English Proficiency: Its Relationship to Science and Mathematics Achievement of Fourth Year Secondary Students of Selected Public and Private Schools in Samar
Keywords:
English Proficiency, Science, Mathematics, Achievement, Public and Private Schools, SamarAbstract
This study assessed the English proficiency level of the fourth year students in private and public schools in Samar, in order to determine the relationship between English proficiency with Science and Mathematics achievement. This study employed the descriptive-correlational research design with the use of the adapted Language Proficiency Test, which was a modification of the English Proficiency Test developed and validated by Gerona. Among the ten suggested problems possibly encountered by respondents they moderately agree with their presence, but was slightly felt, which states that “students cannot understand what the teachers are saying in English”. Most worthy of attention and action was the most felt problem of “Lack of school facilities such as the internet and other advanced technologies that enhance student’s learning”. The types of school attended by student-respondents have a significant relation with their academics in English, Science and Mathematics. The students from private schools were average performers, neither too high nor too low, hence their achievement in the three subjects were of average level. Those from public schools were extremes in performance, few were high performers, others average and some others very low, hence achievements in the three subjects were of parallel trend. There was a significant relationship between the students’ English proficiency and their achievement in English, Science and Mathematics. The higher the English proficiency, the better was the achievement in English, Science and Mathematics. This could be due to the fact that the medium of instruction used in the three mentioned subjects was in English.
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