Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the statistical analysis of data and the corresponding

interpretation and discussion of findings. The presentation of the gathered data follows

the major topic set in the stated problems of the study.

Part I. Profile of the Respondents

Figure 1.1 Frequency and Percentage Distribution of the Respondents in terms of

Gender

The figure above indicated that the majority of the respondents or twenty-four

(24) out of twenty-eight (28) or 85.7 percent were females while four (4) or 14.3 percent

of them were males. This confirms that males were dominated by female when it comes

to population in this study.

 F
igure 1.2 Frequency and Percentage Distribution of the Respondents in
terms of Father’s Educational Attainment

Figure 3 reveals that sixteen (16) or 57.1 percent have reached the secondary

level, six (6) or 21.4 percent have B.S Undergraduate in regards to the respondents’

fathers’ educational attainment while one (1) or 3.6 percent of the total population who

has not finished High school.

Nanyonjo (2007) stated that pupils with parents who did not finish primary or just

finished primary, and pupils with parents who finished senior four or senior six or

university performed considerably better. The highest increase in test scores was for

pupils whose fathers had a university degree. Fathers’ education had a stronger

influence on children’s performance than mothers. These results possibly reflect the

ability of parents to support the pupils’ school work, and likely interactions of literate

parents as well as their ability to support their children with homework or help with

difficult home work questions.

 Fi
gure 1.3. Frequency and Percentage Distribution of the Respondents in
terms of Mother’s Educational Attainment

The figure presents a similar case with that of the respondents’ father’s

educational attainment where most of the mothers also have reached the secondary

level having a total of ten (10) or 35.7 percent, seven (7) or 25.0 percent had B.S

Undergraduate. However, one (1) or 3.6 percent has finished elementary. It implies that

students whose parents are educated can communicate better with their children

regarding the school activities and information being taught in the school.

Figure 1.4. Frequency and Percentage Distribution of the Respondents in terms of

Father’s Occupation
 Figure 5 reveals that fourteen (14) or 50 percent of the respondents’ father were

other skilled works while one (1) or 3.6 percent of them was construction worker and

carpenter. This implies that majority of the respondent’s fathers belong to low income

generating jobs.

Nasr (2011) associated some factors associated with parental background and

family environment as well as other factors that influence attitudes and achievement

among adolescents.

Figure 1.5. Frequency and Percentage Distribution of the Respondents in terms of

Mother’s Occupation

This figure reflects that fifteen (15) or 53.6 percent of respondents’ mother were

housewives while one (1) or 3.6 percent worked in school as a teacher/professor. It can

be gleaned in the data that most of the mothers preferred to do their tasks at home and

look after their children.

Figure 1.6. Frequency and Percentage Distribution of the Respondents in terms of
extra-curricular involvement

Figure 9 indicates the distribution of the respondents’ learning English-related

variables specifically to their extra-curricular involvement. It is manifested that

seventeen (17) of the respondents or 60.7 percent were involved in other extra-

curricular involvement. While one (1) or 3.6 percent was engaged in literary.

It can be implied that most of the respondents were involved in other extra-

curricular involvement where there are variety of writing skills and talents to showcase.

II. Learning English Related Variables

Multiple Intelligence as Factor of Learning English

Table 2.1 Respondents’ Mean Perception on Multiple Intelligence

 Indicators Mean Verbal Rank
Interpretation
1. I enjoy reading books. 3.89 True of me 10
2. I like English, Social Studies and History 4.21 True of me 4
are better than Math and Science
3. I am good at using words to get others to 3.71 True of me 12
change their mind.
4. I have always liked Math and Science 2.82 Moderately 20
classes best and I do well in them. true of me
5. I try to look for patterns and regularities in 3.61 True of me 13
things, such as every third stair on the
staircase has notch in it.
6. I enjoy playing around with a chemistry 3.96 True of me 9
set and am interested in new discoveries in
Science.
7. I have a pleasant singing voice and I like 3.21 Moderately 17
to sing. true of me
8. I frequently listen to music because I 4.79 Very true of 1
enjoy it so much. me
9. I can play a musical instrument. 3.14 True of me 18
10. I enjoy drawing, painting, and doodling. 3.79 True of me 11
11. I like figure out how to take apart and 4.04 True of me 7
put back together things like toys and
puzzles.
12. When I watch a movie or video. I am 4.18 True of me 5
more interested in what I see than what I
hear.
13. I love being outdoors and enjoy 4.14 True of me 6
spending my free time outside.
14. I am an active person and if I cannot I 3.5 True of me 14
move around I get bored.
15. I’m kind of person others come to for 4.29 True of me 3
advice.
16. I like going to parties and social events. 3.39 True of me 15
17. I have some important goals for my life 4.64 Very true of 2
that I think about often. me
18. I think I am very independent person. 3.14 True of me 18
19. Its fun to watch birds or other animals, 3.99 True of me 8
to watch their habits, and learn more about
them.
20. I’m very good at telling differences 3.25 True of me 16
between different kinds of birds, dogs, trees
and stuff like that.
Overall 3.83 True of me
Legend
4.50-5.00 Very true of me 1.50-2.49 Slightly true of me
3.50-4.49 True of me 1.00-1.49 Not at all
2.50-3.49 Moderately true of me

In this table, the highest mean is on “I frequently listen to music because I enjoy it

so much.” (4.79) interpreted as “Very true of me”. However, the indicator “I have always

liked Math and Science classes best and I do well in them.” obtained the lowest mean

(2.82) in which respondents stated that they were “Moderately true of me”.

