ACADEMIC PERFORMANCE AND ENGLISH PROFICIENCY

A Research Paper

Presented to

The Faculty of the Basic Education Department

Holy Name University

City of Tagbilaran

In Partial Fulfillment

Of the Requirement for the

Senior High School

By

Cartagenas, Cyle Joseph Balonga, Princess Ann

Clarin, Adym Lance Benedict Gumanid, Jan Melonee

February 2020
 ABSTRACT
Names: Princess Ann Balonga
Jan Melonee Gumanid
Cyle Joseph Cartagenas
Adym Lance Benedict Clarin
Research Title: Academic Performance and English Proficiency

School: Holy Name University

Adviser: Miss Jessa Mae Linsag

Date Defended: February 21, 2020

ABSTRACT

The research entitled, “THE RELATIONSHIP BETWEEN ACADEMIC

PERFORMANCE TOWARDS ENGLISH PROFICIENCY OF HOLY NAME
UNIVERSITY GRADE 10 STUDENTS” This research focuses on the English
Proficiency of the Grade 10 students of Holy Name University in relation to how well they
perform academically with their core subjects of English, Mathematics, and Science.

The researchers used a revised and self-made questionnaire from a previous

lesson that measured their English Proficiency and asked for the measurement of their
academic performance or grades of the English, Mathematics, and Science subject.

After tabulation and computation, using the calculated mean formula and the
Pearson Correlation Formula to determine the relationship between the English
Proficiency test scores and academic performance for the three core subjects, the
researchers discovered that there is a positive relationship between the two variables;
that the students have grades due to how well their English proficiency is.

ii
 APPROVAL SHEET

This research project entitled “THE RELATIONSHIP BETWEEN ACADEMIC

PERFORMANCE TOWARDS ENLISH PROFICIENCY OF HOLY NAME UNIVERSITY
GRADE 10 STUDENTS”, prepared and submitted by Cyle Joseph Cartagenas, Adym
Lance Benedict Clarin, Princess Ann Balonga and Jan Melonee Gumanid in partial
fulfillment of the requirements for the Senior High School, has been examined and is
recommended for acceptance and approval for Oral Examination.

JESSA MAE A. LINSAG

Faculty, Senior High School

Holy Name University

PANEL COMMITTEE

Accepted and approved for oral examination.

SHIELA B. ALTURAS, MA ACE UY, MA

Member, Panel Committee Member, Panel Committee

JESSIE A. FUENTES, JD

Chairman, Panel Committee

iii
 ACCEPTANCE SHEET

Accepted and approved in partial fulfillment of the requirements for the Senior High

School in Holy Name University.

GLADYS FLORA I. FLORETA, MA

Assistant to the Principal, Senior High School

DR. PRISCIANO S. LEGITIMAS

Principal, Basic Education Department

Date

iv
 ACKNOWLEDGEMENTS

The researchers of this study would like to express their deepest gratitude to the people

who provided insight and had assisted in the making of this research paper. The

researchers want to address the following:

To their research adviser, Ms. Jessa Mae Linsag who is very dedicated in guiding us

throughout our research period.

To Sir Ace Uy, for critically extending his knowledge and expertise in helping the

researchers to distinguishing their research instrument.

To Kobe Allen Losenada, for being ready always in answering the researchers

questions when their research adviser is not around and being very helpful despite

making a thesis of his own with his group.

Their parents, for who have funded them the essential items such as a stable internet

connection, printing services, paper, etc. that have aided them dearly in their research.

Their classmates, for without them they wouldn’t have felt encouraged to continue this

study because with all the stress and anxiety they were all feeling, this study wouldn’t

have reached its end.

And finally, to Almighty God above! For whom have blessed them with strength

and guidance to offer up another leaf of ideas to the tree of knowledge.

v
 TABLE OF CONTENTS

TITLE PAGE .............................................................................................................. i

ABSTRACT ................................................................................................................ii

APPROVAL SHEET ................................................................................................... iii

ACCEPTANCE SHEET .............................................................................................. iv

ACKNOWLEDGEMENT ............................................................................................. v

TABLE OF CONTENTS .............................................................................................. vi

LIST OF TABLES ......................................................................................................... vii

CHAPTER I ................................................................................................................. 1

THE PROBLEM AND ITS SCOPE ................................................................... 1

INTRODUCTION .............................................................................................. 1

Rationale ................................................................................................ 1

Theoretical Background .......................................................................... 2

Literature Background ............................................................................ 4

Schematic Diagram ............................................................................... 9

THE PROBLEM .............................................................................................. 10

Statement of the Problem .................................................................... 10

Significance of the Study ...................................................................... 10

Scope and Limitation of the Study ....................................................... 11

RESEARCH METHODOLOGY ....................................................................... 12

Research Design .................................................................................. 12

