Republic of the PhilippinesLaguna State Polytechnic University

San Pablo City CampusSan Pablo City

EXECUTIVE SUMMARY

Title: RELATED FACTORS AND ENGLISH PROFICIENCY OF FIRST YEAR STUDENTS AT PRUDENCIA D. FULE MEMORIAL NATIONAL HIGH SCHOOL ACADEMIC YEAR 2011 – 2012

Rationale:

Public Secondary Institutions seek to produce highly skilled and competitive students, discover and enhance different aptitudes and interest in order to equip them with skills for productive endeavour and interactive communication. That is why one of the very important is that the secondary students would be proficient in English language not just on how they convey ideas and thoughts but rather to perpetuate in a proper intellectual exchanges. Hence, this study aims to find out and address the factor that affects the English proficiency of the first year students who are enrolled in Prudencia D. Fule Memorial National High School during the academic year 2011-2012.

Significance of the Study

The study will be significant to the following:

Teachers and Instructors. The findings and implications of this study will give them ability in making English subjects more effectual teachers especially for those specializing English, for it will benefit them in a way of identifying the factors underlying English proficiency;

Students. For it will help them to improve and be competent in using the second language;

Parents. To furnish and give aid for their children an interest to learn the complexities of English language; and

Researchers, for it will help them gain satisfaction for knowing some insights about the given problem and develop research skills to be more productive in the field that they had chosen to belong in the future profession.

Statement of the Problem Hypotheses Statistical Treatment Findings & Conclusions Recommendations

The aim of the study is to find out the factor that affects the English proficiency of the first year students who are enrolled in Prudencia National High School during the academic year 2011-2012.

Specifically, the study sought to answer the following questions:

Based on the findings and conclusions made in the study, the following recommendations are hereby presented:

1. What is the profile of the respondents in terms of:

1.1 Age; Frequency and Percentage Distribution

1.1 Out of 30 respondents, majority of are 12 years old with a frequency and percentage of (seventeen) 17 or 57 percent. Second is 11 years old having (eleven) 11 or 23 percent, then followed by 13 and 14 years of age having little interval, in company of (four) 4 or 13 percent and (two) 2 or 7 percent. This entails that most of the respondents chosen by random sampling are in age of 12 which is the accepted age as a freshmen in high school level.

1.2 Gender; and

1.3 Section?

2. How do the respondents perceive the influence of the following factors on their English proficiency:

2.1 Teachers’

Frequency and Percentage Distribution

Frequency and Percentage Distribution

Weighted mean and

1.2 Majority of the respondents are female students having a frequency of (twenty) 20 or 67 percent and they outnumbered the male students with only (ten) 10 or 33 percent or half than that of female respondents.

1.3 section B soared high with (thirteen) 13 or 43 percent of the total respondents, succeeded by section C having a frequency of (nine) 9 or 30 percent and lastly section A with only (eight) 8 or 27 percent. This implies that section B has the most number of first year students subjected as representative in the population.

2.1 Teachers’ competencies For the concern of students’

Competencies;

2.2 Physical Condition; and

2.3 School Environment?

Standard Deviation

Weighted mean and Standard Deviation

Weighted mean and Standard Deviation

(mean = 4.7) and interpreted as ‘Agree’, This implies that English Proficiency level of high school students has relation on how their English teacher has certain qualities to demonstrate, assist, and teach that corresponds in English subject.

2.2 Physical condition (mean = 4.6) and interpreted as ‘Agree’. This indicates that physical condition is mutually related to the English Proficiency of first year students, in addition, since the mean lies to the 4.21 – 5.0 values scale, it is strongly supported that readiness and physically preparedness of respondents are essential when it comes to measuring proficiency level.

2.3 School environment (mean = 4.5) and interpreted as ‘Agree’. This tell us that even School Environment is

improvement, teachers may suit the interest particularly those specializing in English so that they will encourage students to study more the basic structure of English grammar.

Institutions may provide instructional materials such as Audio media since the respondents has low

3. What is the level of students’ Proficiency in English with reference to:

3.1 spelling;

3.2 vocabulary range;

3.3 verbal responsiveness

Frequency, Percentage Distribution and Weighted mean

Frequency, Percentage Distribution and Weighted mean

Frequency, Percentage Distribution and Weighted mean

crucial in developing English Proficiency with the total mean of 4.5 and states the influence of school atmosphere and development of English proficiency matters.

3.1 The overall mean is 0.64 with the verbal interpretation of ‘Satisfactory’. It can clearly see that the respondents performed moderately in Spelling.

3.2 The second part of the test gained an overall mean of 0.55 and the respondents achieved ‘Fair’ proficiency level.

3.3 With an average of percentage of fifteen (15) and a mean of 0.15 with

frequency rate in verbal responsiveness and specially provide good environmental atmosphere for learners.

3.4 pluralizing; and

3.5 subject and verb agreement?

4. Is there a significant relationship between the profile of the respondents and their level of English Proficiency?

There is no significant relationship between the profile of the respondents and their level of English Proficiency.

Frequency, Percentage Distribution and Weighted mean

Frequency, Percentage Distribution and Weighted mean

Pearson Product Moment Correlation of Coefficient at 0.05 level of significance

corresponding achievement of ‘Needs improvement’ this entails that the Verbal Responsiveness is the most difficult part of English Proficiency Test.

3.4 Fifty – five (55) percent and an overall mean of 0.15. This implies that respondents achieved ‘Fairly’ on the Pluralizing test.

3.5 With an average of 66 percent and 0.66 mean. The respondents succumb to the level of ‘Satisfactory’ and performed vast range of scores with the last part of English Proficiency Test.

4. All the said factors are significantly related to the result of English Proficiency Test of first year students. Age having r = 0.25 and p = -0.0625, gender r = 0.56, p =

5. Is there a significant relationship between English proficiency level and the proficiency – related variables?

There is no significant relationship between English Proficiency level and the proficiency - related factors.

Pearson Product Moment Correlation of Coefficient at 0.05 level of significance

-0.3136 and section r = -.077, p = 0.0329 since all p values are less than 0.05 level of significance. This only proves that there is a significant relationship between the variables.

The hypothesis that there is no significant relationship between the profile of the respondents and their level of English Proficiency is ‘Rejected’.

5. The correlation between the Proficiency – related variables such as Teachers’ competencies (r = -0.07, p = 0.0443), Physical condition (r = -0.11, p = 0.0121), and school environment (r = 0.12, p = -0.0144) are all significantly related to the English Proficiency Test since the p – values are less than 0.05 level of significance. This attests that all the laid factors and variables influence the development of English Proficiency.

Since physical condition of the respondents also related to English Proficiency and likewise recommended that the parents are vital provocative when it comes to their children’s physical condition according to colloquium experts (International Language studies Association, 2001) have been mentioned as one of the recommendations, to wit:

“Parents are direct response indicator

The hypothesis that there is no significant relationship between English Proficiency level and the proficiency - related factors is ‘Rejected’.

for their young and influentially provide such learners’ needs to gave interest; help them (children) to develop journal or diary; schedule periodic parent – teacher meetings so that parents can discern their progress; enforce rules frequently to limit them to play and provide a pleasant climate so that when they go to school predicaments is partially reduced”.

________________________________WENDY C. SAN JUAN

Researcher