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). 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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