Gr12 Research - Final

St.
Rose Catholic School

A CORRELATIONAL STUDY ON ENGLISH LANGUAGE PROFICIENCY AND
ACADEMIC PERFORMANCE OF THE GRADE 9 STUDENTS IN ST. ROSE
CATHOLIC SCHOOL INC.
A Research
Presented to the Faculty of
St. Rose Catholic School, Inc.
Paniqui, Tarlac
In Partial Fulfillment
Of the Requirement
For the Research Capstone
Daileg, Kathlyn Joie R.

Dela Cruz, Omar T.
Dela Cruz, Kristin Ysabella P.
Lagman, Dhan Andrei S.
Reyes, Hans Lloyd A.
Rombaoa, Valery Lee A.
April 2021
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St. Rose Catholic School
St. Rose Catholic School Inc.

Paniqui, Tarlac
APPROVAL SHEET
The research entitled ‘“A Study on English Language Proficiency and Academic
Performance of the Grade 9 Students in St. Rose Catholic School, Inc.’ is hereby prepared
and presented by Daileg, Kathlyn Joie R., Dela Cruz, Omar T., Dela, Cruz Kristin
Ysabella P., Lagman, Dhan Andrei S., Reyes, Hans Lloyd A., and Rombaoa, Valery Lee
A., in partial fulfillment of the requirements for the subject Capstone Project is hereby
accepted.
Mr. John Michael Taruc

Research Adviser
RESEARCH COMMITTEE
Mr. Miguel F. Baluyut Jr. Mr. Mitchell D. Alabado

Research Adviser Academic Coordinator
Sr. Grace F. Tagnipez, OP

Head, Research Committee
Principal
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Table of Contents
Title Page .....................................................i
Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
List of Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Acknowledgement .....................................................1
Introduction .....................................................2
Review of Related Literature .........................................3
A. Demographic Variable Influencing Language Proficiency. . . . . . . . . . . . . . . . . . . 5
B. English Language Proficiency. ................................6
C. English Language Proficiency and Academic Performance. . . . . . . . . . . . . . . . . . 7
D. Motivation to Learn English Language. .............................. 8
E. Assessment of English Language Proficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
F. English Language Proficiency and its Value. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
G. Stimulating Student’s Speaking Proficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
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Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
A. Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
B. Research Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
C. Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
D. Pearson’s r Coefficient Formula. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
E. Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
F. Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
G. Data Analysis Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
H. Ethical Consideration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Identifying the Relationship between English Language Proficiency and Academic
Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
A. Level of English Language Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
B. Level of Academic Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
C. Relationship between English Language Proficiency and Academic Performance. . 41
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
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List of Tables
Table 1: Population of the Grade 9 Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Table 2: Participants Per Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Table 3: Participants Per Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Table 4: Distribution of Factors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Table 5: Reliability Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Table 6: Research Questionnaire Grading Scale. . . . . . . 30
Table 7: Level of English Language Proficiency of the Students. . . . 33
Table 8: Level of Academic Performance of the Students. . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Table 9: Pearson’s r showing the Correlation between the English language proficiency and
academic performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Table 10: Summary Mean Score Per Factor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
List of Figures
Figure 1: Conceptual Framework of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Figure 1: Pearson Correlation Coefficient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
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List of Appendices
Appendix A: Letter for the Research Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Appendix B: Letter to the Principal by the Class President . . . . . . . . . . . . . . . . . . . . . . . . 49
Appendix C: Letter of Admission to the Department Coordination. . . . . . . . . . . . . . . . . . 50
Appendix D: Letter for the List of the Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Appendix E: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Appendix F: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Appendix G: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Appendix H: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Appendix I: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Appendix J: Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
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Abstract
The purpose of developing the English language proficiency of the students will help
them in excelling their academic performance. The English language proficiency of the
students will determine their employability skills and advantageous status. It requires various
skills for the students to stand up and attain knowledge in correlation with other factors. This
study intends to identify the relationship between English language proficiency and the
academic performance of Grade 9 students. Also, to bring knowledge to the student in their
English language proficiency skills and on how to apply the skill in their academic
performance. A correlational study was used to assess the feedback of the respondents
through a self-composed standardized questionnaire that underwent reliability analysis. The
results of this study revealed that students who have a better grasp of the English language
excel academically. Meaning, those who use English proficiently had an advantage among
the other learners based on the performance tasks that the teacher was requiring to students.
The study manifested that there is a low positive correlation between English language
proficiency and academic performance of Grade 9 students at St. Rose Catholic School Inc.
The researchers assumed that most of the students learn more when teachers use two
languages. The study suggests that students may acquire more knowledge when they develop
their English language skills. Bilingualism may also play a big role in improving the learning
process of the students at St. Rose Catholic School Inc.
Keywords: English Language Proficiency, English Language, Academic Performance
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Acknowledgement
This study has been made possible through the guidance of the Almighty God who has
been our source of strength, courage and patience throughout the entire completion of our study.
We would like to thank our school principal, Sister Grace F. Tagnipez, O.P., for supporting and
motivating us in conductivity this study to add on the existing knowledge that will benefit the
school and the community.
We would like to extend our sincerest gratitude to our beloved research teacher, Mr.
Miguel F. Baluyut Jr., for generously sharing us his knowledge, for patiently guiding us in
writing our manuscript and for his tireless efforts in critiquing our work from the beginning until
the end. We would like to express our biggest thanks to our class adviser, Mr. Mitchell D.
Alabado, our class adviser, for being considerate and supportive in accomplishing our research
project. Our heartfelt appreciation is also extended to the SRCS family, for their genuine
assistance and cooperation during the data collection.
Lastly, we wish to express our indebtedness to our parents, who have been our main
support system and inspiration in the course of our study. We are beyond grateful for their deep
understanding, constant prayers, and encouragement and for lifting our spirits when we feel tired
and feel like giving up.
