
abroad, acculturation, and academic adjustment that might impact international
students' academic performance significantly.
Zughoul (1987) agrees with Suleiman’s point of view in questioning the
linguistic competence of incoming freshmen students. Mukattash (1983) also states
that university students’ are unable to use English correctly and appropriately both
inside and outside the classroom when dealing with academic and everyday topics.
Similarly, in a study conducted on students at a college in Oman it was reported that
the lack of proficiency in English does affect their performance in engineering courses
(Sivaraman et al., 2014).
Other research findings at two tertiary education institutions in Oman also
show a strong, positive relationship between English language performance and GPA
(Roche, & Harrington, 2013). In addition, the results of a correlational study conducted
by Sahragard & Baharloo (2009) on Iranian university students majoring in English
Language and Literature found that students who are more competent in English
language are more successful in their classes.
Furthermore, in an attempt to determine whether there was a significant
relationship between Iranian EFL college students’ language proficiency and their
academic achievement, the results of a study conducted by Sahragard et al. (2011)
demonstrated that the students who scored higher on the language proficiency test
had better GPA scores.
34
Other studies from Iran have reported similar findings. For example, Maleki
and Zangani (2007) found a significant connection between proficiency and grade
point averages of academic achievement of EFL students majoring in English
translation while Sadeghi et al. (2013) found that proficiency in English could
significantly influence academic achievement of medical students. Studies from
Australia have also reported similar findings. For example, a study conducted on the
impact of IELTS Scores on Performance at an Australian university has reported a
significant and positive relationship between language proficiency of international
university students and their overall academic performance as measured by their GPA
(Feast, 2002). These results appear to be consistent with a study conducted by
researchers at the University of Melbourne in which they found a moderately strong
correlation between the students GPA and IELTS scores (Hill et al., 1999).
Fakeye, David O. and Yemi Ogunsiji (2009) in their study entitled, “English
Language Proficiency as a Predictor of Academic Achievement among EFL Students
in Nigeria”, the poor performance of Nigerian senior, secondary school students in
various school subjects at public examinations has often been blamed on their
weakness in English language which is the medium through which knowledge in
school subjects is transferred to learners. The intent of this study was to examine the
extent to which English language proficiency of Nigerian senior secondary school
students would predict their overall academic achievement.
The study provides an insight into the root cause of falling standard of
secondary education in Nigeria. Findings from this study will also help to raise the
proficiency level of Nigerian secondary school students in English language as a way
35
of addressing their poor academic achievement. The curriculum planners and all
stakeholders in Education would also be sensitized about the indispensable position
of English language in the overall knowledge acquisition process in formal education.
The English Language Proficiency Test (ELPT) was first administered to
participating students and this was followed by the interview. The scores of students
in the ELPT were used to decide their English language proficiency scores. Then, the
academic achievement scores of the participants in three core subjects viz: English,
Mathematics and Biology were collected. The English language proficiency scores
were run against the students’ scores in the core subjects to determine the relationship
between them.
The findings from the study revealed that there is a significant relationship
between English language Proficiency and academic achievements of the subjects
studied (r = 0.499). This suggests that as English proficiency increases, so does
academic success.
Adegboye, A. O. (1993), vehemently, revealed that lack of proficiency in English
language is one of the factors contributing to poor performance in Mathematics. In his
research, he observed that the performance of students in Mathematics’ examination
at Senior Secondary School Certificate Examination (SSCE) is poor but further stated
that the performance in English is more than that of Mathematics and this he linked to
poor reading ability. He then suggests that there is need to improve the teaching of
English language to improve Mathematics’ education.
In addition, one-way ANOVA which was run to determine the impact of
academic level on each of the variables under study revealed that seniors
36
outperformed the other levels on their language proficiency. Besides, the findings
indicated that juniors significantly differ from the other three groups in terms of their
academic achievement. The analysis of the data proves a profound relationship
between students' language proficiency and academic achievement which indicates
that those who are more proficient in English can achieve academically better.
Therefore, it is suggested that more appropriate courses which aim at improving
students' proficiency in language be included in the curriculum so that students'
academic achievement will promote as a result.
CHAPTER 3
METHODOLOGY
RESEARCH DESIGN
The study utilized the descriptive-normative survey and correlational research
design. A descriptive-normative survey combines two research methods: gathering
37
information to describe the object of study as it is, has been or is viewed and critiquing
of the object to identify ways to improve it. Descriptive surveys provide information
regarding how things are, and normative surveys describe things as they could be.
Descriptive research can lead to the identification of key variables that may then be
used in normative research.
Additionally, the study also integrates correlational research design in the
study-making process. A correlational study is a type of research design where a
researcher seeks to understand what kind of relationships naturally occurring
variables have with one another. In simple terms, correlational research seeks to figure
out if two or more variables are related and, if so, in what way.
RESEARCH LOCALE
The study was conducted in Andres Soriano Colleges of Bislig, a non-stock,
non-profit and non-sectarian institution located at Andres Soriano Avenue,
Mangagoy, Bislig City, Surigao del Sur, Philippines. The school offers Kinder to
selected college courses.