Research Environment ......................................................................... 12

 Research Respondents. ......................................................................... 12

Research Tool ......................................................................................... 12

Data Gathering Procedure ...................................................................... 13

Statistical Treatment .............................................................................. 13

Definition of Terms .................................................................................. 16

CHAPTER II ................................................................................................................ 17

CHAPTER III ............................................................................................................... 19

Summary of Findings ................................................................................................. 19

Conclusions.............................................................................................................. 20

Recommendations .................................................................................................... 21

BIBLIOGRAPHY ......................................................................................................... 22

APPENDICES ............................................................................................................. 24

CURRICULUM VITAE................................................................................................. 28

vi
 LIST OF TABLES

Table 1 Academic Performance of Grade 10 Students in English .................................... 17

Table 2 Respondents’ English Language Proficiency Test Score ..................................... 18

vii
 LIST OF TABLES

Figure 1 Schematic Diagram of the Study ............................................................................. 9

viii
 CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

English is the language of many different important aspects for humans to be

understood and to understand different information as a student. Knowing English

increases the chances of getting a good career in a multinational company within one’s

home country or for finding work abroad. In the modern society, if one cannot write, speak,

or use English professionally, they are deemed below the average standard of

intelligence. Most students take their time at school wherein they are engaged to learn

English in an easy way. It has been taught in every grade level which is why the

researchers, are to conduct a study to discover their English capacities that could

influence their academics.

The researchers feel the need to conduct this research because the researchers

want to determine if the students of Holy Name University are equipped and ready for

society’s need of English proficiency, in this study, as early as the grade 10 level. But

before one can excel in other academic subjects, especially ones that are taught in the

English language, one must be proficient with the language itself. This would pose as a

requirement before further advancement in knowledge written and spoken in the English

language. The researchers have experienced discrimination towards being inadequately

proficient in English, thus giving them the notion that their worth is faulty. This is very

tasking because is one's worth, knowledge measured determined by how proficient they

are in English?
 The researchers aimed to find evidence if the grade 10 students of Holy Name

University are adequately proficient in English that it positively affects their academic

performance. Also, if people who use English fluently have a deserved high academic

performance. This research may give the researchers answers from these questions:

would it be a remonstrance or should have a positive application to ourselves, or would it

give a different view of yourself from others.

THEORETICAL BACKGROUND

This study is anchored by multiple theories and laws concerning the English

language, English proficiency, and academic performance.

In Jim Cummins’ study (1979), the skill of Cognitive/academic language

proficiency which is related to literacy skills in the first or second language. This skill

accounts for the majority of reliable variance in a wide selection of language learning

measures. Thus, both higher levels of language and cognitive processes are required in

order to develop the language proficiency needed for achievement in school. This is

useful towards the study because for a person being literate and proficient in English is

essential towards developing the knowledge needed.

According to Casteel’s Theory of Adult Literacy and English as a Second Language

(2005), in order to achieve mastery and finesse towards a school subject that uses the

English language as a medium, both teachers and students must master the English

language or be literate in it. In relation to the study, the researchers aim to find the

relationship between the academic performances of a student with their English

proficiency, with this study we can confirm if the theory is true whether having a good
2
mastery in English affects their grades, and whether a student excels in their subjects

using the English language, if one is not proficient first with the language of English.

The research also uses the Threshold Hypothesis (1976) by Jim Cummins which states

that before a second-language speaker can receive benefits from a language, there must

be a small amount of understanding and a certain level of language proficiency. This is

related to the study because the researchers are looking for the relationship between the

English proficiency of the respondents and their academic performance. If the

respondents have an adequate understanding and proficiency in the English subject, they

can excel and receive an adequate understanding with the other core subjects of

Mathematics and Science as well.

This study also has legal statements to serve as one of the pillars of this research.

According to Act No. 74 of the Magna Carta of The Philippine Public School System, it

states that the medium to be used in the subjects of Science, Mathematics,

TLE (Technology Livelihood Education), and MAPEH (Music, Arts, Physical education,

And Health) is officially that of English. Furthermore, standardized and updated policies

and programs especially implemented to non-English teachers and students were

mandated by this law. As stated in the Department Order No. 52, the languages to be

used as the media of instruction for all grade levels are strictly English and Filipino so as

to satisfy the requirements of the nation to innovation amongst the other countries of the

world.

3
Literature Background

Educators tasked to teach students of limited English proficiency have a different

set of problems.First, is that of teaching students to be articulately fluent in English thus

being able to understand, speak, read, and write English while ensuring that the students

English proficiency reflect positively in mathematics, science and technology/engineering,

history and social science, and other content areas. Academic content learning need not

be delayed or weakened while limited English proficient students acquire English since

language acquisition is enhanced when integrated into academic instruction and

activities.