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A Correlational Study on English Language Proficiency and Academic Performance of the
Grade 9 Students in St. Rose Catholic School Inc.
One of the most commonly used languages in the world is English. Speaking English
enables you to expand your environment, from work opportunities to the opportunity to
communicate with individuals from all countries. In a report published by Global English
Corporation (2014), the Business English Index (BEI), the Philippines has been labeled the
world's best country in business English proficiency, not just in one year, but in two consecutive
years. Based on the BEI report in 2012, only the Philippines achieved a score above 7.0 (English
language proficiency scale), putting the country within a high level of competence that indicates
the ability to conduct business discussions and perform complex tasks.
Different research, however, shows that the standard of education in the Philippines is
continually decreasing. This concept is based on the results of the performance tests and the
examinations of the board. Not only elementary and secondary graduates but also college
graduates are affected. The Professional Regulatory Commission 2010 (PRC) reports that
passers-by for board examinations in all fields of activity continue to fall. The low academic
performance at elementary and secondary levels is one of the main causes of this phenomenon.
This academic performance of students can be attributed to their knowledge of the English
language.
According to J. K. Aina et al. (2013), Language proficiency in English is very much
related to academic performance. Academic subjects such as science, mathematics, and English
often require the use of language functions. Language functions play a significant role in the
critical and analytical thinking that is required in science and mathematics.
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The Department of Education (DepEd) maintains that students' knowledge of science and
mathematics is related to their language skills in English. The majority of students had not
mastered the various mathematics learning fields. It was seen from the performance of Grade VI
students that their problem-solving skills were only 53%; analysis, 56%; and computation was
62%. Such abilities all require English language proficiency. Similarly, with just 56.87%
percentile level, Science notably tailed at fifth rank from the results yielded. It was noted that the
questions given required the learners' understanding and analytical skills. Again, according to the
National Statistics Coordination Board (2006), English has something to do with the skills of the
learner. Undoubtedly, in many of the science and mathematics lessons, English is vital as a tool
for understanding, analyzing, evaluating, and interpreting results.
According to. Gobel et al., (2013), science is not mastered by students in all fields. In
mathematics, students are poor in problem solving or even in interpreting and analyzing data.
They are also weak when it comes to manipulating numbers and equations. They have poor
analytical, critical, and problem-solving skills. It concludes that the weaknesses of students in
science and mathematics subjects are attributed to their difficulties in English. Skills in English
are a prerequisite for learning concepts in science.
These observations on English language proficiency and academic performance prompted
the researchers to carry out this study. In particular, this research assesses the relevance of
language proficiency to the academic performance of SHS students at St. Rose Catholic School
Inc.
This study examined and addressed the relationship between the English language skills
of students and their academic performance with the aim of: (1) Identifying the level of English
language proficiency of the students; (2) Associating the level of academic performance of the
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students in terms of core, applied, and specialized; and (3) Characterizing the significant
relationship between English language proficiency and academic performance.
The researchers believe that this research study may contribute to the principles of students,
teachers, and school administrators.
Demographic Variables Influencing Language Proficiency
Demographic variables don’t have a relationship through learning the English language.
The gender and nationality of an individual do not affect their learning process on achieving
English fluency. The study of Hines (2015) also confirmed that there is no significant
relationship between demographic variables and English language learning. El-Omari (2016)
also found the same among Jordanian secondary school students in English. Numerous methods
can be used for learning the English language, these are: through English native speaker
assistance, teacher, and can be any individual who is familiarized in the English sector.
Besides, Similarly, Phon (2017) also examined the factors affecting the English language
proficiency of students majoring in English at a rural university in Cambodia. Findings revealed
that socio-economic status as a demographic factor does not significantly affect English
proficiency. In Morocco, El Ghouati, Koumachi, and Khoumich (2018) investigated the potential
impact of students’ demographic variables (i.e., gender, age, computer experience, and computer
use) on achievement in English among Moroccan universities students. According to a study in
Morocco, computer experience and computer utilization can influence an individual to learn the
English language in an effective way.
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Finally, In terms of gender as a demographic variable, females tend to be more proficient and
communicative in English than their male counterparts (EF Education First, 2018). This was
supported by the 2017 TOEIC test takers performance report released by Educational Testing
Service (2018). Age, socioeconomic status, educational attainment, aptitude, intelligence,
learning styles, personality, learner’s mastery of his first language, and opportunities or exposure
to English are believed to be influential in the rate of learning and can predict learner’s success
in gaining proficiency with the language ( Frankfurt International School, 2018). Motivation and
socio-cultural background can also influence language learning outcomes (Nallaya, 2012).
Acquiring high aptitude and IQ were the highlights that contribute the most to an individual’s
learning process in the English language.
English Proficiency
English proficiency is essential for students as it opens doors that will lead them to a
promising future. More comprehensively, according to Gobel et al., (2013) language proficiency
does not only include the ability to use a language correctly in an appropriate context for a
functional purpose but also awareness of different forms of interaction attached in the language
and its different varieties. English language usage was not only meant for proper construction of
sentence and pronunciation; English language deals with various communication methods such
as through call, messaging, and writing a letter. It is a norm to use English in a formal event
especially if it falls to an international category.
On the other hand, English proficiency is currently used as a benchmark to assess an
individual’s inclusion or exclusion about politics, commerce, the economy, society, and
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education’ (Nallaya, 2012). English language is prominent and was mostly used for political, and
societal circumstances. People in power and those who are deemed as highly literate are
anticipated to be fluent and familiar with the English language. The reality in our society today,
thinks that being fluent in English has also elevated their ranks in societal hierarchy. A false
belief that has evoked to most citizens in our present society.