SAMPLE/PARTICIPANTS
The researchers used the typical-purposive sampling technique. The study has
225 sample size, particularly the grades 10 enrolled in the school year 2019-2020 in
38
Andres Soriano Colleges of Bislig. However, during the survey, only 203 or ninety (90)
percent responded. The sample paved the way to determine the impacts of English
Proficiency to the Academic Performance of the respondents.
RESEARCH INSTRUMENTS
The study used an instrument in determining the English Language Proficiency
of the respondents. The questionnaires were taken from the National Achievement
Test Reviewer and from the book entitled Silver Burdett English Teachers Edition
7crafted by Cereline F. Olaivar, Cherry Mae A. Toston and Catherine C. Caga.
Though the study used a standardized questionnaire, the verification was done
to ensure the validity of the questionnaire. The researchers forwarded the
questionnaire, for item analysis, to three teachers who are credible and proficient in
the discipline or field.
DATA COLLECTION PROCEDURE
To make the study more valid and reliable, the researchers underwent some
methods in gathering the data.
First, the researchers used standardized questionnaire taken from the National
Achievement Test Reviewer and from the book entitled Silver Burdett English
Teachers Edition 7 to gather data on the relationship between English language
proficiency and the academic performance of the Grade 10 students of Andres Soriano
Colleges of Bislig. The questionnaire was submitted to the adviser for corrections,
comments and suggestions. The researchers also forwarded the questionnaire to three
39
teachers who are credible and proficient in the discipline or field for item analysis.
Important suggestions for inclusion that have relation to the study were taken.
After securing permission from the authorities, the researchers distributed the
instruments to the respondents. The research participants were clearly instructed on
what to do about the distributed questionnaires.
Adequate time to answer carefully the given questionnaires was provided. All
of these were returned after the research participants had finished answering. The
accomplished questionnaires were retrieved and finally tallying of counts was made.
The results from the tally has then subjected to the Data Analysis and
Procedure.
DATA ANALYSIS PROCEDURE
A. Percentage
The data will be analyze using the following treatments. To find the profile of
the Grade 10 students, percentage was used.
Formula:
P=F/N x 100
Where:
P = Percentage
F = Frequency
N = Number of Respondents
B. Pearson Product Moment Coefficient of Correlation (r)
40
In determining the degree of relationship between English language proficiency
of the Grade 10 junior high school students and their academic performance, the
Pearson Product Moment Coefficient of Correlation r was used.
Formula:
Where:
r = Pearson Product Moment Coefficient of Correlation
n = Sample size
∑▒xy = The sum of the product of x and y
∑▒x ∑▒y = The product of the sum of ∑▒x and the sum of ∑▒y
∑▒x^2 = Sum of squares of x
∑▒y^2 = Sum of squares of y
The researcher also integrated the use of technology to create calculations easily
and accurately. They have used Microsoft Excel upon data recording and processing.
41
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Table 1
Profile of the Respondents in terms of
Average Grade in the previous year
N=203
Table 1 shows the English grades of the respondents during the first grading
period. Out of the total population, the most frequent grade interval is eighty-two to
eighty-seven (82-87) with a frequency of ninety-two (92) students or 45.32 percent of
the total population. However, 2 of the respondents got a grade within the lowest
grade interval of seventy-five (75) and below. The data reveal that most of the
respondents are satisfactory in their grades in English.
Table 2
Profile of the Respondents in terms of
Average Grade in English Proficiency Test
N=203
42
Table 2 illustrates the English Language Proficiency grades of the respondents
during the English Proficiency Test. Out of the total population, the most frequent
grade interval is below 75 with a frequency of one hundred seventy-two (172) students
or 84.73 percent of the total population. However, 1 of the respondents got a grade
within the highest-grade interval of ninety-four to one hundred (94-100). The data
reveal that most of the respondents are poor in their grades in the English Proficiency
Average 1st Grading English Grade of the Respondents
Average English Language Proficeincy of the Respondents
90
83
80
70
60,2
60
50
40
30
20
10
0
Test.
Figure 3. Relationship of Respondents’ English Language Proficiency and
English Grades
N=203
r= 0.7 (strong positive correlation)
43
Figure 3 shows the comparison between the respondents’ English Proficiency
Scores and English Grade during the first grading period. Data reveal that
respondents’ mean score in the English Proficiency Exam is far to their mean English
Grade in the First Grading Period. Furthermore, having the average of 71.6, these data
show that respondents have a poor performance in both variables.
FINDINGS
The computed r (Pearson-Moment-Product Coefficient of Correlation) is equal
to 0.7 which implies that there is a strong positive correlation between respondents’
English Proficiency and English Grades. An increase in respondents’ English
Proficiency will indicate an increase to their English grade. This means to say that
respondents’ English Language Proficiency has significantly affected their
performance in the English subject.