English is used in many endeavors in a world wherein it is the internationally

understood and used language. If one cannot be able to speak, write, or understand the

language, one can be subject to isolation and misinterpretation (Linguaenglish, 2015).

Even when travelling to different countries, one does not immediately speak the local

language of the place, but instead chooses the English language for it is the most

commonly used in the world. English is understood and/or spoken by 1-1.6 billion people.

With over a quarter of the world speaking the language, there’s always someone to

practice with, especially when you travel.

In terms of business related conduct, English is the language used in this

endeavor. The senior high students of Holy Name University may be taught Mandarin for

future business transactions with Chinese industries/businesses but with world business

headquarters predominantly in the financial hubs of the UK and USA, English has long

been the default language of trade as you can read in the history of the English language

4
(Linguaenglish, 2015). Thus it is a necessity for people to speak English if they are to

enter a global workforce, research from all over the world shows that crossborder

business communication is most often conducted in English. In scientific fields, it is much

preferred as well to converse in English. Surely, some terms may be of different origins

such as Greek or Latin, but with the use of the English language, some scientific, and

other content, may be expressed comprehensively and flexibly. As Filipinos, this research

may seem as betraying to the local dialects due to the advocacy of English proficiency,

but truthfully, the Philippines would not have reached the level of advancement and

innovation if the Philippines stayed local; Filipinos would not have achieved at least basic

English proficiency.

According to Racca & Lasaten in their research (2016) entitled ‘English

Language Proficiency and Academic Performance of Philippine Science High School

Students’, the framework for succeeding in academic pursuits is being proficient in the

English language, thus being literate (able to read and write) is the harmony between

language skills that are necessary daily and other advanced skills of conversation, thus

according to this theory one who is not proficient in English may be limited to knowledge

and discoveries that are exclusively written in the English language.

In an article by Valderama (2019), it stated that in the 2019 English Proficiency

Index (EPI), from the fourteenth place in 2018, the Philippines has declined to the

twentieth place in terms of English proficiency. This has caused alarm due to the fact that

although there are multiple subjects using and teaching English to Filipino students, still

the Philippines has declined in terms of proficiency in English. But it must also be

considered that even though the Philippines’ score of 60.14 out of 100 still falls under the

5
“high proficiency” level, other nations have been implementing and improving the teaching

of their English proficiency to their students in a much strict manner, giving more room for

improvement for the Philippines in global competitiveness. The EPI result should be

considered for the Philippines has been known as one of the best Englishspeaking

countries in Asia, and English proficiency is one of its strengths that has helped drive the

economy and even made the country the top voice outsourcing destinations in the world,

surpassing India in 2012.

Kong et al. (2012) investigated the use of English language proficiency to

determine the future academic success of English learner (EL) students. It was

discovered that English language proficiency is a factor of prediction for future academic

success. Although we can consider that there are other factors that can cause a decline

in a stable future academic success, it can be denounced from their research that English

is one of the factors that can help a person succeed, not with English alone, but with

fluency and proficiency with its use.

As affirmed by Domingo (2016), before one can fully understanding a subject, a

certain proficiency of the English language is required. In addition, Racca and Lasaten

(2016), to fully grasp knowledge in Technology, Science, and Mathematics, or other

knowledge related in the modern world, students need to have a certain level of English

proficiency. The mastery of the target language seems to be prevalent since it functions

as the crucial element in the learning of Science and Mathematics in English.

Cabigon of the British Council of the Philippines also stated in his article (2015)

that in a recent roundtable discussion organized by the British Council, key stakeholders
6
from the government, academe, private, and non-government sectors acknowledged that

even if the Philippines is doing fine in terms of English competency, concerns on how

much of a competitive advantage it still is for the country were raised. Basically, the council

was proposing to improve the methods of teaching English of the Filipinos due to the fact

that Filipinos are considered as the largest English-speaking population.

In February 2018, an article published by the GMA News mentioned that the

Filipino College graduates had a lower level of English proficiency compared to the target

English proficiency of High school students in Thailand. According to a study conducted

by the Philippine representative to the group called Test of English for International

Communication (TOEIC), the Hopkins International Partners, they said that the

Philippines is ranked only third or fourth among the ASEAN countries in the level of

English proficiency and that the Philippines’ proficiency is on the decline while others

are on the rise.

According to Hernandez (2015), according to multiple researches, the Philippines

is anywhere from the third to the sixth country in the world with the largest Englishspeaking

population. Although the Philippines is not a native English-speaking country, we have

adequate talent and potential to be proficient in English in a worldwide competitive level.