English Language Proficiency and Academic Achievement
English language proficiency is a vital component of a student’s life; the English
language is prominent and deemed as an international language, by being fluent in English, an
individual can go forth farther than its anticipation. They have tried to determine which variables
impact student performance in a positive and negative direction (Haydar & Uyar, 2011). On
those variables, it manifests the positive impact of English proficiency among the students. One
of the variables in the positive sector where the students have acquired confidence and developed
social skills such as public speaking, and leadership skills. The positive side is beneficial that can
be utilized for the advantageous scheme. Also, English skills acquisition will bring a student to a
path full of new experiences such as studying abroad, being an intern from an international
organization, representing their nation from an international forum, and will bring the students to
a prominent company to work with professionals.
In addition, Talento M. et al., (2011). studied the relationship between English language
proficiency and academic achievement of Hispanic students at the secondary level in the United
States. According to his study, there is a significant relationship between English language
proficiency and the academic achievement of the student. English is relevant today, most
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countries have applied English class to their education system. To cope with the students for the
impending impact of adulthood. Orgunsiji & O, F. D. (2009) examined the extent to which
Nigerian secondary school students’ proficiency in English predicted their overall academic
achievement. In Nigeria, proper usage of linguistic skills will elevate the students and advance
them to their goals in life.
Lastly, English language proficiency is the key to the academic success of every
individual. Proper utilization of the language can elevate an individual’s versatility in being
accustomed to every environment. Kong et al., (2012) investigated the use of English language
proficiency to predict the future academic success of English learner (EL) students. According to
Kong, the teacher can utilize the English language to identify and measure the students’
academic success presently. A method of assessing the employability skill and morality of the
students on its venture in developing and enhancing more its qualities. Koys (2010) of the most
serious problems that Iranian EFL students face in their field of study is their inability to
communicate and handle English which will influence their academic success. Communication is
the key to success, learning one language is good and learning two languages is great. The
expanse of one student’s affability will be broadened and can be used for establishing
professional relationships among stellar learners from outside and inside of their institutional
premise.
Motivation to learn English proficiency
Motivation is crucial to a language learner's success-and therefore crucial for the
language teacher and responses to understand. (Protacio, 2012) describes what motivates college
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students and the way instructors can assist encourage English beginners in their classrooms.
(Protacio, 2012) seems into qualitative information that they have got accrued from different
articles and journals to explain what issue encourages college students to study. She prepared her
studies via a means of detailing the significance of English talent and an incentive for English
beginners’ advantage of their complete skills. (Protacio, 2012) studies become especially on all
college students’ motivation elements to study. The foremost elements that inspired children’s
analyzing become self-performance approximately analyzing, getting the right of entry to
thrilling texts, social interactions round books, autonomy support, or possibility for self-
selection.
The desire to peer if those equal elements inspired English language getting to know a
college student’s motivation to study. Protacio (2012) cited a few articles and journals which
have studied in “English Language School” analyzing motivation inside the classroom. In that
research, she noticed that there has been a correlation in analyzing being gifted in English,
educational achievement, peers, own circle of relatives influences, and books that capture their
attention. In her studies, performed her look in which she interviewed 4 boys and ladies who had
been in higher department basic faculty and of various ethnic backgrounds.
Instrumental motivation becomes the means of analyzing it might assist and nurture them
to enhance a higher English talent. For instance, a few college students said that they found that
through analyzing they had been capable of broadening more vocabulary and decoration of their
writing. In “English Language School” their perceptions of their English talents are enormously
associated with their motivation to study in English (Protacio,2012). If the scholars found out
that they may study in English then they had been encouraged to study more.
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Assessment of English Language Proficiency
English language learners for assessment can be a challenge in both obtaining
information and languages in a multilingual context. A variety of empirical research has proven
that checking out can certainly impact what and the way English language inexperienced persons
are taught (Choi et al., 2009). For the (Test of English for International Communication) exams
specifically, (Stoynoff, 2009) has observed that “the one’s examinees who put together to take
the total battery will probably revel in greater advantageous washback than people who put
together to take the unmarried check.”
In the examination of Powers (2010) entitled “ The Case for a Comprehensive, Four-
Skills Assessment of English Language Proficiency” argument for the use of all 4 language
abilities, in place of checking out greater selectively, is as follows: It is the wider trait of
communicative competence, now the no longer precise man or woman abilities, this is important
in maximum educational and administrative center settings and of the maximum hobby to
customers of exams just like the “Test of English for International Communication” exams. It is
important, however, to check for each of those 4 abilities in my view due to the fact each is
important for communicative competence. Furthermore, direct proof of precise man or woman
abilities can offer at the least oblique proof of different abilities.
Though strongly related, each of the 4 abilities listening, reading, writing, and speaking is
distinct, and everyone contributes uniquely to a man or woman’s usual communicative ability.
When check rankings are used to make consequential selections, the usage of numerous reasserts
of statistics yields higher selections than does a greater selective use of statistics. Moreover,
evaluation is fairer to check takers if they may be allowed to illustrate their abilities in a couple
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of ways — with exceptional exams, exceptional strategies, and exceptional query formats.
Comprehensive checking out additionally encourages broader and greater generalizable coaching
and getting to know of language abilities with the aid of using check takers. All of the motives
given right here are regular with the fashion closer to greater comprehensive, incorporated
checking out of language abilities as visible in lots of distinguished language checking out
programs.