Since the computed r (0.7) is greater than the critical value 0.116 with two
hundred (200) degrees of freedom at .05 level of significance, there is enough evidence
to reject first the null hypothesis. There is a significant relationship between the English
proficiency and English grade during the first grading period. This means to say that
the respondents’ English Language Proficiency has a great impact to their English
grade.
44
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Enclose in this chapter is the précis of the study; its findings, conclusions and
recommendations.
Summary of Findings
The focal purpose of this study was to determine the relationship between the
English Language Proficiency and academic success of the grade 10 junior high school
students of Andres Soriano Colleges of Bislig.
It aimed to answer what is the profile of the respondents in terms of English
Language Proficiency and is there significant relationship between English Language
Proficiency to the Academic Performance of the Grade 10 students.
After undergoing a careful and critical analysis of data and organization of the
collated data, the researchers came up with the following outcomes:
Data revealed that grades of most of the respondents in English during the first
grading period lie within the grade interval of 82-87 (Satisfactory) with a frequency of
ninety-two (92) comprising 45.32 percent of the total population.
Based on the English Proficiency Test results, the most frequent grade of the
respondents lies within the grade interval 75-below (Poor) with a frequency of one
hundred seventy-two (172) comprising 84.73 percent of the total population.
45
The findings from the study revealed that there is a significant relationship
between English proficiency and academic performance. This suggests that as English
language proficiency increases, so does academic success.
Conclusions
The following conclusions were drawn by the researchers based on the over-all
result of the study:
Having an average of 60.2, the study revealed that the Grade 10 students has
poor English Language Proficiency.
The study also presented a strong positive correlation and definite relationship
between English proficiency scores and English grade which showed a computed
value of 0.7. This means that English language proficiency results reveal a strong
relationship between English proficiency scores and English grade. Respondents’ most
frequent grade lies within the grade interval of 88-93 with a very satisfactory rating.
This implied that there was a strong positive correlation between the two variables.
English language proficiency skills can really contribute to the success of the
respondents to their academic achievement. As one variable increases, the other
variable also increases.
Of the two mentioned findings, it can be again said that there is enough
evidence to reject the null hypothesis.
46
Recommendations
The researchers made the following recommendations for the enhancement of
the English Language Proficiency as highly suggested on the derived findings and
conclusions:
1. Students.
Students should practice the English-speaking policy for subjects that
uses English as medium of instruction.
2. Teachers.
In connection to the first recommendation, teachers as role models
should use English language in handling English subjects so that students will
also be perceptive and responsive.
3. Faculty & Staff/Administrators
Encourage students to enhance their English Proficiency Skills through
English Language enhancements Programs such as spelling bee and other
activities that may help students. Moreover, an English club action plan has to
be crafted/has to be active in order to support the student’s’ learnings.
4. Future Researchers. In relation to new K-12 Curriculum of the Department of
Education, we suggest for to conduct similar study concerning the English
47
Language Proficiency among students who used the Multilingual BasedTextbooks in their learnings and try to breach out its effects to the English
Language Proficiency of the students.
48
ACKNOWLEDGEMENT
First, praises and thanks to the God, the almighty, for He shower blessings
throughout our research work to complete the research successfully.
We would like to express our deep and sincere gratitude to our research
adviser, Sir Darioz Basanez Lucero for giving us the opportunity to do research and
providing invaluable guidance throughout this research. You have taught us the
methodology to carry out the research and to present the research works as clearly as
possible. It was a great privilege and honor to work and study under your guidance.
To the principals of SHS and JHS department, Sir Anrey G. Antiquina, and Mrs.
Eden B. Narvasa, respectively. Thank you for giving us the permission to conduct the
study. To the teachers who verified and made the item analysis on our survey
questionnaire, thank you so much. Truly, your dynamisms, vision, sincerity, and
motivation have deeply inspired us. We are extremely grateful for what they had
offered us. We would also like to thank them for their friendship, empathy and great
sense of humor.
To the Grade 10 students, faculty and staff, thank you putting on your
invaluable support during the conduct of our study. You have made our study
smoother
and
more
resourceful.
We are also extremely grateful to our parents for their love, prayers, caring and
sacrifices for educating and preparing us for our future by extending their full moral,
financial and spiritual support.
49
Lastly, we also extend our gratitude to all the people who extend their efforts
and concerns which contributed to the success of this study.
References
Abubakar, B. (2005). Psycho-social-linguistic factors that facilitate high achievement
in senior
school certificate English language. Journal of Educational
Research and Development,
1 ; 67-76.
Adegboye, A. O. (1993). Proficiency in English language as a factor contributing to
competency in Mathematics .Education today, 6(2), 9-13.
Aina,.K,
(2012).Correlation
studies
in
education.
Retrieved
from
http://www.amazines.com/article_detail.cfm?articleid=4250154.
Aina, J.K (2013). Effective Teaching and Learning in Science Education through
Information and Communication Technology [ICT]. IOSR Journal of Research
& Method in Education,2(5), 4347.