Based from Aina et al.’s research (2013) entitled ‘Students’ Proficiency in English

Language Relationship with Academic Performance in Science and Technical Education’,

they concluded that there is a positive relationship with English proficiency and the

academic performance of the science and technical education students, that their

7
respondents who passed the English language with their research tool performed

advantageously than those who failed both in science and technical education.

As stated in Doris Geide-Stevenson’s research (2018) entitled ‘Does English

Proficiency Affect Academic Performance?’, it asked if a high level of English proficiency

has an effect to academic performance “measured as the overall U.S. GPA” upon

graduation including the grade received in a writing-intensive capstone course, at the end

of the result, the researcher found out that English proficiency has a positive impact

towards academic performance, however at a declining rate because this nonlinear

relationship is sensitive to whether students enrolled into an English as a Second

Language program were included in the research population or not and the type of

achievement variable considered, thus highlighting a more nuanced result than expected.

Kenneth Rapoza, a contributing writer of the Forbes magazine, wrote in his article

entitled “Countries with the Best Business English,” citing a Mckinsey & Company study

showed that only 13 percent of graduates from emerging countries are suitable for

employment in global companies due to the necessary English skills of which the

Philippines lack. Thus, it can be denounced that being proficient in English also affects

one’s employment possibilities. Furthermore, the Department of Science and

Technology’s competency mapping of 20,000 new college graduates shows that the

widest competency gap between what the IT-business process management industry

needs and what our graduates have is in English proficiency (29 percent). The basic skills

of the top 25 percent of students are only 9 percent higher than the average demand of

the IT-BPM sector.

8
Theoretical Framework of the Study

 Cognitive/Academic Language
Proficiency (CALP) Theory
(Jim Cummins, 1979)
 Adult Literacy & English
Second Language Theory
(Casteel, 2005)
 Threshold Hypothesis
(Jim Cummins, 1976)
 Act No. 74
Magna Carta of the Philippine
Public School System
as a
 Department Order No. 52
series of 1987
Department of Education,
Culture & Sports, s.1987

Grade 10 students

A quantitative study using

self-made questionnaires

English Language Proficiency Student’s Academic

Performance

RECOMMENDATIONS

Figure 1. Schematic Diagram of the Study

9
 THE PROBLEM

Statement of the Problem

This study aimed to determine the relationship between the English proficiency of

high school students of Holy Name University and their academic achievement.

Specifically, it aimed to answer the following questions:

1. What is the profile of the English grade of the respondents during the academic

year of 2019-2020?

2. What is the level of English Proficiency of the grade 10 students?

3. Is there a significant relationship between the English language proficiency of

the respondents and their English grade?

Statement of Hypotheses

There is no significant relationship between the English language proficiency and

academic performances in English subjects of the Grade 10 students during the second

grading period of the academic year 2019-2020.

Significance of the Study

English Proficiency is a tool in this world of globalization and internationality. If we

can determine if being fluent in English parallels with being academically adequate, then

we should prioritize the better and stronger teaching of English. But in this world of

10
interpersonal relations, we should stop all forms of discrimination and any hierarchical

treatment in order to help those who are not fluent in English yet.

The research aims to benefit the following:

STUDENTS. With this research, the students may be given a new perspective

towards English proficiency and how they may use it to their advantage. It may also

decrease the stigma surrounding being proficient in English thus decreasing their chances

of being bullied.

SCHOOL. The school would give importance to the teaching of English for

students to more proficient. The school would also broaden their English teaching

methods by not just teaching grammar but application as well.

SOCIETY. The research would help the society eradicate bullying, broaden their

mindset towards English proficiency and minimize the implementation of social status

amongst peers.

Scope and Limitation of the Study

The study covers the relationship between their English proficiency and academic

performance in English of the Grade 10 students of Holy Name University. The said

research is limited to a particular population of students who are taking English subject.

The researchers would have chosen the senior high school students for their respondents

but their subjects are no longer concentrated on the core subjects and are more specific

which is difficult to narrow down. Moreover, the said research set its boundaries within

11
the University and limited the respondents who were enrolled in the academic year 2019-

2020.

RESEARCH METHODOLOGY

Research Design

This study used the descriptive-correlational design since its aim was to describe

Holy Name University grade 10 students' English language proficiency and their

academic performance levels. Further, the study aimed to correlate the two to determine

their relationship.

Research Environment

The study was conducted at Holy Name University High School Department

which is located at Janssen Heights, Dampas District, Tagbilaran City, Bohol. It offers

Catholic Education manned by members of the Society of the Divine Word/Societa Verbi

Divini (SVD) and a selected group of lay educators committed to the education of the

youth.

Research Respondents

The respondents in the study were Grade 10 high school students of Holy Name

University during the academic year 2019-2020. A sample of 150 students from the whole

population of Grade 10 were asked to participate in this study. Furthermore, the

researchers randomly selects students from each section of the Grade 10 classes.