It is revealed in the data that the respondents perceived multiple intelligence with

the overall response “True of me” having a mean of 3.83.

It can be implied that most of the respondents perceived their speaking skills as

their language capabilities which include the language proficiency, both knowledge of

the grammar and vocabulary and the communicative language ability. Multiple

Intelligence can be categorized as verbal-linguistics, mathematical-logical, musical,

visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.

Table 2.2. Respondents’ Mean Attitude towards English

Indicators Mean Verbal Rank

Interpretation
1. I like to do crosswords, play scrabble, or 4.07 Agree 1
spend time at other word puzzles.
2. I derive pleasure in studying the subject 3.74 Agree 2
English.
3. I would like to be able to speak fluent 3.59 Agree 5
English.
4. I would like to take an extra course in 3.60 Agree 4
English given the opportunity.
5. I read books, magazines, newspapers and 3.63 Agree 3
journals written in English.
6. I always do everything my English teacher 3.56 Agree 7
assigns.
7. I work hard in English class. 3.58 Agree 6
8. In texting, I often frame my replies in 3.43 Agree 13
English.
9. I am a better English speaker than others. 3.46 Agree 12
10. I prefer to watch Hollywood films than 3.50 Agree 11
locally produced ones.
11. I use English whenever I talk to people. 3.43 Agree 13
12. Most of my favorite songs are English. 3.56 Agree 7
13. I find English as an interesting subject. 3.55 Agree 9
14. I watch more English shows on TV than 3.53 Agree 10
programs in Filipino.
15. There are some areas of English that I 3.43 Agree 13
like and there are some that I don’t.
Overall 3.58 Agree
Legend:
4.21- 5.00 Strongly Agree 1.81-2.60 Disagree
3.41-4.20 Agree 1.00-1.80 Strongly Disagree
2.61-3.40 Neutral

Table 2.2 shows the respondents’ attitude towards English. “I like to do

crosswords, play scrabble, or spend time at other word puzzles” with a mean of 4.07.

Students “agree” with the indicator “There are some areas of English that I like and

there are some that I don’t.” with a mean of 3.43. And indicator “I use English whenever

I talk to people.” with a mean of 3.43.

 Collectively, the average mean of 3.58 implies that the students’ agree with most

of the indicators which further intensify their attitudes toward English.

Table 2.3. Respondents’ Mean Perception on Reading Habit (Appreciation)

Indicators Mean Verbal Rank

Interpretation
1. books (textbooks, novels, etc.) with text in 3.56 Once a week 4
English.
2. magazines with text in English. 3.55 Once a week 5
3. books available online (e.book) with text in 3.53 Once a week 6
English.
4. books (textbooks, novels, etc. )with text in 3.43 Once a week 10
English.
5. magazine with text in English. 3.45 Once a week 8
6. books available online (e.book) with text in 3.99 Once a week 1
English.
7. newspapers with text in English. 3.74 Once a week 2
8. library to read books (textbook, novels etc.) 3.63 Once a week 3
magazines and newspapers.
9. library to check books available online (e- 3.53 Once a week 6
book) with text in English.
10. the library to borrow books, magazines or 3.45 Once a week 8
other printed materials with text in English.
Overall 3.58 Once a week
Legend:
4.21- 5.00 Everyday 1.81-2.60 A few times in a year
3.41-4.20 Once a week 1.00-1.80 Once a year
2.61-3.40 Once a month

This table shows the students mean perception on reading habit in terms of

Appreciation “I check books available online (e. book) with text in English” is with a

highest mean of 3.99 and standard deviation of .90. Students indicated that they are

doing “I read newspapers with text in English” with 3.53 and “visit the library to read

books (textbook, novels etc.) magazines and newspapers” with a mean of 3.63 with a

verbal interpretation of once a week.

 As can be gleaned in this table that with the average weighted mean of 3.58,

respondents used different reading materials “once a week” as part of their reading

habit.