Annika, H. (2003, May). English in India :Loyalty and attitudes . Retrieved from
http//www.languageinindia.com/may/2003/Annika htm/
Atkinson, J., Berbe,E., & Woodworth, R.S. (1988). Dictionary of Psychological Review
(4th
ed.). Delhi: Goyal Saab.
Ayodele S.O. (1985). Nigerian teachers’ perception of learners’ rate of failure in English
language . Journal of Research Curriculum, 3; 46-5.
50
Ayodele, S.O.(1988). A study of the effects of the problem of class sizes and location
of schools
on performance of pupils. Nigeria Journal of curriculum studies,
1(2); 145-152.
Bachman, L. F. (2009). Fundamental consideration in language teaching. Oxford:
Oxford
University Press.
Bayliss, D., & Raymond, P.M. (2004). The link between academic success and L2
proficiency in the context of two professional programs. The Canadian
Modern
Language Review, 61(1), 29-51.
Best, J. W., & Kahn, J.V. (2008). Research in education. Englewood cliffs: Prentice
Hall.
Butler, F. A., & Castellon-Wellington, M. (2000). Students' Concurrent performance on
tests of English language proficiency and academic achievement. In, the
validity of
administrating large-scale content assessments to English
language learners: An
investigation from three perspectives. National
Center for Research on Evaluation,
Standards,
and
student
testing.
University of California, Los Angeles.
Camero, Jasmin (2008), House Panel Okays Bill on Use of English as Medium of
Instruction.
Commission on Higher Education (1996) Memorandum No. 59
51
Darko, H.F & Ansa-Asare, O.D (2009). Chlorophyll-A, Concentrations in Relation to
Water
Quality and Trophic Status in the Weija Reservoir from 2005-2008.
Journal of Ghana
Science Association. 11(2) 71-8
De Avila, E. (1990). Assessment of language minority students: Political, technical,
practical
and more imperatives. Proceedings of the first research
symposium on limited English
proficient student issues. OBEMLA.
Department of Education Culture and Sports (1974) Department Order No. 25
Department of Education Culture and Sports (1987) Department Order No. 52
Department of Education (2009) Department Order No. 482
Department of Education (2009) Department Order No. 483
Department of Education (2009) Department Order No. 484
Djihed, A. (2013). Investigating the reading difficulties of Algerian ESTStudent with
regards
to their general English knowledge. Arab World English Journal,
4(1);203-212.
Espinosa, Doray. (2010). English in the Philippines. Language Institute of Japan
(LIOJ).
Farhady, H. (1983). New directions for ESL proficiency testing. In J.W. Oller (Ed.),
Issues in
language testing research. (pp.253-268). U.S.A: Newbury House.
Farhady, H., Jafarpoor, A., and Birjandi, P. (1994). Testing language skills: From theory
to
practice. Tehran: SAMT Publications.
52
Graham, J.G. (1987). English language proficiency and the prediction of academic
success.
TESOL Quarterly, 21(3),505-521. Graves, K. (2001). A framework
of course
development processes.
Gray, Betty., Nancy N. Ragno, Marion Davies Toth (1985), Silver Burdett English
Teachers Edition 7, Silver Burdett Company, United States of America,
p.485
Ige, O.O.(2007). Statistical analysis of the relationship between students’ Performance
in
English and mathematics in some selected secondary schools In Osun
state, Nigeria.
International Journal of Research in Education, 4(172),164-
171.
Iliyas, R.A. (2011). An assessment of the use of English programme in higher
education: The
Nigerian College of Education case, Journal of Research in
Education. An official
in
Journal of the Collaboration of Education Faculties
West Africa (CEFWA). 1. 157-
171.
Iroegbu, V.I.(2006).Effects of modeling and picture-base instructional strategies on
primaryschool pupils’ learning outcomes in English language. Ph. D, Thesis,
Department of Teacher Education.university of Ibadan, Nigeria. XVI+187PP. \
Itsuokor, D.S. (1987). Effects of improved comprehension skills on intelligence test
performance of Nigeria secondary schools. Ph.D Thesis University of Ibadan.
Jadie, K., Sonya, P., Laura, S., Natasha, W. (2012). Connecting English language
learning and academic performance: A predictive study. American Educational
Research
Association, Vancouver, British Columbia, Canada. 1-17.
53
Krashen, Stephen D. (1981), Second Language Acquisition and Second
Language
Learning.
Maleki, Ataollah, Ebrahim Zangani (2007), A Survey on the Relationship between
English Language Proficiency in the Academic Achievement of
Iranian EFL
Students, Iran.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle.
Ogundele, A. G. (2010). Higher education and employability in the international labor
market:
The
need
for
technical
education.
Retrieved
from
www.cefwa.net/compilation_for_proceedings.pdf - Nigeria. pp219.
Olanipekun, S.S. (2013). Factors affecting students’ academic performance in English
Language.
Retrieved
from
www.articlebase.com/college-and-university-
articles/factorsaffecting-students-academic-performnance-in-englishlanguage6426507.html.