English Language Proficiency and Its Value
English language proficiency has an important impact on the opportunities of new
graduates for employment. A specialist from Hungary (Doró K., 2011) led an exploration about
"English Language Proficiency and the Prediction of Academic Success of First-Year Students
of English" and says that this paper emerges from expectation to investigate English language
capability as a marker of future scholarly execution of first-year English majors at a Hungarian
college. This issue is talked about from a useful perspective of showing a changing and assorted
understudy populace and the need to react to their scholarly achievement and disappointment.
outline the central points of interest from a more hypothetical angle, including instructive
arrangement arranging, educational program plan, language testing, scholastic evaluation, and
maintenance in advanced education. Starting by recognizing changes in the Hungarian advanced
education framework that straightforwardly affected the understudy populace that is the focal
point of this paper, for the most part, English majors, and by distinguishing and examining the
scholastic proficiency requests of the investigation program they go through. At that point, the
researchers examined the idea of scholastic maintenance in advanced education and the
circumstance at the University of Szeged. From here to investigate information acquired from
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two English language tests taken toward the start of the 1st semester and the evaluations
understudies got toward the finish of a similar semester
Stimulating Students’ Speaking Proficiency
Nguyen and Ho (2012) explain how teachers of English languages can approach Asian
students with teaching language learning strategies (LLS) to make them fluent speakers of
English. Stereotyping students, evaluating students, parallelism in strategies and competence,
and the role of gender in language learning strategies are the four main concepts of the paper.
Adalikwu (2012) states that self-confidence is based on whether or not he/she is capable
of doing that task in the past as a belief that someone has it in his/her capacity to succeed in a
task. Thus, in their learning, confident students are successful because they believe in their
abilities and never give up. They also agree that the learners who struggle in school, especially in
English reading, will continue to fall behind, according to the UO dibels data system. They state
that children's problems will only increase over time if reading struggles continue. In other
words, without explicit, intensive, systematic, and relentless instruction, they will not 'catch up'
to their peers. This teaching must start immediately and be maintained over time. In particular,
reading is not only vital for success but also extremely urgent for student teaching. Getting to
100% requires going through the bottom 20%, assuming students are not wise to 'catch up' with
practice as usual. Catching up is an occurrence with a low probability. In both the short and long
run, the bottom 20% will require a very different kind of effort (University of Oregon, 2014).
Overall, if strategies do not change, all of these students who are poor and struggling in school
will continue on this path.
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Gaya Tridinanti (2018) states that students with a high level of anxiety, concern, fear, and
low self-confidence in foreign language classes can find it difficult to learn their ability to
communicate Gobel. et al., (2013) has shown that integrative motivation in the L2 classroom is a
significant predictor of student achievement.
Tsiplakides (2009) claimed that the inability of a person to engage in discussions using a
specific language is speaking anxiety. It is due to inadequate motivation and poor results. In
learning English as a foreign language, speaking anxiety is a prevalent phenomenon. English
learners are more nervous about speaking foreign languages because they have little ability to
talk English in class and have less practice.
In the Philippine context, English language proficiency is vital and relevant not only for
students but also for the graduates and working individuals. An extensive elevation of status will
be upheld with the proper utilization of English language. 21st century teachers must possess
certain skills and competencies that would make learning more fun and enjoyable. According to
the study of Borabo (2012) and Corpuz & Salandanan (2012) categorized the 21 st century skills
that teachers must possess into four and one is still communication skills. The employability
skills are overall focused on English language proficiency, most people used it to go abroad and
take as many opportunities as they can.
Moreover, Leyaley (2014) on the Employability Skills of Teacher Education Graduates
of Kalinga- Apayao State College found out that both the Bachelor of Elementary Education
(BEED) and Bachelor of Secondary Education (BSEd) graduates of the institute are much skilled
along oral communication but are moderately skilled along written communication. In Kalinga –
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Apayao state, the institution has produced moderate skilled teachers that have familiarized
themselves in English linguistics.
The essence and relevancy of English proficiency in our present time were prominent in
educational and political sectors. If an individual is fluent and manifests vast knowledge on
manipulating English language, the individual has already acquired the key to the door of
success .Educators agree that proficiency in the English language is the basis for success in
academic pursuits (Robell & Ronald 2016). Science, Mathematics, and many more subjects use
the English language to convey the topics that cover the curriculum given by DepEd. A learner
who can comprehend English during its time of studying will be able to acquire knowledge and
enhance its intelligence that could be used at an advantageous pace.
In addition, as J. K Aina (2013) claimed, language proficiency in English is significantly
related to academic performance. The connection of academic performance and English
proficiency is visible especially when it comes to performance tasks. There are impromptu
speech, debate, role playing, and motivational speeches. These are the performances that are
commonly implied to high school students. Showcasing excellency on English language will
elevate the student’s stance and marks.
Lastly, reading, writing, and working with numbers are tasks that are based on language
skills (Global English Corporation, 2014). On PH K to 12 curriculum, STEM, ABM, HUMSS,
and Tech Vocational students are being taught with relation to reading, writing, and working
with numbers. Teachers applied their knowledge on their teaching method to instill students with
the basic knowledge they need for their preparation in College.
14
A similar study of (Maleki A., 2007) entitled "A survey on the relationship between
English language proficiency and the academic achievement of Iranian EFL students" said that
one of the most serious problems that Iranian EFL students face in their field of study is their
inability to communicate and handle English after graduating from university. This is due to their
weaknesses in general English, which influence their academic success. The intent of the present
study was to examine the strength of the relationship between English language proficiency and
the academic achievement of Iranian EFL students. Accordingly, the relation between English
language proficiency and academic achievement was examined in this study, and a significant
connection was found between proficiency and grade point averages of academic achievement.
Similarly, the results revealed significant correlation between English language proficiency and
achievement in English speaking and writing subjects.