Table 2.3. Respondents’ Mean Perception on Reading Habit (Social Act)

Indicators Mean Verbal Rank

Interpretation
1. reading alone. 3.97 Very Frequently 1
2. reading with a friend. 3.88 Very Frequently 3
3. reading with a group. 3.77 Very Frequently 5
4. book(s) I read with a friend. 3.59 Very Frequently 8
5. book(s) with a group. 3.60 Very Frequently 7
6. my friends borrow my book(s) 3.65 Very Frequently 6
7. other people borrow my book aside 3.52 Very Frequently 10
from my friends.
8. aloud when I read a book. 3.95 Very Frequently 2
9. reading silently when I am alone. 3.79 Very Frequently 4
10. reading silently with a company. 3.59 Very Frequently 8
Overall 3.72 Very
Frequently
Legend:
4.21- 5.00 Always 1.81-2.60 Sometime
3.41-4.20 Very Frequently 1.00-1.80 Not at all
2.61-3.40 Frequently

As shown in the above table “I prefer reading alone” is with the highest mean of

3.97 and a standard deviation of .89. Indicator “I read aloud when I read a book” has

3.95 as mean; “I prefer reading with a friend” 3.88 a mean; and “I enjoy reading silently

when I am alone” with the mean of 3.79.

The overall mean is 3.72 with a verbal interpretation of “Very Frequently”. It can

be gleaned in this table that the reading habit has a connection with the respondents

vocabulary proficiency level.

Table 2.3. Respondents’ Mean Perception on Reading Habit (Exploration)

Indicators Mean Verbal Rank

Interpretation
1. books because I enjoy reading. 4.06 Very Often 1
2. books because of my assignments. 3.61 Often 3
3. books to be equipped with knowledge. 3.68 Often 2
4. magazines to be entertained. 3.51 Often 6
5. newspapers to be updated. 3.53 Often 4
6. books, magazines, newspapers and 3.53 Often 4
others to get information.
7. books to get information when it is 3.49 Often 7
assigned by a teacher.
8. magazines to get information when it 3.34 Sometimes 10
is assigned by a teacher.
9. newspapers to get information when it 3.37 Sometimes 9
is assigned by a teacher.
10. reading and getting information 3.46 Often 8
online or through the internet.
Overall 3.56 Often
Legend:
4.21- 5.00 Very Often 1.81-2.60 Rarely
3.41-4.20 Often 1.00-1.80 Never
2.61-3.40 Sometimes

This table also presents the mean perception of respondents reading habit in

terms of exploration. Indicator “I read books because I enjoy reading” is with a mean of

4.06 and “I read books to be equipped with knowledge” 3.68 as mean.

The overall mean is 3.56. It may be inferred that most of the respondents “often”

used different reading materials that helped them to enhance their vocabulary

proficiency level.
Table 2.4. Respondents’ Mean Perception on Learning Style

Indicators Mean Verbal Rank

Interpretation
1. I need to see the words rather than 4.11 True of me 1
images.
2. I remember a great deal of what I have 3.51 True of me 4
read.
3. I can go through the text without 3.35 Moderately 8
absorbing the words and their meanings. true of me
4. I like demonstrations, seeing diagram, 3.24 Moderately 26
slides and posters and visual aids. true of me
5. I love colors and designs. 3.30 Moderately 16
true of me
6. I remember a great deal of what I have 3.19 Moderately 29
read. true of me
7. I can concentrate on things I read even 3.25 Moderately 24
for long moments. true of me
8. I sometimes need to read the page again 3.34 Moderately 10
because I easily forget it. true of me
9. I can create simple designs, patterns and 3.34 Moderately 10
shapes. true of me
10. I can produce scenes and objects 3.23 Moderately 27
through painting and sculpting. true of me
11. I can remember information by hearing 3.89 True of me 2
myself say the words.
12. I learn by taking notes while listening . 3.44 True of me 5
13. I read aloud instead of silently talking to 3.36 Moderately 7
myself. true of me
14. I memorize information or associate my 3.28 Moderately 21
memories with the songs. true of me
15. I find it easy to learn by listening. 3.25 Moderately 24
true of me
16. I remember things I hear. 3.32 Moderately 12
true of me
17. I sometimes sit in a class lecture and 3.16 Moderately 30
then time out. true of me
18. I find it difficult to listen for a long period 3.30 Moderately 16
of time. true of me
19. I remember more about objects through 3.30 Moderately 16
 listening than reading. true of me
20. I can tell if sounds match when 3.29 Moderately 20
presented with pair of sounds. true of me
21. I need to create a picture on a paper or 3.66 True of me 3
in my mind to remember it.
22. I manipulate objects while studying. 3.37 Moderately 6
true of me
23. I can memorize while moving and 3.32 Moderately 12
walking. true of me
24. I have great difficulty doing things with 3.32 Moderately 12
my hands. true of me
25. I enjoy working with objects. 3.27 Moderately 23
true of me
26. I prefer receiving written materials 3.30 Moderately 16
instead of discussing the subject matter. true of me
27. I only take down notes on numerical 3.31 Moderately 15
data or things that I cannot easily true of me
remember.
28. I really used to move my hands in order 3.35 Moderately 8
to be able to learn. true of me
29. I love to play musical instrument. 3.22 Moderately 28
true of me
30. I love dissection during laboratory time. 3.28 Moderately 21
True of me
Overall 3.36 Moderately
true of me
Legend:
4.21- 5.00 Very true of me 1.81-2.60 Slightly true of me
3.41-4.20 True of me 1.00-1.80 Not at all
2.61-3.40 Moderately true of me

With regards to learning style, the respondents perceived this to be “Moderately

true of me” with an overall mean of 3.36. Indicator 17 “I sometimes sit in a class lecture

and then time out.” is with the lowest mean of 3.16 having an interpretation of

“Moderately true of me”. Meanwhile “I need to see the words rather than images” is with

the highest mean of 4.11 which is interpreted as “Moderately true of me”.