Okoro, O.M.(2002). Measurement and evaluation in education. Nsukka, Nigeria;
Pacific
Publisher.
Olarewaju, J. A (2007). Comparative analysis of students’ performance in chemistry in
WAEC
And NECO senior School Certificate. International Journal of
Research in Education
4(1&2), 194-200.
Oller, J. W. (Ed.) (1993). Issues in language testing research. Rowley, Mass: Newbury
House.
54
Osakwe, N.N. (1999).The nature of reading problems at the tertiary institution level in
Abiodun, Y. (Ed.) Literacy and reading in Nigeria, 8, 1&2, Lagos: NERDC.
Owie, I. (1996). Fundamentals of statistics in education and the social science. Benin
City, Nigeria; United Press.
Republic Act No. 4670 (1996) Magna Carta of the Philippine Public School Teachers.
Sahragard, Rahman, Afsaneh Baharloo, Seyyed Mohammad Ali Soozandehfar
(2001) A
and
Closer Look at the Relationship between Academic Achievement
Language
Proficiency among Iranian EFL Students, Iran.
Samson, Amparo B. (1989), The Implementation of Communication Arts
(English) in the Secondary Education Program, Cebu City.
Savignon, S. J. (1993). Communicative competence: Theory and classroom practice.
Reading,
Mass: Addison-Wesley.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford
University
Press. Stern, H. H. (1992). Issues and options in language
teaching. Oxford: Oxford University Press.
Stevens, R. A., Butler, F. A., & Castellon-Wellington, M. (2000). Academic language
and
content assessment: Measuring the progress of English language
learners. National Center for Research on Evaluation, Standards, and student
testing. University of
California, Los Angeles.
55
Ulibarri, D., Maria, M., Spencer, L., & Rivas, G. A. (1981). Language proficiency and
academic achievement: A study of language proficiency tests and their
relationships to
school rating as predictors of academic achievement.
NABE Journal, 5, 47- 80.
Yoloye, E.A. (1965). The Performance of Bilingual Nigerian Students on Verbal and
Non- verbal Test of Intelligence. Ph.D Thesis, University of Ibadan.
United Nations Educational, Scientific and Cultural Organization & International
Labor Organization (2001). Technical and Vocational Education and Training For The
Twenty-First Century. The Revised Recommendation concerning Technical and
Vocational Education (2001) adopted by UNESCO’s General Conference at its
31st
session I 2001.
56
APENDICES
57
Appendix A
Letter of Consent
EDEN B. NARVASA
Junior High School Principal
Andres Soriano Colleges of Bislig
Madam:
Greetings!
In partial fulfilment of the requirements for the Inquiries, Investigation and Immersion
(3I’s), the researchers are asking permission from your good office to conduct a study
entitled “RELATIONSHIP OF ENGLISH LANGUAGE PROFICIENCY TO THE
ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS OF ANDRES SORIANO
COLLEGES OF BISLIG”.
The researchers are looking forward for your approval.
Thank you so much and God Bless!
Sincerely yours,
Bation, Lorjie
Caspe, Shiela Mae
Cuajao, KC Heart
Rife, Kevin Curt Taylor
Sacal, Apple Jane
Recommending Approval:
MR. ANREY G. ANTIQUINA
SHS Principal
MR. DARIOZ B. LUCERO
Adviser
Approved:
EDEN B. NARVASA
58
JHS Principal
Republic of the Philippines
ANDRES SORIANO COLLEGES OF BISLIG
Andres Soriano Avenue
Mangagoy, Bislig City
EDEN B. NARVASA
Junior High School Principal
Andres Soriano Colleges of Bislig
Madam:
Greetings!
A group of Grade 12 Humanities and Social Sciences (HUMSS) students are
undertaking a research entitled “RELATIONSHIP OF ENGLISH LANGUAGE
PROFICIENCY TO THE ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS
OF ANDRES SORIANO COLLEGES OF BISLIG” as one of the requirements of the
course.
In line with this, I would like to request these students to be allowed to distribute
questionnaires to the Junior High School students.
I hope for a favorable response to this request.
Thank you and God bless!
Respectfully yours,
DARIOZ B. LUCERO
Adviser
Approved:
EDEN B. NARVASA
JHS Principal
59
Republic of the Philippines
ANDRES SORIANO COLLEGES OF BISLIG
Andres Soriano Avenue
Mangagoy, Bislig City
DARIOZ B. LUCERO
Adviser/Instructor
Andres Soriano Colleges of Bislig
Madam:
Greetings!
We, the undersigned, are undergoing research entitled “RELATIONSHIP OF
ENGLISH LANGUAGE PROFICIENCY TO THE ACADEMIC PERFORMANCE OF
GRADE 10 STUDENTS OF ANDRES SORIANO COLLEGES OF BISLIG” as one of the
requirements of our course.
In this connection, we would like to request you to be our adviser and editor for the
realization of our study.
We hope for a favorable response to this request. Thank you so much.