The researchers from Tanzania (Wilson B. et al., 2012) conducts a research entitled "The
link between English language proficiency and academic performance: A Pedagogical
Perspective in Tanzanian Secondary Schools" says that English, the Language of Instruction
(LOI), has fallen victim of blame of some scholars as the cause of poor performance in
secondary schools in Tanzania. The blame is directed at English strongly up until recent years
(2010 and 2011) when the results of national examinations have been extremely worse. It seems,
the public presumes that there is a relationship between students’ academic success and their
abilities in the LOI. The study revealed that there is a significant weak positive relationship
between ELP and students’ academic achievement. The relationship was significant in English
and insignificant in other subjects which were investigated. On the basis of the findings of this
study, it is argued that academic success is a function of several variables and not only
15
proficiency in the LOI. It is therefore recommended that the responsible authorities should invest
in improving English language proficiency among students since ELP is positively connected
with academic success.
A researcher from the University of Sydney Gobel. et al., (2013) conducted a research
entitled “Academic Success of International Postgraduate Education Students and the Role of
English Proficiency” says that increasing numbers of international students have led to much
debate on issues concerning English language proficiency requirements and studying at
university. Today, universities depend more and more on full-fee-paying students for income, so
the issue of the minimum English proficiency entry level is of great significance. From a
teaching point of view, more academic staff have international and non-English speaking
background students in their classes than previously. At the University of Sydney, the majority
of students take the English Language Testing Service (IELTS) test as a measure of their English
proficiency. The IELTS test is designed to measure the types of skills typically found in tertiary
settings and provides a profile of scores based on speaking, writing, listening and reading
subtests. The IELTS is a high-stakes test. Life changing decisions are made on the basis of
IELTS scores. The scores may determine whether a student studies overseas or not or chooses
one career path over another. Therefore, the issue of test reliability is crucial. Various strategies
have been implemented to raise the reliability of IELTS. For example, from an administrative
perspective, there are controls on the timing and execution of the test. From a testing perspective,
the speaking test is now scripted, thus reducing variation between examiners. Such measures
may indeed raise reliability but tend to lower the authenticity of the test (Koys, 2010).
Authenticity refers to the extent to which the IELTS test can be said to reflect and measure the
16
types of skills necessary for tertiary study. However, since the IELTS is used as an entry
measure, it is important to investigate the extent to which current IELTS levels are predictive of
academic performance in specific academic settings.
A similar study from Nigeria has been conducted by Fakeye (2009) entitled “English
Language Proficiency as a Predictor of Academic Achievement among EFL Students in Nigeria”
says that, English language plays the vital role of being the medium of instruction in Nigerian
schools from primary to tertiary level. The knowledge of the contents of school subjects is
transferred to the students at all levels of education through English language medium. It
therefore follows that how well students would fare in academic attainment depends largely on
their level of proficiency in English language which is the medium of instruction. This paper
therefore examined the extent to which Nigerian secondary school students’ proficiency in
English predicted their overall academic achievement in Oyo and Osun States of Nigeria. From
the population of students in the two states, 400 students were proportionately sampled from
eight randomly sampled secondary schools. Two research questions guided the study in which
two research instruments namely, English Language Proficiency Test (ELPT) was used. The
performance of the respondents in the ELPT was correlated with the students’ annual scores in
core school subjects–Mathematics, Biology and English using Pearson Product Moment
Correlation and Linear Regression Analysis at .05 level. The results showed that English
language proficiency of the students has a significant positive relationship with their overall
academic achievement and that there is a significant impact of English language proficiency on
students overall academic achievement.
17
Conceptual Framework
English Language Programs: A Framework for School Improvement
This study aimed to identify the correlation between English language proficiency and
academic success. There were three points considered in correlating two independent topics in
the study. First, to identify the connectivity of English language proficiency (ELP) of the
students to their academic success. Second, to know the relevance of the English language in our
modern society.
This study utilized the Input-Process-Output (IPO), model. The utilization of IPO helped
the researcher distinguish the relationship of English language proficiency and academic success,
identify the correlation of English language on the educational achievements of the students
inside and outside of the school, by the use of correlational research design using a quantitative
method using survey questionnaires and written interview. After the floating of questionnaires,
the data were gathered and extracted by the researchers to manifest the output of the relationship
between English language proficiency and the students’ academic success. There were three
details associated with English language proficiency and academic success these are:
1. Assessment, utilization of English language proficiency of the students.
2. Use of English language proficiency to the academic success of the student.
3. Correlation of English language proficiency and academic success.
18
19
Figure 1.
Conceptual Framework of the Study
Output
Input Process
1. What is the level of

English language
proficiency of the Survey
Grade 9 students of Questionnaire
Saint Rose Catholic
School Inc.?
Relationship of
English language
2. What are the level proficiency and
of academic academic
performance of the performance
Grade 9 students of
Saint Rose Catholic
School Inc. in terms
of:
- General Weighted
Average
3. Is there a significant
relationship between
English language
proficiency and
academic performance
of the Grade 9
students of Saint Rose
Catholic School Inc.?
20
Statement of the Problem
The objective of this study is to identify if there is a relationship between English
Language Proficiency (ELP) and Academic Performance. This study generally aimed to
determine if the English language proficiency possesses a significant relationship with the
academic performance of Grade 9 students at Saint Rose Catholic School Inc. Specifically, it
aims to identify the following:
a) What is the level of English language proficiency of the Grade 9 students at Saint
Rose Catholic School Inc.?
b) What is the level of academic performance of the Grade 9 students?
c) Is there a significant relationship between English language proficiency and
academic performance of the Grade 9 students at Saint Rose Catholic School
Inc.?
Hypothesis
H1: There is a significant relationship between English language proficiency and academic
performance of the students.
H0: There is no significant relationship between English language proficiency and academic
performance of the students.
21
Significance of the Study
This study may help the students and the institution identify the relationship between
English language proficiency and academic performance. It generally aims to help the:
For the students. The study would be a significant contribution to the extensive
comprehension of the students between the connection of English language proficiency and
academic success. This study may instill the students about the vitality of the English language,
provided that students may also know the importance of the English language in our society and
how they will manipulate it for their academic success. The study may serve as their guideline in
knowing the relevancy and value of acquiring English linguistic skills.