The findings indicate that respondents learn and express their ideas by looking at

the words rather than pictures. They understand and remember things clearly when

they see the words.

Table 2.5. Respondents’ Mean Perception on Peer Influence

Indicators Mean Verbal Rank

Interpretation
1. like watching English Movies 4.19 To a great 1
extent
2. sprinkle our charts with frequent mentions 3.87 To some 2
to things that we have read or heard. extent
3. help one another during weekends to 3.77 To some 3
accomplish homeworks or projects and to extent
study before examinations.
4. enjoy doing crosswords, play scrabble or 3.65 To some 7
other word puzzles. extent
5. talking about problems, explains solutions, 3.70 To some 5
ask questions and usually try to do so in extent
English.
6. read during our free time. 3.66 To some 6
extent
7. have Facebook/E-mail accounts and we 3.77 To some 3
enjoy chatting/browsing the Internet extent
8. easily express ourselves in English either 3.61 To some 9
orally in writing. i.e. we’re good story-tellers or extent
writers
9. enjoy word-play. Making puns, tongue 3.63 To some 8
twisters, limericks or even poems. extent
10. exchange text messages in English. 3.58 To some 10
extent
Overall 3.74 To some
extent
Legend:
4.21- 5.00 To a great extent 1.81-2.60 To a lesser Extent
3.41-4.20 To Some Extent 1.00-1.80 Not at All
2.61-3.40 Uncertain

Table 16 deals with the students’ mean perception on peer influence. The

highest mean of 4.19 is on the indicator “My friends and I like watching English Movies”
with an interpretation of “To great extent”. The indicator “My friends and I exchange text

messages in English is with a lowest mean of 3.58 with a result of “To some extent”.

The mean of 3.74 with verbal interpretation “To some extent” accounted for the

respondents overall mean perception on peer influence. Therefore, influence from peers

can affect the academic performance of the students in school

Part 3. Vocabulary Related Variables

Table 3.1 Mean Perception on Vocabulary Proficiency Related Variables in terms of

Context Clues

Competency Mean Verbal Rank

Interpretation
1. look for clues in the sentence for better 4.00 Agree 1
understanding.
2. understand a new word in a sentence 3.79 Agree 2
even without looking up the meaning in a
dictionary.
3. guess the meaning of a new word used 3.66 Agree 4
in a sentence.
4. predict what will happen next when 3.59 Agree 5
reading a text.
5. link the words to sentence and ideas. 3.70 Agree 3
Overall 3.76 Agree
Legend:
4.21- 5.00 Strongly Agree 1.81-2.60 Disagree
3.41-4.20 Agree 1.00-1.80 Strongly Disagree
2.61-3.40 Neutral

The table presents the mean perception on vocabulary proficiency level related

variables as to context clues. The overall mean of 3.76 is interpreted as “Agree”. It

shows the perception of the respondents on proficiency related variables particularly on

context clues is strongly linked to their vocabulary proficiency. The results show that the

perception of the respondents on their proficiency in vocabulary is “Very Good”.

Table 3.2. Mean Perception on Vocabulary Proficiency Related Variables in terms of
Synonyms/Antonyms

Competency Mean Verbal Rank

Interpretation
1. recognize words exactly the same 3.91 Agree 2
meaning.
2. match words that are alike. 3.79 Agree 3
3. connect the words to the ideas in the 3.73 Agree 5
sentence.
4. observe the relationship of the 3.66 Agree 6
words in the sentence.
5. analyze what are common words. 3.61 Agree 8
6. recognize words exactly the 3.98 Agree 1
opposite meaning.
7. match words that are unlike. 3.74 Agree 4
8. connect the words to the ideas in the 3.65 Agree 7
sentence.
9. observe the relationship of the 3.58 Agree 10
words in the sentence.
10. analyze what is common words. 3.60 Agree 9
Overall 4.09 Agree
Legend:
4.21- 5.00 Strongly Agree 1.81-2.60 Disagree
3.41-4.20 Agree 1.00-1.80 Strongly Disagree
2.61-3.40 Neutral

Table 3.2 illustrates the perception of the respondents on vocabulary proficiency

related variables in terms of synonyms. Result accounts for “Agree” with the overall

mean of 4.09. This explains that among the related variables synonyms is perceived by

the respondents as closely associated to their vocabulary proficiency.

Moreover indicator 1 which states that “I can recognize words exactly the

opposite meaning” is interpreted as “Agree” with a highest mean of 3.98. It strengthens

the connection between the respondents’ perception on synonyms and antonyms and

their vocabulary proficiency in terms of synonyms/antonyms.