Respectfully yours,
Bation, Lorjie
Caspe, Shiela Mae
Cuajao, KC Heart
Rife, Kevin Curt Taylor
Sacal, Apple Jane
60
Approved:
DARIOZ B. LUCERO
Adviser/Instructor
Republic of the Philippines
ANDRES SORIANO COLLEGES OF BISLIG
Andres Soriano Avenue
Mangagoy, Bislig City
EDEN B. NARVASA
Junior High School Principal
Andres Soriano Colleges of Bislig
Madam:
Greetings!
A group of Grade 12 Humanities and Social Sciences (HUMSS) students are
undertaking a research entitled “RELATIONSHIP OF ENGLISH LANGUAGE
PROFICIENCY TO THE ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS
OF ANDRES SORIANO COLLEGES OF BISLIG” as one of the requirements of the
course.
In line with this, I would like to request these students to be allowed to get a copy of
the First Grading Grades of the Grade 10 students in English.
I hope for a favorable response to this request.
Thank you and God bless!
Respectfully yours,
DARIOZ B. LUCERO
Adviser
Approved:
61
EDEN B. NARVASA
JHS Principal
62
Appendix B
Survey Questionnaire
CONSENT TO ACT AS RESPONDENT
THESIS TITLE: “RELATIONSHIP BETWEEN ENGLISH LANGUAGE
PROFICIENCY AND THE ACADEMIC PERFORMANCE OF THE JUNIOR HIGH
SCHOOL STUDENTS OF ANDRES SORIANO COLLEGES OF BISLIG”
NAME OF RESPONDENT: __________________________________________
This is a research project. This research is primarily aimed to determine the
relationship between the English language proficiency and the academic
performance of the Junior High School Students of Andres Soriano Colleges of Bislig.
You are asked to complete a survey. You may also be asked to participate in a
follow up interview, focus group discussions, or observation. The survey is expected
to take about 10 minutes.
Researchers have determined that participation in this study poses minimal
risk to participants. Your participation WILL NOT AFFECT GRADES for any of your
course. Questions, concerns or complaints about this project or benefits or risks
associated with being in this study can be answered by:
Name of Group Leader: Lorjie B. Bation
Contact Number: +(63) 9368991332
All information obtained in this study is strictly confidential unless disclosure
is required by law. All data will be kept in a locked file cabinet and passwordprotected computer. Your name will be replaced by pseudonyms when data are
disseminated.
You have the right to refuse to participate or to withdraw at any time,
without penalty. If you do withdraw it will not affect you in any way. If you choose
to withdraw, you may request that any of your data that has been collected be
destroyed unless it is in a de-identifiable state.
63
By signing this consent form you are agreeing that you read, or it has been
read to you, and you fully understand the contents of this document and are willing
to take part in this study. By signing this form, you are agreeing to participate in this
study.
SIGNATURE: ________________________
DATE: ________________
DEMOGRAPHIC DATA & SURVEY QUESTIONAIRE
I- Profile of the Respondents:
Direction: Check the blanks that correspond to your profile or supply what is
needed.
Name: ________________________ Age: ____ (Optional) Grade Level: _____ Sex:
(Optional) ___Male
___Female
Direction: Fill-up the blank with the needed data:
Grade in English during the First Grading Period S.Y. 2019-2020: __________
II- Verbal Ability
Direction: Read the questions carefully and encircle the best answer.
1. Language ___ harmony and peace among countrymen.
A. build
B. built
C. builds
D. building
2. The producer of the movies is the mother of Margaret. The producer is:
A. Margaret’s mother
B. Margarets’ mother
C. Margarets mother
D. Margaret mother’s
3. The finished project is not only by Zelden but by the whole organization. It’s ____
A. there
B. there’s
C. their
D. theirs
4. The report will be reviewed by the supervisor before it is sent to the manager.
When transformed to active voice, the sentence becomes:
A. The supervisor will review the report before he sends it to the manager.
B. The supervisor will have reviewed the report before he sends it to the manager.
C. The supervisor reviews the report before he sends it to the manager.
64
D. The supervisor reviewed the report before he sends it to the manager.
5. Transform the sentence in the passive voice; Students had better practice English
every day.
A. English had better be practiced every day by students.
B. English had better be practice every day by students.
C. English had be practiced every day by students.
D. English had been practiced every day by students.
III- Reading Comprehension
Direction: Read the given paragraph and answer the questions that follow by
encircling the letters of the correct answers.
Bamboo is one of the most useful grasses in the world. In fact, it may be more like a tree than a
grass. It has leaves and often reaches great heights and the bamboo stem may even grow as thick as
trees. It can be used to make fences, houses, ladders, toys, umbrellas and crafts. Its leaves are used as
food for animals or to make paper. From the stem are made buckets water pipes, flutes, and flower pots.
The juice from bamboo is turned into medicine and the young tender stems are eaten as vegetables. There
are literally hundreds of uses for bamboo.