For the teachers. The outcome of this study may help them identify the proper usage of
the English language in the Junior high school. Moreover, for the educators whose task is to lead
the learners in expanding the student’s skills. This study will help them attain the knowledge on
how they properly guide the youth towards their passion for where the students will grow
concerning English language proficiency. Nevertheless, the teachers will be prompted to foster
the students’ skill in the English language by instilling them with various knowledge that is
considerably useful when the students have advanced on a higher grade level until the day the
students will graduate. The outcome of this study will make the students equipped with various
knowledge and give them the most suitable preparation background in life.
For the school. This study will authorize the institution’s director in facilitating debates
and speeches for high school students who will soon be Graduating from the institution; by that
22
time, the quality of students in the English language will be enhanced. By obtaining perceptions
with this study, they can help the students hone their skills as 21 st century learners and soon will
be the future leaders of a massive organization. Furthermore, this study will also benefit the
parents in gaining knowledge on how they will help their children to be familiarized in the
English language. With the help of this study, the accumulated information from facts will make
the parents aware of how they will guide their child on the path where they will grow and be
successful.
For the future researchers. This study will also make other researchers be informed
about the correlation of English language proficiency and academic success of the students in
secondary school, and with this, they can also recommend strategies and techniques to make the
student develop their English language skills. As a young learner, the outcome of this study will
help them be responsible for the decisions they make that will contribute to the future
development of our society that they will live in the future. Finally, this study would serve as a
source for future researchers that would help them in directing their studies.
23
METHODOLOGY
Research Design
This study utilized quantitative methodology given the research question we seek to
answer that leads to numerical data and non-numerical data. Specifically, this study used the
correlational design of research to identify the relationship between the English language
proficiency and the academic performance of the Grade 9 students in St. Rose Catholic School
Inc.
According to McCombs (2019), correlational research design measures the relationship
between two variables without being controlled by the researcher. It is either a positive
correlation (both variables change in the same direction), a negative correlation (the variables
change in opposite directions), or zero correlation (there is no relationship between the
variables).
Research Respondents
The study aims to discover the connection between English language proficiency and
academic success. The researcher chose Grade 9 students as respondents because a majority of
their subjects are related to the English language, which corresponds with their academic
success. The class advisers presented a list of students to use in assessing the respondents. The
respondents were selected randomly from Grade 9 students who are currently enrolled in this
institution.
24
A total of one hundred sixty-seven (167) students were selected as respondents through
simple random sampling using Slovin’s formula for computing sample size with a five percent
margin of error from the overall population of the 9th Grade students which is one hundred sixty-
seven (N=167). These samples shall be randomly selected through stratified random sampling
with the Grade 9 being used to define groups and SPSS to randomly determine the samples. The
population were be categorized by section: St. Ignatius with the population of thirty-three (n=33)
students, St. Francis with the population forty-three (n=43), St. Antoninus with the population
thirty-five (n=35), St. Augustine with the population twenty-seven (n=27) students and St. Mark
with the population thirty (n=30) students.
Table 1
Overall population of Grade 9 Respondents
Section Total Population Percentage
St. Antoninus
35 20.4%
St. Mark
30 16.8%
St. Francis
43 29.9%
St. Augustine
27 14.4%
St. Ignatius
33 18.6%
Total 167 100.00
25
Table shows that there are a total of one hundred sixty-seven (n=167) respondents that
are selected as computed in the Slovin’s Formula. There are thirty-five (n=20.4%) participants
from St. Antoninus, thirty (n=30, 16.8%) participants from St. Mark, forty-three (n=43, 29.9%)
participants from St. Francis, twenty-seven (n=27, 14.4%) participants from St. Augustine and
from St. Ignatius there are thirty three (n=33, 18.6%) respondents are selected.
Table 2 shows the number of participants per age. There are one hundred sixty-seven
(n=167) participants in the study. As presented below, there are seventy-four (n=74, 44.3%) were
among the participants who are fifteen (15) years old, eighty-four (n=84, 50.3%) respondents
aged sixteen (16) and only nine (n=9, 5.4%) were seventeen (17) years of age.
Table 2
Participants per Age

Items Frequency Percentage
Age (Years)
15 1 1.00%
16 42 42.40%
17 56 56.60%
Total 167 100.00
Table 3 shows the gender of the respondents, the total population is one hundred sixty
seven (n=167). There were ninety-nine (N=99) female participants with a percentage
distribution of fifty-nine-point three percent (59.3 %). On the other hand, there were sixty-eight
(N=68) male participants with a percentage distribution of forty-point seven percent (40.7%)
among the total number of participants.
Table 3
26
Participants per Gender
Items Frequency Percentage

Gender
Male 68 40.7%
Female 99 59.3%
Total 167 100.00
Statistical Treatment
Descriptive statistics and bivariate correlation were utilized to measure and interpret the
data gathered from the respondents. Furthermore, the data acquired from the survey
questionnaire is presented using a percentage formula to show population statistics. Under
descriptive statistics, the data was also extracted using simple statistics such as mean and
standard deviation.
Furthermore, the data acquired through the survey questionnaire was extracted by
utilizing meaning to interpret the data to be analyzed, as well as their descriptive interpretation.
The standard deviation was used to represent the spread of distribution in the scores in the survey
questionnaire statements. Lastly, Pearson's correlation coefficient was utilized to determine the
relationship between English language proficiency and academic performance of the Grade 9
students at St. Rose Catholic School Inc.
Pearson’s r coefficient formula is shown as follows:
After the researchers acquired the r coefficient, the data was subjected to hypothesis
testing. The alpha level was compared to the two-tailed significance levels of the variable pairs.