Table 3.3. Perception on Vocabulary Proficiency Related Variables in terms of Word

Structure

Competency Mean Verbal Rank

Interpretation
1. identify the base or root words. 4.02 Agree 1
2. recognize affixes added to the root 3.80 Agree 2
word.
3. understand the new meaning of a word 3.63 Agree 4
when an affix is attached to it.
4. break the word into meaning or 3.64 Agree 3
information.
5. use the meaning of the affixes to 3.52 Agree 5
define new word.
Overall 3.72 Agree
Legend:
4.21- 5.00 Strongly Agree 1.81-2.60 Disagree
3.41-4.20 Agree 1.00-1.80 Strongly Disagree
2.61-3.40 Neutral

Table 3.3 poses the perception of the respondents on the vocabulary related

variables as to word structure with overall mean of 3.72 and interpreted “Agree”.

Indicator 1 “I identify the base or root words” has the highest mean of 4.02 and

interpreted as “Very Agree”.

The results expose that the perception of the respondents is that these indicators

are to reach higher proficiency level leading to a good performance in school.

Table 3.4. Mean Perception on Vocabulary Proficiency Related Variables in terms of
Word with Multiple Meanings

Competency Mean Verbal Rank

Interpretation
1. look for the appropriate meaning of a 4.03 Agree 1
word from several stated definition in the
dictionary.
2. can guess the use of the word in the 3.85 Agree 2
sentence that is suited in the context.
3. predict the meaning of a word with 3.63 Agree 4
multiple meanings as to how it is used in a
sentence.
4. understand that a word is used flexibly. 3.71 Agree 3
5. transfer information to the given word. 3.58 Agree 5
Overall 3.76 Agree
Legend:
4.21- 5.00 Strongly Agree 1.81-2.60 Disagree
3.41-4.20 Agree 1.00-1.80 Strongly Disagree
2.61-3.40 Neutral

Table 3.4 presents the mean perception on vocabulary proficiency level related

variables as to word with multiple meanings. The overall mean of 3.76 was interpreted

as “Agree”. The results reveal that the perception of the respondents is significant to

their proficiency in vocabulary.

Part IV. Vocabulary Proficiency Level

Table 4.1. Respondents’ Vocabulary Proficiency Level in terms of Context Clues

Raw Score Frequency Percentage Remarks

9-10 6 21.4 Advance
7-8 16 57.1 Proficient
5-6 4 14.3 Approaching Proficiency
3-4 1 3.6 Developing
0-2 1 3.6 Below Beginning
Overall 28 100
Legend:
 9 – 10 Advance 3–4 Developing
7–8 Proficient 0–2 Below Beginning
5–6 Approaching Proficiency

This table presents the respondents vocabulary proficiency level in terms of

context clues. In the ten (10) test items out of twenty-eight (28) respondents six (6) or

21.4 percent rating of 9 to10 fall into “Advance level”. However, sixteen (16) or 57.1

percent got 7 to 8 with a remark of “Proficient”. Meanwhile four (4) or 14.3 percent

received a rating within 5 to 6 and belong to “Approaching Proficiency level”. One (1) or

3.6 percent obtained 3 to 4 and belong to “Developing level”. One (1) or 3.6 percent fall

into “Beginning level”.

Table 4.2. Respondents’ Vocabulary Proficiency Level in terms of Synonyms and

Antonyms

Raw Score Frequency Percentage Remarks

9-10 8 28.6 Advance
7-8 11 39.3 Proficient
5-6 5 17.9 Approaching Proficiency
3-4 3 10.7 Developing
0-2 1 3.6 Below Beginning
Overall 28 100
Legend:

9 – 10 Advance 3–4 Developing

7–8 Proficient 0–2 Below Beginning
5–6 Approaching Proficiency

As gleaned in Table 4.2, the data reveals that eight (8) or 28.6 percent of the

respondents fall into “Advance level” with 9 to 10 rating. However, eleven (11) or 39.3

percent obtained 7 to 8 with a remark of “Proficient”. Meanwhile five (5) or 17.9 percent

achieved a rating within 5 to 6 and fall into “Approaching Proficiency”. Three (3) to 4

rating were obtained by three (3) or 10.7 percent who are in “Developing level”. One (1)

or 3.6 percent belong to “Beginning”. This implies that the level of vocabulary
proficiency in synonyms and antonyms of the respondent is not that poor or that

excellent rather an average level of proficiency. Therefore, different programs may be

done to increase their level of proficiency.

Table 4.3. Respondents’ Vocabulary Proficiency Level in terms of Word Structure

Raw Score Frequency Percentage Remarks

9-10 4 14.3 Advance
7-8 14 50 Proficient
5-6 4 14.3 Approaching Proficiency
3-4 3 10.7 Developing
0-2 3 10.7 Below Beginning
Overall 28 100
Legend:

9 – 10 Advance 3–4 Developing

7–8 Proficient 0–2 Below Beginning
5–6 Approaching Proficiency

As shown in Table 4.3 of vocabulary proficiency level of the respondents in terms

of word structure four (4) or 14.3 percent fall into “Advance level”. However fourteen

(14) or 50 percent belong to “Proficient level”. Meanwhile four (4) or 14.3 percent are

into “Approaching level”. Three (3) or 10.7 percent fall into “Developing level”. Three (3)

or 10.7 percent into “Below Beginning”.