6. The sentence directly stating the main idea is found at the______________________
A. beginning of the paragraph
B. middle of the paragraph
C. end of the paragraph
D. second sentence
7. A good title for the paragraph would be___________________
A. The Bamboo as a Tree
B. The Versatile Bamboo
C. A Grass called Bamboo
D. The Famous Bamboo
8. The bamboo juice can be used as__________________________
A. flutes
B. paper
C. medicines
D. toys
9. The tender stems of the bamboo can be eaten as ______________________
A. dessert
B. salad
C. viand
D. vegetables
10. What is the word in the paragraph that has the same meaning as the word
tender?
A. tough
B. soft
C. firm
D. strong
IV- Listening to Directions
65
1.
________________________
2.
________________________
3.
________________________
4.
________________________
5.
________________________
V. Writing
1.__________________________________________________________________________
________________________________________________________________________
2.__________________________________________________________________________
________________________________________________________________________
3.__________________________________________________________________________
________________________________________________________________________
4.__________________________________________________________________________
________________________________________________________________________
5.__________________________________________________________________________
___________ ____________________________________________________________
Questions/Instructions for Part IV and V.
IV. Listening to Directions
Direction: Follow the directions that the researchers will read to you. Each direction
will be read only once.
1. Write yes if your first name begins with C, W, U, P, T or R. Otherwise, write no.
2. Of the words institution, attachment and organization, write the longest.
66
3. Even if cows are larger than dogs, write no.
4. Are you in Europe? Give the wrong answer.
5. If fourteen plus nine equals twenty-two, draw a circle, if it does not, draw a square.
V. Writing
Direction: Write one possible cause for each effect below.
1. The forum was rescheduled.
2. The cat climbed the tree.
3. English language proficiency is declining.
4. Farmers are leaving agriculture.
5. An elderly woman fell on the sidewalk.
67
Appendix C
DOCUMENTATIONS
This was taken during our way on
conducting our survey. This was
taken by Kevin Curt Rife on January
12, 2020.
The photo shows the Grade 10
Descartes while they are answering our
survey questions. This was taken by
Kevin Curt Rife dated January 14, 2020.
This was taken during the underwent of
our survey on Grade 10 Ausebel. This
was taken by KC Heart Cuajao on January
13, 2020..
The photo displays KC Heart Cuajao,
collecting the questionaires in Grade 10 Da
Vinci. This was taken by Lorjie Bation on
January 14, 2020.
Data collection in Grade 10 Gardner.
This was taken by Kevin Curt Rife
68
Appendix D
Pearson Computation
Our survey in Grade 10 Descartes.
Photo taken by KC Heart Cuajao on
January 14, 2020.
PEARSON TABLE
Descartes
Students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
X
X2
Y
Y2
XY
85
85
82
80
83
83
79
81
84
84
80
83
81
83
84
81
76
81
85
85
79
79
78
84
84
84
7225
7225
6724
6400
6889
6889
6241
6561
7056
7056
6400
6889
6561
6889
7056
6561
5776
6561
7225
7225
6241
6241
6084
7056
7056
7056
95
85
80
80
75
75
70
65
65
65
60
60
60
60
60
60
60
60
55
55
55
50
50
50
45
45
9025
7225
6400
6400
5625
5625
4900
4225
4225
4225
3600
3600
3600
3600
3600
3600
3600
3600
3025
3025
3025
2500
2500
2500
2025
2025
8075
7225
6560
6400
6225
6225
5530
5265
5460
5460
4800
4980
4860
4980
5040
4860
4560
4860
4675
4675
4345
3950
3900
4200
3780
3780
69
AUSEBEL
27
28
29
30
31
32
33
34
35
36
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
83
82
84
82
83
84
86
81
84
80
80
89
91
78
80
79
79
78
75
76
79
78
76
88
83
80
78
79
86
87
80
78
77
79
80
79
83
79
78
79
89
6889
6724
7056
6724
6889
7056
7396
6561
7056
6400
6400
7921
8281
6084
6400
6241
6241
6084
5625
5776
6241
6084
5776
7744
6889