27
The standard set alpha level for this research is 0.05. If the computed significance amount
yielded a value of less than or equal to 0.05, the researchers would reject the null hypothesis
(H0) and adopt the alternative hypothesis (H1). If the significance level is greater than 0.05, the
researchers must consider the null hypothesis (H0) while denying the alternative hypothesis
(H1).
Data Gathering Procedure
In conducting this study, the survey questionnaire was floated and performed to the chosen
respondents via online through Google form due to the Covid-19 pandemic (Appendix F) after
the research professor accepted the request. The researchers then sought permission to officially
conduct and administer the study by sending a letter to the school principal (Appendix B) and the
academic coordinator of the school department (Appendix C). After receiving and granting
approval, the researchers wrote permission letters to the advisors (Appendix E), asking
permission to float the survey to their respective class advisories. Lastly, after floating the
questionnaires, the researchers tabulated and analyzed the data obtained in the questionnaires.
Research Instrument
For this study, a self-composed survey questionnaire was made in order to gather information
from the respondents. Upon constructing the questionnaire, the researchers underwent several
consultations and discussion together with their research advisers in regard to constructing the
survey questionnaire. With that, a reliable survey questionnaire was made. It was designed using
a 4 - point Likert scale with 1 being the lowest and with 4 being the highest to identify the
28
proficiency of English language and academic performance of Grade 9 students of St. Rose
Catholic School, Inc. Each item on the survey questionnaire used a 4 - point Likert scale shown
as follows:
4.00 - Strongly Agree
3.00 - Agree
2.00 - Disagree
1.00 - Strongly Disagree
Table 4
Distribution of Factors
Factors Item Number Total
Level of English
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 10
Proficiency
Relationship 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 10
Table 5
Reliability Analysis
Coefficient of Reliability Number of Items
All items in the survey questionnaire 0.80 20
29
Data Analysis Procedure
The research utilized descriptive statistics to analyze the quantitative data collected.
To identify the relationship between English language proficiency and academic performance among the
students of Grade 9, the researchers extracted the data. The researchers employed a four-point grading
scale which is the standard for research. The scale is shown as follows:
Table 6
Research Questionnaire Grading Scale
Grading Scale Point Interpretation
4.00 - 3.26 Strongly Agree
3.25 - 2.51 Agree
2.50 - 1.76 Disagree
1.75 - 1.00 Strongly Disagree
Note. The researchers adopted the four-point Likert-scale in this study, to avoid central tendency bias.
In the bivariate correlational part of research, the Pearson’s correlation coefficient
interpretations were used to determine the strength of the relationship between teacher’s
pedagogical approach and student’s interest in learning science. The range and interpretations
are shown as follows:
Figure 2. Pearson Correlation Coefficient Interpretation
30
Range Interpretation
+ 1.0 (-1.0) Perfect positive (negative) Relationship
+ 0.90 to + 1.0 (-0.90 to -1.0) Very Strong positive (negative) Relationship
+ 0.70 to + 0.90 (-0.70 to -0.90) Strong positive (negative) Relationship
+ 0.50 to + 0.70 (-0.50 to -0.70) Moderate positive (negative) Relationship
+ 0.30 to + 0.50 (-0.30 to -0.50) Weak positive (negative) Relationship
+ 0.30 to + 0.50 (-0.30 to -0.50) Very Weak positive (negative) Relationship
0.0 No Relationship
Ethical Consideration
Before conducting the study and giving the survey questionnaires to the respondents, the
researchers asked the permission of the school principal and class advisers to finally administer
the study. Researchers would also engage with the class advisers and clearly state the objectives
of the research. The participants would also be asked to read and sign an informed consent
before responding to the survey questionnaires and make sure to affirm that anonymity and
confidentiality is respected. The researchers must secure all the responses, legal actions and
proceedings gathered from the participants would be kept confidential. Lastly, researchers must
tend to respect the privacy of the participants and would be used only for academic purposes.
RESULTS
The researchers proposed the following hypothesis. H1: English language proficiency is
significantly correlated to the academic performance of the students. The data gathered from the
31
survey questionnaire and each student’s general weighted average was entered into an excel
spreadsheet. To determine if a relationship existed between English language proficiency and
their academic performance, the researchers applied a Pearson Correlation and a Spearman’s rho
to the recorded data. A correlation for the data revealed an English language proficiency and
academic performance of the students were significantly related, r = +.536, p < 0.05, two tails.
These findings led to the acceptance of the proposed hypothesis.
Table 7
Level of English language proficiency of the student.
Item Mean Std. Deviation Interpretation
I use the English language for my

3.11 .621 Agree
writing materials.
I utilize the English language when
3.08 .611 Agree
writing my essay.
I have developed my social and
communication skills with the help of 3.16 .621 Agree
the English language.
I understand the English language. 3.20 .626 Agree
I can speak the English language

2.71 .721 Agree
fluently.
I can participate in class discussion with
2.89 .671 Agree
the English language.
I prefer engaging in a debate with the
2.53 .751 Agree
use of the English language
I recite in class discussions by utilizing
2.68 .747 Agree
the English language
English language helps me to develop
3.09 .701 Agree
my social skills.
I understand more the topic if It was an
2.78 .706 Agree
English-based subject.
32
TOTAL 2.85 0.678 Agree
Table 8
Level of Academic Performance of Grade 9 Students.
Item Mean Std. Deviation Interpretation
I think the English language helps me in

3.09 .657 Agree
my subjects.
I think learning the English language is a
2.52 .897 Agree
burden in my studies.
The English language helps me to
3.03 .772 Agree
understand my subjects more.
The English language is hard to
comprehend, and sometimes it gets in the 2.88 .710 Agree
way of my understanding.
I think there is a connection between the
English language and my grades in my 2.79 .666 Agree
subjects.