The result denotes that most of the respondents are in “Proficient level” which

means that their English language vocabulary proficiency level is “Average”.

Understanding word structure helps the child infer word meaning. Inferring word

meaning helps the child learn new words a larger reading vocabulary in turn, contributes

to fluency and comprehension. The more the words the child instantly recognizes and

understands, the better the fluency.

Table 4.4. Respondents’ Vocabulary Proficiency Level in terms of Word with Multiple
Meanings
 Raw Score Frequency Percentage Remarks
9-10 7 25 Advance
7-8 14 50 Proficient
5-6 4 14.3 Approaching Proficiency
3-4 2 7.1 Developing
0-2 1 3.6 Below beginning
Overall 28 100
Legend:

9 – 10 Advance 3–4 Developing

7–8 Proficient 0–2 Below Beginning
5–6 Approaching Proficiency

Reflected in Table 4.4 of vocabulary proficiency level of the respondents in terms

of word with multiple meanings. Seven (7) or 25 percent fall into “Advance”. Fourteen

(14) or 50 percent are into “Proficient” level. Meanwhile, four (4) or 14.3 percent fall into

“Approaching Proficiency”. Two (2) or 7.1 percent are into developing and 1 (one) or 3.6

percent fall into below beginning.

The result revealed that most of respondents are into “Proficient” level. It implies

that the respondents are familiar with words that have more than one meaning.

Table 4.5. Distribution of Respondents’ Vocabulary Proficiency Level

Raw Score Frequency Percentage Remarks

41-50 8 30 Advance
31-40 12 39.5 Proficient
21-30 5 14 Approaching Proficiency
11-20 2 11 Developing
0-10 1 5.5 Below Beginning
Overall 28 100
Legend:

9 – 10 Advance 3–4 Developing

7–8 Proficient 0–2 Below Beginning
5–6 Approaching Proficiency
 It is clearly stated in Table 4.5 that out of 50 items eight (8) or 30 percent fall into

“Advance level”. However, twelve (12) or 39. 5 percent are into “Proficient level” which

is the highest frequency of respondents. “Approaching Proficieny level” was obtained by

five (5) or 14 percent. Meanwhile “Developing level” is obtained by two (2) or 11 percent

of the respondents. The lowest frequency is on the level of “Below Beginning” with one

(1) or 5.5 percent of the respondents.

It implies that the level of vocabulary of the respondents is “Average”. Therefore

additional programs and activities may be done to achieve the “Advance level”.

Table 5.1 Correlation between the Profile of the Respondents and Vocabulary
Proficiency Level

Profile of the Words

Respondents Context Synonyms Antonyms Word with
Clues Structure Multiple
meaning
Gender - - - - -
Father’s
Educational .299** .260** .341** .206** .265**
Attainment
Mother’s
Educational .220** .202** .287** .143* .188*
Attainment
Father’s
Occupation .139* .157* .201** - -
Mother’s
Occupation - - - - -
Extra-curricular .153* - - .216** .185**
Involvement
Note: N= 200, r value is significant at ** p ≤ .01; * p ≤ .05

Based on Table 34, Gender revealed no significant relationship with the

vocabulary proficiency level in terms context clues. On the other hand, vocabulary
proficiency level in terms of synonyms, antonyms, word structure and word with multiple

meanings it is found significant.

It can be gleaned from the table, that parents’ educational attainment has

significant relationship with the vocabulary proficiency level of the respondents.

Furthermore the table presents that significant relationship between father’s occupation

and respondents’ vocabulary proficiency level was observed in context clues,

synonyms, antonyms and word structure while there is no significant relationship

between father’s occupation in word structure and word with multiple meanings On the

other hand, it is revealed in this table that there is no significant relationship between

mother’s occupation and vocabulary proficiency level in terms of context clues, word

structure and word with multiple meanings.

This agrees with the study of Gaza (2011) his study entitled “Correlates of

English Vocabulary Comprehension Level of Fourth Year High School Students in

Calauag National High School Year 2010-2011”. He found out that in terms of the profile

of the respondents’ gender and parents’ educational attainment have significant

relationship with the respondents’ vocabulary comprehension level.

The results in this study is in contrast with the study of Paunil (2008) when he

concluded in his study that factors like gender, educational attainment, occupation and

monthly income of parents do not significantly affect the vocabulary level of Fourth Year

High School Students of MSEUF Candelaria. Respondents personal attitude towards

English do not significantly affect the respondent’s vocabulary proficiency level. In this

study, the researcher found out that parent’s level of education is one of the important
factors affecting the students’ academic performance because if both parents are

educated their children would like to follow the foot of their parents. In addition, parents

would be in good position to be second teachers to the child and can guide them to

perform well in school. Likewise, parents’ occupation can affect the academic

achievement of their children especially if the earnings are not enough for parents to

provide their children with the basic necessities in education for one.