12
Research Instrument

The researches adapted a previous questionnaire from the study “relationship

between english language proficiency and the academic performance of the fourth year

high school students of bisu candijay campus”. It required the respondents to write their

English grade for the second grading period since during the conduct of this study, the

said grade was timely released. The questionnaire also included questions which

determined the student’s English proficiency. The said test consisted of items for verbal

ability, reading comprehension, following directions and writing. The results of the test

was interpreted in light of the problems posed in the study.

Data Procedure

Data Gathering. The researchers asked permission from the Record’s Office so they

could obtain the list of students in Grade 10. A letter was also sent to the Principal of the

Basic Education for approval. Having been permitted to conduct the study, collect the

needed data, and used such data for the research, the researchers distributed the

questionnaires to the respondents. After the researchers have retrieved the

questionnaires, they proceeded to consolidating and tabulation the results which

eventually were analyzed and interpreted in light of the problem posed in this research.

Statistical Treatment

To profile the academic achievement of the respondents, tabulation, frequency was used.

P = x 100

13
 Where:

P = Percentage

F = Frequency. i.e. number of respondents who belong to a particular

group or categories

The interval used to tabulate the grade of the respondents was adapted from the
Department of Education.

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

did not meet
75 below expectations
For the result of the English proficiency test, the score obtained bt the respondents is
scaled into:

16-20 Outstandingly proficient

12-15 Very Satisfyingly proficient

8-11 Satisfyingly proficient

4-7 Fairly proficient

0-3 Poorly Proficient

14
In determining the degree of relationship between English language proficiency of Holy

Name University grade 10 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

∑𝑥2 = Sum of squares of x

∑𝑦2 = Sum of squares of y

The results of Pearson is interpreted accordingly to the following scale:

.00-.30 – negligible correlation

.31-.50 – low correlation

.51-.70 – moderate correlation

.71-.90 – high correlation

.91-1.00- very high correlation

15
 Definition of Terms

The following definition of terms given by the researchers would provide the

readers a common understanding and interpretation to clarify the content of this study:

Academic Performance - is the measurement of a student’s achievement

across various academic subjects.

English Proficiency – it is the ability of a student to speak English fluently in and

their level of accuracy in comprehending the English language.

16
 CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This part of the research paper displays the gathered data and its implications of

towards the relationship between English proficiency towards the academic performance

of grade 10 Holy Name University students.

Table 1. Academic Performance of the Respondents

Interval Description Frequency Percentage

94-100 Outstanding 25 16.7 %

88-93 Very Satisfactory 57 38 %

82-87 Satisfactory 45 30 %

76-81 Fairly Satisfactory 20 13.3 %

75-below Did Not Meet 3 2%

Expectation
TOTAL 150 100

Table 1 shows the grades of the respondents as of the second grading period. The

Descriptors and Grading Scale used for this table is based from the Department of

Education of the Philippines K to 12 Grading System. From the illustration, the majority

(57) or 38% of the grade 10 students have a Very High Satisfactory description towards

their English grade of the eighty-five to eighty-nine (85-89) interval. The range with the

lowest number of respondents is of the Did Not Meet Expectations description of three

17
(3) or 2% of the population sample. The table reveals that although there are few with

poor remarks, the English grades of the respondents are Very Satisfactory, with a

formidable amount of twenty five (25) or 16.7% of respondents having Outstanding grades

Table 2. English Language Proficiency of the Respondents

Interval Description Frequency Percentage

16-20 Outstandingly Proficient 90 60%

12-15 Very Satisfyingly Proficient 43 28.7%

8-11 Satisfyingly Proficient 11 7.3%

4-7 Fairly Proficient 6 4.0%

0-3 Poor Proficient 30 0.0%

TOTAL 150 100

Table 2 shows the results of the English proficiency test of the respondents of the study.

The majority of the respondents lies within the range of sixteen to twenty (16-20)

(outstandingly proficient) with the frequency of ninety (90) students or 60% of the

respondents. While the frequency with a low number of respondents’ falls in the range of

four to seven (4-7) (fairly proficient) with six (6) or 4% of the respondents. There are no

respondents who answered and fell in the lowest range of scores which is zero (0).

18
 Chapter III

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter provides the synopsis, conclusions, and the researchers’

recommendation as denoted by its title. The summary gives a brief results of the study

while seeking to answer the questions that was given before the study was conducted.

This is to summarize the purpose of the study, give the appropriate action to the problem

and finally the intended recommendations based on the insights gained by the

researchers.

Summary of Findings

The main purpose of this study is to determine the relationship between students’

academic performance and their English proficiency of the Grade 10 students of Holy

Name University.

It aimed to answer the students’ second grading average grade in their three major

subjects which are Mathematics, Science and English in the academic year 20192020.

