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CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter provides a summary of the purpose and results of this study.

Conclusions were drawn from the findings of the study. Based on the findings

and conclusions, recommendations were offered.

Summary

The study determined The Effects of English Language Proficiency on the

Academic Performance of students at the College of Arts and Sciences. The

following issues were identified: the effects of the English Language Proficiency

of the students of College of Arts and Sciences in terms of Linguistic Knowledge,

Learning Environment, Teaching Strategies and Student Personality; the level of

Academic Performance of the students in terms of Attendance, Recitation,

Examination and Performance Task; the significant relationship between the

factors affecting the English Language Proficiency and the Level of Academic

Performance and lastly, intervention program that can be crafted to enhance the

English Language proficiency and the level of academic performance.

Problem 1. What are the effects of the English Language

Proficiency of the students of College of Arts and Sciences in terms of

Linguistic Knowledge, c Teaching Strategies and Student Personality?

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Finding

The effects of the English Language Proficiency of the students of College

of Arts and Sciences in terms of Linguistic Knowledge, Learning Environment,

Teaching Strategies and Student Personality was indicated as follows: for

Linguistic Knowledge, mean was 3.30; for teaching strategies, mean was 3.23;

Learning Environment, mean was 3.19; for Student Personality, mean was 3.19.

The average weighted mean was 3.23, this interpreted as ‘Good’.

Conclusion

In terms of Linguistic knowledge, highest indicators were, Improves one's

proficiency in English through extensive reading and lowest were ‘effectively

communicates with others using the English language; As to Learning

Environment, the highest factor was ‘Owns a device that can be used for home

works’ and the lowest were ‘Interacting with family or friends using the English

language’.

The results showed that along Teaching Strategies, the highest factor was

ranked first are the opportunities that help learners practice English and it

follows by the quizzes and activities prepared by the teachers to enhance the

learners’ English Proficiency. While the lowest factors that affects English

Language proficiency of the Students was ‘Uses interactive vocabulary-building

exercises; In terms of student personality, the highest factor are understands the

instructions from teachers and finds an opportunity to use English. And lowest
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factors affecting the English Language proficiency of the students was the

students spend less time with friends during school days to concentrate more on

studies.

Recommendation

Along linguistic knowledge, students must be supported and guided to

enhance further to higher level of English proficiency; for teaching strategies,

focus on academic language, literacy and vocabulary. Reading, writing and

vocabulary exercises are essential building blocks for developing language

fluency, but it is only part of what is needed. Students who appear fully fluent in

English may nonetheless struggle to express themselves effectively in academic

settings, as they lack the words and phrases needed to connect their ideas

and discuss them with others.

In terms of learning environment, building positive relationships with your

students helps them feel as though they can come to you with questions on

assignments or when they're facing a challenge. The students must feel

comfortable sharing their thoughts, asking questions and confronting challenges

in their learning. Especially support their needs for studies. Lastly, along student

personality, students must be guided, assess and monitor by their parents and

teachers.
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Problem 2. What is the level of Academic Performance of the

students in terms of Attendance, Recitation, Examination and

Performance Task?

Finding

The level of Academic Performance of the students of College of Arts and

Sciences in terms of Performance Task, Attendance, Class Participation and

Examination was indicated as follows: for Performance Task, mean was 3.34; for

Attendance, mean was 3.32; and it follows Class Participation, mean was 3.32;

for Examination, mean was 3.21. The average weighted mean was 3.28.

Conclusion

The level of Academic performance of the students along Performance

Task, Attendance and Class Participation was Excellent; for Examination, the

students were ‘Good’ in performing the examinations. The results revealed that

the performance task, attendance and class participation of the students were

interpreted as ‘Excellent’.

Recommendation

It has to be mandatory that the schools should develop counseling

programmes and the parents and teachers must ensure students are trained and

are assisting students in schools.

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Problem 3. What is the significant relationship between the

factors affecting the English Language Proficiency and the Level of

Academic Performance?

Hypothesis: This study is significant in relation with English

Language Proficiency and the level of Academic Performance.

Finding

As to Linguistic knowledge, it was found to be significantly associated with

Academic Performance. In terms of Attendance, as shown by r-value= 0.9640,

and p-value= 0.008; with Class Participation, r-value=0.9765 and p-value=

0.004; Examination, r-value= 0.8956 and p-value= 0.039; and Performance

Tasks, r-value=0.9702 and p-value= 0.026. All were found to be significant.

In Learning Environment, it reveals that the Attendance as shown by r-

value= 0.9399 and p-value= 0.017; in terms of class participation, it was

revealed that it has no significant with r-value=0.8498 and p-value=0.068;

Examination, r-value= 0.9780 and p-value= 0.004; and Performance Tasks, r-

value=0.9824 and p-value= 0.003.

In terms of Teaching Strategies, the Attendance, as shown by r-

value=0.9841, and p-value=0.002; Class Participation, with r-value=0.9862 and

p-value=0.001; In examination, it was revealed that it has no significant, r-

value= 0.6833 and p-value=0.203; and Performance Tasks, r-value=0.9231 and

p-value=0.021.
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Lastly, Student Personality it was found to be significantly associated with

Academic Performance. In terms of Attendance, as shown by r-value=0.9621,

and p-value=0.009; Class Participation, r-value=0.9253 and p-value=0.024;

Examination, r-value= 0.9466 and p-value=0.014; and Performance Tasks, r-

value=0.9917 and p-value=0.000. All were found to be significant.

Conclusion

The relationship between factors affecting English Language Proficiency

and the level of academic performance along with Linguistic knowledge were all

to be significant; in terms of class participation, it was revealed that it has no

significant but attendance, examination and performance tasks of the students

was significant on the level of academic performance of the students. In

examination, it was revealed that it has no significant. While on the student

personality, all factors were found to be significant.

Recommendation

Giving students some autonomy, whenever possible, has a significant

impact on their learning. In fact, autonomy and access to information related to

their studies improves students' engagement, motivation, and sense of

accomplishment. As a result, it contributes to even better academic performance.

Problem 4. What intervention program that can be crafted to

enhance the English Language proficiency and the level of academic

performance?
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The results of this study provided evidence to enhance the English

Language proficiency and the level of academic performance. English Language

Skills Workshop for English Teacher and Students, with an emphasis on oral and

written language development. The course should cover all of the necessary

components and include materials that address these components (e.g.,

academic language and vocabulary development, multiple genres of text,

advanced grammatical structures required for academic language comprehension

and production, etc.). Materials should be consistent with core English and other

academic courses.