It also manifested in the table the relationship between extra-curricular

involvement and vocabulary proficiency level. In terms of context clues, word structure

and word with multiple meanings there is significant relationship between learning

English related variables and vocabulary proficiency level. While no significant

relationship exists between learning English related variables in terms of synonyms and

antonyms and vocabulary proficiency level of the respondents. The findings support the

study of Sumagdon (2015) when she found out that there is a significant effect of extra-

curricular activities on the academic performance and most are positive effects on the

academic performance. Responses of the respondents reveal that extra-curricular

activities influenced them to have good academic performance, and well-rounded

personalities as indicated by the average mean of 4.33 described as “agree”. In

relevance to the present study extra-curricular involvement plays a significant role in the

students’ academic performance. Students join in the activities not only for

entertainment, social and enjoyment purposes but most importantly to gain and improve

language skills. If learners are actively and consistently involved on the different extra-

curricular activities mastery of language proficiency will be developed.

Table 5.2. Correlation between Learning English Related Variables and Vocabulary
Proficiency Level

Learning
English- Words
Related Context Synonyms Antonyms Word with
Variables Clues Structure Multiple
meaning
Multiple - - - .155* -
Intelligence
Mathematical- - - - - -
Logical
Musical - - - - -
Visual-Spatial - - - - -
Bodily- - - - - -
Kinesthetic
Interpersonal - - - .155* .145*
Intrapersonal - - - - -
Naturalist - - - - -
Attitude - .199** .297** .227** -
towards
English
Reading Habit - .204** .320** .219** .152*
(Appreciation)
Reading Habit - - .172* .145* -
(Social Act)
Reading Habit .275** .265** .333** .232** .278**
(Exploration)
Learning Style - - - - -
Peer Influence - - - - -
Note: N= 200, r value is significant at ** p ≤ .01; * p ≤ .05

Table 35 shows that Multiple Intelligence in terms of Verbal-linguistics,

Mathematical-logical, Musical, Visual-spatial, Bodily-kinesthetic, Intrapersonal and

Naturalist has no significant relationship exist as perceived by the respondents in

vocabulary proficiency level.

This data also reveals the insignificant relationship between interpersonal and

Vocabulary Proficiency level in terms of context clues, synonyms and antonyms while

there is significant relationship between interpersonal, word structure and word with

multiple meanings.

In the study of Manalastas (2012) it was found out that there is relationship

between the Multiple Intelligence of Freshman Students in seven (7) National High

Schools in Mandaue City and their Academic Performance. The results of the study

served as bases for proposing curricular activities. The descriptive correlation method

was used in the study. Logical/Mathematical, Spatial/Visual, Bodily/Kinesthetic,

Intrapersonal, Interpersonal Intelligence correlated significantly with academic

performance. Verbal/linguistics and Musical/rhythms intelligence were not significantly

related to academic performance. Mechanics for implementing Multiple Intelligence

Approach were proposed and recommendation for proposed curricular activities were

presented. Based on the result of the study, the utilization of activities that engaged

different intelligences in the classroom will give the opportunity to language learners

with different intelligence preferences to make use of the classroom environment and

learning activities. Language teachers may be made familiar with their students’

strengths and weaknesses regarding intelligence to make learning environments

appropriate for them. Because it was found out that there is meaningful relationship

between interpersonal type of intelligence and performance in tests of vocabulary,

teacher may use more activities like working in on a project, conducting interviews, role
playing historical or literary situations and team building exercises in small group since

students with interpersonal intelligence need such activities in order to learn best about

vocabulary development. It is also found out, that significant relationship was observed

between attitude towards English of the respondents and vocabulary proficiency level in

synonyms, antonyms similarly to word structure. While in context clues with and word

with multiple meanings revealed no significant relationship with vocabulary proficiency

level of the respondents.

As Tella, Indoshi, and Othuon (2010) investigated, negative attitude towards

English I is the most affective and psychological factor that results in the students’ poor

performance in English. Besides the intellectual perspective, the nature of language

learning has psychological and social aspects and depends primarily on the learner’s

motivation and attitude to learning the target language (Padwick, 2010). The ability of

students to master a second language is not only influenced by the mental competence

or language skills but also on the students; attitudes and perceptions toward the target

language (Abdidin et. al., 2012). They also advocated that attitude concept could

enhance the process language learning, influencing the nature of students’ beahviors

and beliefs toward the other language, its culture and community, and this will identify

their tendency to acquire that language.

As reflected in this table, insignificant relationship exists between reading habit in

terms of appreciation in context clues and synonyms while in antonyms, word structure

and word with multiple meanings found significant relationship in vocabulary proficiency

level of the respondents.

 The researcher found out that if a student does not have the interest and

tendency in acquiring the language, a negative attitude will be displayed, and will not be

motivated in language learning. Therefore, learners’ attitude may be considered in

language learning because it may influence their performance in acquiring the

language. In other words, achievement in a target language relies not only on

intellectual capacity but also on the learners’ attitude toward language learning.

