ASSESSING THE ATTITUDES OF CARLOS P.

ROMULO SENIOR HIGH SCHOOL

STUDENTS TOWARD THE ENGLISH-ONLY POLICY (EOP)
IN CLASSROOMS

A Research presented to the faculty of Carlos P. Romulo Senior High School

In partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Abillada, Adrian Josh S.

Balatbat, Denzel Gavin F.
Barcena, Christian Paul E.
Manegdeg, Lorenzo C.
Navato, Carlos Kurt P.
Ongque, Aiezel F.

Grade 12 - HUMSS B

Dr. Editha A. Macorol, Ph.D.

Research Adviser

January 8, 2024
 Chapter 4

PRESENTATION AND ANALYSIS OF DATA

This section includes summaries of the data rather than the raw data (e.g., the

actual scores for individuals).

Research Question 1. What is the profile of the senior high school students in

terms of their:

a. Age

b. Gender

c. Grade Level

d. Strand

A. Age

Frequency Percentage
16 16 25%
17 24 37.5%
18 19 29.69%
19 and above 5 7.81%
TOTAL 64 100%
Table 1. Age Profile
Out of 64 respondents, the largest group was 17 years old, comprising 37.5% of

the total. The second largest group was 18 years old, with 29.69% of the respondents.

The third largest group was 16 years old, with 25% of the respondents. The smallest

group was 19 and above, with only 7.81% of the respondents. Thus, the majority of the

respondents are 17 years old.

B. Gender
Frequency Percentage
Female 40 62.5%
Male 24 37.5%
TOTAL 64 100%
Table 2. Gender Profile
Majority of the 64 respondents were female with a frequency of 40 or 62.5%

while male respondents were 24 or 37.5%.

C. Year Level
Frequency Percentage
Grade 11 24 37.5%
Grade 12 40 62.5%
TOTAL 64 100%
 Table 3. Year Level
Out of 64 respondents, the majority were in Grade 12, accounting for 62.5% (40)

of the total. The remaining 37.5% (24) were in Grade 11.

D. Strand
Frequency Percentage
ABM 8 12.5%
HUMSS 24 37.5%
STEM 32 50%
TOTAL 64 100%
Table 4. Strand
Half of the 64 respondents were in STEM, accounting for 50% of the total. The

second most common strand was HUMSS, with 37.5% of the respondents. The least

common strand was ABM, with only 12.5% of the respondents. Thus, the respondents

were mostly from the Humanities and Social Sciences.

Research Question 2. What were the attitudes of the respondents towards EOP

according to the following dimensions:

a. Behavioral

b. Cognitive

c. Affective

A. Behavioral

Statements Mean SD V. I.
1. Speaking in English anywhere in school 2.97 2.68 Neutral
makes me feel worried.
2. Studying English helps me to have good 4.08 3.63 Agree
relationships with friends who also speak
English.
3. When I hear a student in my class speaking 3.98 3.55 Agree
in English well, I like to practice speaking with
him/her to improve my English skills.
4. Studying English helps me improve my 4.14 3.71 Agree
personality by making me more open-minded
and confident.
5. I put off my English homework as much as 2.25 1.94 Disagree
possible because I find it boring and difficult.
6. I am not relaxed whenever I have to speak in 3.38 3.1 Neutral
English in my class because I am afraid of
making mistakes or being laughed at.
7. I feel embarrassed to speak in English in front 2.98 2.68 Neutral
of other students who are not in the EOP
program.
8. I like to practice English the way native 4.14 3.73 Agree
speakers do by watching English movies,
listening to English songs, or reading English
books.
9. When I miss the class, I never ask my friends 1.97 1.67 Disagree
 or teachers for the homework on what has been
taught in English because I do not care much
about it.
10. I do not feel enthusiastic to come to class 2.08 1.86 Disagree
when English is being taught because I think it
is not relevant to my future goals.
Table 5. Behavioral Attitude
The statements in Table 3 are behavioral attitudes since they show the behavior

of the respondents in certain situations related to language learning. The table reveals

that most respondents have a positive attitude towards EOP, as indicated by the high

mean scores and the Agree interpretations for most statements. The respondents agree

that studying English helps them to have good relationships, improve their personality,

and practice their skills. They also disagree that they find English boring, difficult, or

stressful. However, some respondents are neutral about speaking English anywhere in

school, as they may feel worried or uncomfortable. The standard deviations are

relatively low, suggesting that there is not much variation in the responses. Thus, the

table suggests that the respondents generally have a favorable behavioral attitude

towards EOP.