From the data and information that were collected from the respondents, the researchers

thought of the accompanying results:

The respondents of the study were 150 grade 10 students of Holy Name University.

The researchers did not require the respondents’ sex and age but instead the researchers

asked for their second grading grades in their three core subjects which are Mathematics,

Science, and English with respect to their confidentiality.

19
 The majority (57) or 38% of the grade 10 students has a very satisfying description

towards their English grade of the eighty-eight to ninety-three (88-93) interval. The grades

of the respondents of the study have satisfactory grades. Having a great amount of fifty

(50) or 33.3% of the respondents having a very satisfactory grade in their Mathematics

subject. The majority of the respondents have satisfying grades of the range eighty two

to eighty seven, having the amount of forty two (42) or 28%. However, ten (9) or 6.7% of

the students have a poor remark with their science subject.

Based on the English Proficiency Test results in all three core subjects, it shows that

the three core subjects has a very satisfactory grade.

The findings of the study shows that there is a significant relationship between the

students’ English Proficiency and their academic performance in all their three core

subjects.

Conclusions

We say that the English language is the universal language that could be used

internationally for us to communicate and understand each other. And so it does affect

how well a student performs in their class, based on the results collected from the

research; it shows that English language does have a huge role of mental grasp through

core subjects that are mainly taught with the English language. And it is likely very

important to proceed and give address on this so as knowledge will not be stuck and can

be easily prevailed and gathered.

20
Regarding to the data gathered by the researchers, it is enough to conclude that the

proficiency in English language can affect the student’s academic performance in the core

subjects of English, Mathematics, and Science. English language has shown a great

impact to the grades of Grade 10 students in their core subjects. Therefore, there is a

significant relationship between English Proficiency and Academic Performance of the

Grade 10 students of Holy Name University.

Recommendations

From the findings and conclusions of the study, the following recommendations were

formulated:

1. For a similar study to be replicated a longer duration of time to have an experienced

mentor in handling the variables of the study, carefully consider the lessons and

its differences and have students as respondents from both private and public

schools to make all questions required and answered and all of the questionnaires

will be returned,

2. Exercise strict scheduling and time management

3. Choose online methods for data gathering for lower costs for the environment and

research money.

4. Should implement stricter English instructions to the students.

21
BIBLIOGRAPHY

22
 BIBLIOGRAPHY

(n.d.).
10 Reason why English is such an important Language. (2015). Lingua Learning English.
Bulletin, M. (2017). Enhancing our Students' Proficiency in English. Manila Bulletin.
Cabigon, M. (2015). State og English in the Philippines: Should We Be Concerned? Brtish
Council.
Geide-Stevenson, D. (2018). Does English Proficiency affect Academic Perforance?
Health Knowledge. (2020). Retrieved from Health Knowledge:
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.healthknowledge.org.uk
%2Fpublic-health-textbook%2Fresearch-
methods%2F1aepidemiology%2Fmethods-of-sampling-
population%3Ffbclid%3DIwAR1MyRxO5Ml-2YSulWRCCrs--2do4-
L3QijCav7z3pLO6xEaq2BqL1u5_w&h=AT3KlTvZZg0cO
Hernandez, B. (2015). English Proficiency as competitive edge. Philippine Daily Inquirer.
Jacob Koala Aina, A. G. (2013). Students' Proficiency in English Language Relationship
with Academic Performance in Science and Technical Education. American
Journal of Educational Research.
Jimenez, R. S. (2018). The Decline of English Proficiency in the Philippines. Punto.
Laerd Statistics. (2018). Retrieved from Laerd Statistics:
https://l.facebook.com/l.php?u=https%3A%2F%2Fstatistics.laerd.com%2Fstatisti
cal-guides%2Fpearson-correlation-coefficient-statistical-
guide.php%3Ffbclid%3DIwAR2mBQRKfX5GZOE7xKUyeTh0PLDq1OA3UD2Sv
m6Nm-
z3vAgWvc3ybNxl24&h=AT3KlTvZZg0cODF4ToJ5yRY6CQ0PHhBqoP5gw
Olaivar, C. F. (2012). RELATIONSHIP BETWEEN ENGLISH LANGUAGE
PROFICIENCY AND THE ACADEMIC PERFORMANCE OF THE FOURTH YEAR
HIGH SCHOOL STUDENTS OF BISU CANDIJAY CAMPUS.
Tocmo, C. M. (2012). English Proficiency Among Filipinos. word press.
Valderama, T. C. (2019). Pinoys' English Proficiency Declines Sharply. Manila Times.

23
APPENDICES

24
 APPENDIX A

January 6, 2019
DR. PRISCIANO S. LEGITIMAS

Principal, Holy Name University

Dear Sir Legitimas:

Good day!