As reflected in this table, insignificant relationship exists between reading habit in

terms of appreciation in context clues and synonyms while in antonyms, word structure

and word with multiple meanings were found to have significant relationship with

vocabulary proficiency level of the respondents.

While reading habit in terms of social act revealed no significant relationship with

vocabulary proficiency level in context clues, synonyms, and word with multiple

meanings. On the other hand, significant relationship between reading habit and

vocabulary proficiency level in antonyms and word structure was observed.

In Reading habit in terms of exploration was found to have significant relationship

with respondents’ vocabulary proficiency level. Reading habits, therefore, play a very

crucial role in enabling a person to achieve practical efficiency. “Laws die but books

never.” Indeed, books are the most suitable medium through which knowledge is

transmitted from generation to generation (Issa et al, 2012). It is revealed in the study

that once the child has been taught to read and develop a love for books students can

explore for himself the wealth of human experience and knowledge. Moreover, children

missing the opportunity of getting in touch with books find it hard to acquire reading

habit. It is also manifested in the data that students who have a good reading habit will
have high academic performance Thus, reading habit provides the key to all information

necessary for acquiring language.

As indicated in the table, that there is no significant relationship exist between

visual, auditory and tactile learning style and respondents’ vocabulary proficiency level.

In the study of Quiatchon (2012) it is shown that students can perform better on

tests if they change study habits to fit their own personal learning styles. But if students

are highly motivated, they learn in many ways, like seeing, hearing and experiencing

things.

Raymundo-Abulon (2011) studied the learning styles and preferred

methodologies in education courses of third year BEED students in the Philippine

Normal University. Findings revealed that majority of the respondents were visual

learners. Thus, they learned best when taught with the aid of slides, diagrams and

handouts; as regards to teaching and instructional methodologies such as role playing,

grouping activities, small group discussions, simulation, cooperative learning, tell-do

and brainstorming are needed.

Furthermore, Dazo (2008) found out that visual learning style is preferred by

average students than high and low achievers which simply suggest that education

must prepare visual materials of the average achievers which are suited to their learning

preferences.

Based on the study of Reyes (2013) peer group or peer influence provide form

where teens construct and reconstruct their identities. Studies show that the decline of

English use and proficiency greatly affects learning output and the performance of the
school itself. Poor achievement of the pupils in the three core subjects namely English,

Mathematics and Science are attributed to insufficient vocabulary and comprehension

Table 5.3. Correlation between the Vocabulary Related Variables and Vocabulary
Proficiency Level

Vocabulary
Related Words
Variables Context Synonyms Antonyms Word with
Clues Structure Multiple
meaning
Context Clues - - .172* - .503**
Synonyms - - .158* - .513**
Antonyms - - - .139* .536**
Word .145* .164* .175* .133 .548**
Structure
Word with .178* .193* .255** .158* -
Multiple
Meanings
Note: N=
200, r value is significant at ** p ≤ .01; * p ≤ .05

Presented in table 37, the insignificant relationship between vocabulary related

variables in terms of context clues, synonyms, and word structure with vocabulary

proficiency level. On the other hand, significant relationship exists between vocabulary

related variables as context clues and synonyms with the vocabulary proficiency level in

antonyms and word with multiple meanings. Also, it is noted that significant relationship

between antonyms and word structure and word with multiple meanings exists.

Likewise, the data reveal that word structure and word with multiple meanings are

significantly related with all the vocabulary proficiency level in all variables except with

word with multiple meanings.

 It is important to give students frequent opportunities to hear the meaning of

words and to expose students to multiple contexts in which the word can be used so

that they can develop a deeper understanding of the word and how it is used flexibly

(NICHD, 2012).

Table 5.4. ANOVA Table on the Differences among the Vocabulary Proficiency Level by
sections

Sum of Df Mean F p
Squares Square
Between 84.135 3 28.045 20.575 .000
Groups
Within 149.935 110 1.363
Context Clues Groups
Total 234.070 113
Between 71.864 3 23.955 17.460 .000
Groups
Synonyms Within 150.916 110 1.372
Groups
Total 222.781 113
Between 53.812 3 17.937 7.341 .000
Groups
Antonyms Within 268.793 110 2.444
Groups
Total 322.605 113
Word Structure Between 73.106 3 24.369 11.045 .000
Groups
Within 242.684 110 2.206
Groups
Total 315.789 113
Word with Multiple Between 34.967 3 11.656 4.530 .005
Meanings Groups
Within 282.998 110 2.573
Groups
Total 317.965 113
Note: p< 0.05 – Significant (S) p > 0.05 – Not Significant (NS)

The data revealed that there is a significant difference in the vocabulary

proficiency level of the respondents when group according to sections in terms of

context clues, synonyms/antonyms, word structure with p- value of .000, and word with

multiple meanings with p- value of .005

This means that students differ in their vocabulary performances because the

mode of sectioning was heterogenous as well as family background, learning style,

reading habit and their own way of learning, understanding and abilities on vocabulary

were different from others.