B. Cognitive

Statements Mean SD V. I.
1. Being good at English will help me study 4.36 3.89 Agree
other subjects well because I can access more
information and
resources in English
2.) I have more knowledge and move 3.73 3.33 Agree
understanding when studying English because I
learn about
different cultures and perspectives.
3. Frankly, I study English just to pass the 3.09 2.73 Neutral
exams and get good grades
4. In my opinion, people who speak more than 3.63 3.29 Agree
one language are very knowledgeable and
smart
5. Studying in an EOP classroom helps 3.81 3.41 Agree
communicate in English effectively with different
people and situations
6. I cannot apply the knowledge from English 2.89 2.62 Neutral
subject in my real life. because I rarely use
English outside school.
7. Being in an EOP classroom makes me able 3.42 3 Neutral
to create new thoughts and express myself
better.
8. I am not satisfied with my performance in the 3.55 3.18 Agree
English subject because I think I can do better if
I try harder.
9. In my opinion, English language is difficult 3.17 2.82 Neutral
and complicated to learn because it has many
rules and exceptions
 10. English subject has the content that covers 4 3.57 Agree
many fields of knowledge such as literature,
science, history, art
Table 6. Cognitive Attitude
The table reveals that the respondents have mostly positive attitudes towards

EOP, as indicated by the high mean scores and the Agree interpretations for most

statements. The respondents agree that being good at English helps them study other

subjects, have more knowledge and understanding, communicate effectively, and

express themselves better. They also agree that English subject has content covering

many fields of knowledge. However, some statements have neutral responses, such as

statement 4, which suggests that the respondents are not sure if people who speak

more than one language are very knowledgeable and smart. Statement 6 also has a

neutral response, indicating that the respondents are ambivalent about the difficulty of

English language. Thus, the table suggests that the respondents generally have a

favorable cognitive attitude towards EOP.

C. Affective

Statements Mean SD V. I.
1. I prefer studying in my mother tongue (e.g. 3.25 2.94 Neutral
Tagalog, Kapampangan) rather than any other
language because it is easier and more
comfortable for me.
2. To be honest, I really have little interest in an 2.77 2.44 Neutral
EOP class because I do not see the value or
benefit of it.
3. Being in an EOP classroom is enjoyable 3.59 3.15 Agree
because I can have fun and learn new things at
the same time.
4. I feel proud when I can express myself in 3.91 3.49 Agree
writing and speaking in English because it
shows my ability and achievement.
5. Being in an EOP classroom subject makes 3.83 3.44 Agree
me feel more confident because I can
communicate with more people and
opportunities.
6. I am interested in studying English because I 4.27 3.84 Agree
want to improve my English skills and
knowledge.
7.Being in an EOP classroom is important to me 4.11 3.7 Agree
because I think it will someday be useful in
getting a job or traveling abroad.
8. I look forward to the time I spend in an EOP 3.64 3.24 Agree
class because I like the activities and the
teacher.
9. Being in an EOP classroom makes me have 3.88 3.47 Agree
good emotions (feelings) because I feel happy
and satisfied when I learn something new or do
well in English.
Table 7. Affective Attitude
 The table shows the affective attitude of respondents towards EOP in a school

setting. It is revealed that the respondents have mostly positive attitudes towards EOP,

as indicated by the high mean scores and the Agree interpretations for all statements

except the first two. The respondents agree that being in an EOP classroom is

enjoyable, important, and satisfying. They also agree that they feel proud, confident,

interested, and happy when they communicate in English. However, some statements

have neutral responses, such as statement 1, which suggests that the respondents are

not sure if they prefer studying in their mother tongue or in English. Statement 2 also

has a neutral response, indicating that the respondents are unsure about the value or

benefit of EOP. The standard deviations are relatively low, suggesting that there is not

much variation in the responses. Thus, the table suggests that the respondents

generally have a favorable affective attitude towards EOP.

Research Question 3. What are the implications of the findings of the study for

the implementation of EOP?

1. Reinforcing Positive Behavioral Attitudes. The study reveals that the majority of

respondents have positive behavioral attitudes toward the EOP, such as the willingness

to practice English skills and the recognition of the benefits of studying English. This

suggests that the implementation of the EOP can be supported by students' behavioral

inclinations.

2. Addressing Neutral and Ambivalent Responses. The study also identifies neutral

and ambivalent responses in certain behavioral and cognitive dimensions, such as

feeling worried about speaking English and uncertainty about the value of EOP. These

findings indicate the need to address potential concerns and uncertainties among

students regarding the EOP. Educational institutions can implement strategies to

alleviate students' apprehensions, provide support for language use, and communicate

the benefits of the EOP in fostering language proficiency.

3. Fostering Affective Engagement. The study highlights positive affective attitudes

toward the EOP, such as enjoyment in EOP classrooms and the desire to improve

English skills. Educational institutions can leverage these affective attitudes to create a

supportive and engaging language learning environment. This may involve

incorporating interactive and enjoyable English language activities, promoting the value

of English proficiency for personal and professional growth, and fostering a positive

emotional connection to language learning.

4. Monitoring and Evaluation. The study's findings emphasize the importance of

ongoing monitoring and evaluation of the EOP's implementation. Educational institutions

can use the insights from the study to establish mechanisms for assessing the impact of

the EOP on students' attitudes, language proficiency, and overall learning experiences.