As fulfillment to the requirement of our subject Research Project, we, students of Grade 12
HUMSS B - Mother Most Chaste, humbly ask your permission that we conduct our research
entitled “The Relationship Between Academic Performance Towards English Proficiency of Holy
Name University Grade 10 Students” here at Holy Name University, that our respondents be
randomly selected grade 10 students, and that they be the subject to our questionnaires to aid us
in our research.

Hoping for your consideration and a happy new year to you.

Respectfully yours,

CYLE JOSEPH CARTAGENAS PRINCESS ANN

ADYM LANCE BENEDICT CLARIN BALONGA JAN MELONEE
GUMANID

Researchers

Noted by:

MS. JESSA LINSAG

Research Project Teacher

Approved by:

DR. PRISCIANO S. LEGITIMAS

Principal, Holy Name University
25
 APPENDIX B

THE RELATIONSHIP BETWEEN ACADEMIC PERFORMANCE TOWARDS

ENGLISH PROFICIENCY OF HOLY NAME UNIVERSITY GRADE 10
STUDENTS
QUESTIONNAIRE
Hello! We, the researchers, would like a bit of your time to answer our
questionnaire. It would be a great help to us if you took your time to answer this
questionnaire sincerely and truthfully. We will respect your anonymity and will not
share your personal information.
Thank you and God bless! Name
(optional):

Please write your RECENT GRADE of the FOLLOWING SUBJECTS below:

ENGLISH
SCIENCE
MATHEMATICS
LEVEL 1: ENGLISH PROFICIENCY TESTS

VERBAL ABILITY
Direction: Read the questions carefully and 4. The antelope is chased by the
encircle the best answer. leopard. When transformed to active
1. The women _ _ the multiple carpets voice, the sentence becomes:
displayed outside.
A. The antelope will chase the
A. weave B. woven leopard.
B. The leopard will have chased the
B. weaving D. wove antelope.
C. The leopard chases the
2. The baker of the cakes was the aunt of antelope.
Mary. The baker is: D. The leopard chased the
antelope.
A. Mary’s aunt B. Marys’ aunt
5. Transform the sentence in the passive
voice; Jose should have eaten the
C. Marys aunt D. Mary aunt’s burger.
A. The burger should have been
3. The house being demolished is _ .
eaten by Jose.
A. hours B. ours C. our’s D. our B. The burger should be eaten by
Jose.
C. The burger should eat Jose.
D. The burger should better be
eaten by Jose.

26
READING COMPREHENSION A. contained B. viral
Direction: Read the given paragraph and C. gravy D. alright
answer the questions that follow by
encircling the letters of the correct
answers. FOLLOWING DIRECTIONS
An Internet meme is a piece of media,
traditionally combining image macros with a Direction: Follow the directions in each
number.
concept or catchphrase, which is spread via the
Internet. These traditional types of memes can be
1. Write yes on the blank if you are
very simplistic, often featuring a single word or
using a black ballpen to answer this.
phrase. In some cases these words and phrases
Otherwise, write no. _
contain intentional misspellings (such as locates) or
incorrect grammar (such as doge and "All your base 2. Of the words smiles, perpetuation
are belong to us"). However, in more recently, and penetration, write the shortest on the
memes have evolved from captioned images to blank.
more elaborate things such as challenges, GIFs and
viral sensations. Their evolution has made it 3. Even if the sky is blue during sunny
uncommon to go anywhere days, write no on the blank.
6. The sentence directly stating the main
idea is found at the_ . 4. Are you from an alien species? Give
the wrong answer on the blank.
A. beginning of the paragraph
B. middle of the paragraph 5. If you dislike thesis-making, draw a
C. end of the paragraph circle on the blank, if you do not, draw a
D. second sentence square on it.
7. A good title for the paragraph would
be _ WRITING Direction: Write one possible
CAUSE for each EFFECT below.
A. The End of Memes
B. What are Memes? 1. Effect: The police are at your house.
C. Steps in Making a Meme Cause:_ 2.
D. none of the above The dogs started howling.
8. According to the article, memes can be Cause:_
made viral by sending them through 3. English language proficiency is
_ declining.
A. mail B. the invisible channel Cause:_ 4.
C. the internet D. jobs Trash are seen everywhere.
9. The following may be modern evolving Cause:_
of memes EXCEPT A. challenges B. GIFs 5. A woman tripped while she was
C. viral sensations D. petroglyphs carrying her food.
10. What is the word in the paragraph that Cause:_
is SYNONYMOUS to popular?