6400
6084
6241
7396
7569
6400
6084
5929
6241
6400
6241
6889
6241
6084
6241
7921
45
45
45
45
40
40
30
25
25
25
65
90
90
50
75
70
70
70
60
65
70
75
70
85
75
40
50
55
75
80
60
45
55
75
60
55
70
55
40
60
90
2025
2025
2025
2025
1600
1600
900
625
625
625
4225
8100
8100
2500
5625
4900
4900
4900
3600
4225
4900
5625
4900
7225
5625
1600
2500
3025
5625
6400
3600
2025
3025
5625
3600
3025
4900
3025
1600
3600
8100
3735
3690
3780
3690
3320
3360
2580
2025
2100
2000
5200
8010
8190
3900
6000
5530
5530
5460
4500
4940
5530
5850
5320
7480
6225
3200
3900
4345
6450
6960
4800
3510
4235
5925
4800
4345
5810
4345
3120
4740
8010
70
GARDNER
BRUNER
32
33
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
1
2
3
4
5
6
7
79
80
85
76
86
83
82
83
83
81
83
82
82
76
84
88
87
90
76
89
83
85
83
90
76
76
79
76
84
89
76
82
81
77
80
80
86
84
85
87
87
6241
6400
7225
5776
7396
6889
6724
6889
6889
6561
6889
6724
6724
5776
7056
7744
7569
8100
5776
7921
6889
7225
6889
8100
5776
5776
6241
5776
7056
7921
5776
6724
6561
5929
6400
6400
7396
7056
7225
7569
7569
55
60
55
40
45
55
55
60
75
50
55
60
55
40
55
55
55
70
30
60
55
45
50
80
45
40
45
40
60
65
40
55
55
45
60
70
55
45
45
50
50
3025
3600
3025
1600
2025
3025
3025
3600
5625
2500
3025
3600
3025
1600
3025
3025
3025
4900
900
3600
3025
2025
2500
6400
2025
1600
2025
1600
3600
4225
1600
3025
3025
2025
3600
4900
3025
2025
2025
2500
2500
4345
4800
4675
3040
3870
4565
4510
4980
6225
4050
4565
4920
4510
3040
4620
4840
4785
6300
2280
5340
4565
3825
4150
7200
3420
3040
3555
3040
5040
5785
3040
4510
4455
3465
4800
5600
4730
3780
3825
4350
4350
71
VIGOTSKY
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
90
82
81
76
90
78
86
85
83
77
75
80
87
74
87
82
73
90
91
86
85
87
88
87
85
85
92
89
93
88
87
85
89
87
86
88
86
86
87
87
89
8100
6724
6561
5776
8100
6084
7396
7225
6889
5929
5625
6400
7569
5476
7569
6724
5329
8100
8281
7396
7225
7569
7744
7569
7225
7225
8464
7921
8649
7744
7569
7225
7921
7569
7396
7744
7396
7396
7569
7569
7921
85
65
65
65
85
50
75
75
60
45
20
35
60
25
55
45
20
85
90
50
50
65
86
80
80
75
90
90
90
75
70
70
70
70
70
75
70
60
75
85
85
7225
4225
4225
4225
7225
2500
5625
5625
3600
2025
400
1225
3600
625
3025
2025
400
7225
8100
2500
2500
4225
7396
6400
6400
5625
8100
8100
8100
5625
4900
4900
4900
4900
4900
5625
4900
3600
5625
7225
7225
7650
5330
5265
4940
7650
3900
6450
6375
4980
3465
1500
2800
5220
1850
4785
3690
1460
7650
8190
4300
4250
5655
7568
6960
6800
6375
8280
8010
8370
6600
6090
5950
6230
6090
6020
6600
6020
5160
6525
7395
7565
72
SECTION
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
88
94
90
94
87
90
85
89
88
85
94
84
88
85
86
87
85
85
85
82
80
83
83
83
85
83
79
88
76
84
86
79
82
82
80
85
82
81
86
80
82
7744
8836
8100
8836
7569
8100
7225
7921
7744
7225
8836
7056
7744
7225
7396
7569
7225
7225
7225
6724
6400
6889
6889
6889
7225
6889
6241
7744
5776
7056
7396
6241
6724
6724
6400
7225
6724
6561
7396
6400
6724
80
65
90
80
75
85
70
80
85
70
90
70
85
70
85
65
80
65
60
50
55
40
50
65
55
65
0
25
15
60
45
25
65
50
35
60
60
60
50
55
60
6400
4225
8100
6400
5625
7225
4900
6400
7225
4900
8100
4900
7225
4900
7225
4225
6400
4225
3600
2500
3025
1600
2500
4225
3025
4225
0
625
225
3600
2025
625
4225
2500
1225
3600
3600
3600
2500
3025
3600
7040
6110
8100
7520
6525
7650
5950
7120
7480
5950
8460
5880
7480
5950
7310
5655
6800
5525
5100
4100
4400
3320
4150
5395
4675
5395
0
2200
1140
5040
3870
1975
5330
4100
2800
5100
4920
4860
4300
4400
4920
73
25
26
27
28
29
30
31
32
33
34
35
36
37
Ages
77
86
87
80
81
82
79
81
82
85
83
79
80
16874
5929
7396
7569
6400
6561
6724
6241
6561
6724
7225
6889
6241
6400
1406326
625
4900
5625
2025
3025
4225
2025
2500
2500
3600
3025
4225
4225
789646
1925
6020
6525
3600
4455
5330
3555
4050
4100
5100
4565
5135
5200
1021413
Distribution
14-15
16-17
18-19
Total
Sex
Male
Female
Total
25
70
75
45
55
65
45
50
50
60
55
65
65
12186
119
79
5
203
Distribution
87
116
203
Pearson R Computation
Relationship Between the English Proficiency
Result and English Grade of the Respondents
r = 203 (1,021,413) – (16,874) (12,186)
 [203 (1406326) – (16,874)2 ] [203 (789,646) – (12,186)2]
74
r = 0.712 / 0.7 (strong positive correlation)
75
Download