27
 APPENDIX C

RESPONDENTS ENGLISH GRADE SCORE

1. 84 18
2. 83 12
3. 92 19
4. 91 18
5. 89 16
6. 89 17
7. 94 17
8. 83 19
9. 86 14
10. 92 16
11. 83 20
12. 95 9
13. 89 15
14. 95 20
15. 89 17
16. 85 16
17. 87 14
18. 83 17
19. 82 18
20. 86 14
21. 80 18
22. 94 18
23. 80 19
24. 94 18
25. 94 12
26. 94 17
27. 84 18
28. 79 20
29. 89 17
30. 90 14
31. 90 18
32. 89 18
33. 90 16
34. 87 19
35. 89 19
36. 94 14
37. 95 18
38. 91 18

28
39. 94 19
40. 94 18
41. 95 18
42. 91 15
43. 91 15
44. 84 16
45. 90 14
46. 85 17
47. 89 17
48. 88 17
49. 82 15
50. 86 14
51. 83 13
52. 85 15
53. 82 7
54. 90 15
55. 92 19
56. 95 20
57. 89 12
58. 93 20
59. 80 5
60. 97 5
61. 94 20
62. 93 19
63. 81 18
64. 95 19
65. 89 19
66. 88 18
67. 92 18
68. 86 15
69. 90 20
70. 90 17
71. 87 18
72. 92 17
73. 89 14
74. 75 13
75. 86 12
76. 90 15
77. 84 17
78. 85 12
79. 90 18

29
80. 88 17
81. 81 19
82. 93 19
83. 92 20
84. 80 14
85. 90 15
86. 80 13
87. 87 15
88. 87 16
89. 90 13
90. 91 16
91. 87 18
92. 89 17
93. 86 11
94. 85 16
95. 85 16
96. 90 8
97. 93 19
98. 75 13
99. 81 15
100. 87 8
101. 87 18
102. 79 9
103. 89 18
104. 90 18
105. 91 18
106. 79 15
107. 84 8
108. 85 10
109. 84 17
110. 85 17
111. 85 14
112. 80 6
113. 95 13
114. 91 13
115. 93 18
116. 85 19
117. 80 4
118. 89 16
119. 89 18
120. 86 12

30
121. 79 8
122. 94 19
123. 80 11
124. 78 11
125. 80 12
126. 92 14
127. 88 16
128. 92 20
129. 76 19
130. 87 15
131. 92 16
132. 86 19
133. 93 17
134. 87 19
135. 87 13
136. 91 15
137. 96 20
138. 80 18
139. 98 16
140. 85 10
141. 79 12
142. 87 12
143. 90 19
144. 94 19
145. 95 20
146. 92 18
147. 92 20
148. 93 20
149. 94 19
150. 87 18

31
CURRICULUM
VITAE

32
 CURRICULUM VITAE

PERSONAL DATA

Name : Cyle Joseph Leopardas Cartagenas

Address : Polacion, Antequera

Date of Birth : July 9, 2000

Place of Birth : Canbury, Masaki

Parents : Jose B. Cartagenas

: Celsa Cartagenas

Civil Status : Single

Religion : Catholic

EDUCATIONAL ATTAINMENT

Elementary : Loon South Central Elementary School

Secondary : Junior and Senior High School

Genesis International Cambridge School

Holy Name University

Motto : “Let be bygones be bygones”

33
 PERSONAL DATA

Name : Adym Lance Benedict I. Clarin

Address : 03 Mondragon Apartments, Janseen

Heights, Dampas District,

Tagbilaran City

Date of Birth : July 26, 2001

Place of Birth : Tagbilaran City

Parents : Noel Benedict R. Clarin

: Myda Marie I. Clarin

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL ATTAINMENT

Elementary : Holy Name University

Secondary : Junior and Senior High School

Holy Name University

Motto : ‘You’re sad. You’re old. Get over it!”

34
 PERSONAL DATA

Name : Princess Ann Tasic Balonga

Address : Penaflor Street, Booy District Tagbilaran City

Date of Birth : May 31, 2001

Place of Birth : Tagbilaran City

Parents : Gerzon Quisto Balonga

: Anastacia Tasic Balonga

Civil Status : Single

Religion : Protestant

EDUCATIONAL ATTAINMENT

Elementary : Merne Graham Memorial School

Secondary : Junior and Senior High School

Holy Name University

Motto :”She is clothed with strength and dignity, she is facing the future
with a smile” Proverbs 31:25

35
 PERSONAL DATA

Name : Jan Melonee G. Gumanid

Address :Poblacion, San Isidro, Bohol

Date of Birth : January 3, 2001

Place of Birth : Tagbilaran City

Parents : Apolinar L. Gumanid Jr.

: Lorlyn G. Gumanid

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL ATTAINMENT

Elementary : San Isidro Central Elementary School

Secondary : Junior and Senior High School

San Isidro National High School

Holy Name University

Motto : “Honesty is the best policy.”

36