My level of English language proficiency
2.86 .705 Agree
affects my grades greatly.
English language helps me in my written
3.07 .673 Agree
works.
English language get in the way of
expressing yourself in an essay when the
2.98 .764 Agree
teacher says, "you can only use English in
the essay"
When giving reports, speeches or
recitations, I normally use English as the 2.92 .723 Agree
medium of language
I think the English language is significant
3.20 .681 Agree
in my studies
TOTAL 2.93 .725 Agree
33
However, table 6 displays the summary of the objectives’ means with their descriptive
values. The data includes ‘I think the English language is significant in my studies' (Q20) which
obtained the highest mean rating of 3.20 with the descriptive rating of Often. Whereas ‘I think
learning the English language is a burden in my studies' (Q12) gained the lowest mean rating of
2.52 with the descriptive rating of often.
Table 9
Pearson’s r showing the Correlation between the English language proficiency and academic
performance
Teacher’s Pedagogical Approaches Student Interest in Learning Science
Pearson Correlation (Pearson’s r) .536
Sig (2-tailed) .000
n 167
The correlation between the English language proficiency and academic
performance is shown in Table 7. As shown in the table below, the English language
proficiency and academic performance manifests low positive correlation (r=.536). The p
value, on the other hand, is lower than the set alpha level (= 0.05), stating a significant
relationship between the two variables (p= 0.000). As a result, the null hypothesis (H 0)
must be denied, and the alternative hypothesis must be accepted (H1).
H1: There is a significant relationship between the English language proficiency
and academic performance.
34
H0: There is no significant relationship between the English language proficiency
and academic performance.
Table 10
Summary of Mean Score per Factor
Factors Mean Interpretation
1. Level of English language proficiency 2.93 Often
2. Level of Academic Performance 2.85 Often
Analysis of Data
The researchers sought to design a reliable instrument that could indicate a possible
relationship between English language proficiency and academic performance of the Grade 9
students at St. Rose Catholic School Inc. Hence, the researchers developed the relationship of
English language proficiency in the academic performance survey which included 10 statements
for each of the following categories: level of English language proficiency, and the relationship
between English language proficiency and academic performance. Each question also accounted
for students’ attitudes towards English language proficiency. The acceptable correlation
coefficient of .70 or below is what is utilized to establish an instrument as reliable; thus, a
35
Pearson Correlation rho for the data revealed a significant reliability between the survey, r =
+.536, p < 0.05, two tails.
The English language proficiency and Academic performance Survey was found to be
reliable (20 items: α = .80). To further solidify the internal consistency reliability of the survey
instrument, the researchers performed a reliability test that involved identifying the correlation
between the odd and even-numbered questions on the survey. The results of a Reliability test
revealed significant internal consistency reliability for the English language proficiency and
academic performance Survey, r = .536.
Students can understand the subject more when it is in English. But, since we have a low
positive correlation. Bilingual teaching is also what the students prefer when learning new topics
from their subjects. Most students here in the Philippines have been accustomed to utilizing
Filipino and English languages simultaneously. There are some words in Filipino that are not
common unless it was translated to English, that goes the same with some English terminologies.
Bilingual teaching is still the optimum way on instilling knowledge to the students.
36
DISCUSSION
The English language was influential and regarded as an international language, being
fluent in English allows a person to go further than anticipated. Nowadays, English language
proficiency to the students is very important, as it is said that the English language is being
accepted worldwide it is important for the students to master this particular language and would
affect their academic performance. English is indeed important today, and most countries have
introduced English classes into their educational programs. English skill learning will take a
student on a journey full of new opportunities such as studying overseas, interning with a foreign
institution, representing their country in an international arena, and collaborating with
professionals at a prestigious business. Academic performance is strongly linked to English
language proficiency.
Level of English language proficiency
Some students encounter that their level of English language proficiency affects their
academic as the result is showing. The level of their English language proficiency helps them
understand subjects using English as medium to convey lessons. Language proficiency includes
not only the ability to use a language properly in an acceptable way for a functional reason but
also knowledge of the various modes of interaction associated with the language and its various
varieties.
One of the variables in the level of English proficiency was the students' development of
confidence and social skills such as public speaking and leadership. The positive side is
advantageous, which can be used for a beneficial scheme. Therefore, a student’s level of English
37
language proficiency should be capable of reading, writing, concentrating, and talking effectively
to help them have an advantage when entering in a higher grade level.
Students have identified what is their level of English language proficiency and the
effects of English Language proficiency on their academic performance. The instructor can
generally use the English language to classify and assess the academic performance of the
students. A means of measuring students' employability skills and morals as they embark on a
journey to grow and improve their qualities. English proficiency is currently used as a basis for
assessing an individual's inclusion or absence in matters of politics, trade, the environment,
culture, and education (Nallaya, 2012).
In 2012, Nguyen and Ho also describe how English language teachers should treat Asian
students with teaching language learning strategies (LLS) to help them become fluent English
speakers. This teaching must start immediately and be maintained over time. In particular,
reading English textbooks is not only vital for success but also extremely urgent for student
teaching. Speaking anxiety is a common occurrence when learning English as a foreign
language. Because they have little ability to speak English in class and have had less practice,
English learners are more nervous about speaking foreign languages. It's because of a lack of
motivation and poor results.
So, student’s level of English language proficiency can affect their academic
performance. If students are truly eager to learn, they will need to develop a variety of skills not
only related to language but also learning and learning how-to-learn' (Oregon, 2014). Therefore,
most of the students agreed taking time to learn the English language can be a possible solution
to deal with their level of English language proficiency.
38
Level of Academic Performance
What is the level of academic performance?
Academic performance is the assessment of a student's ability in a variety of academic
subjects. Classroom success, graduation rates, and standardized test scores are often used by
teachers and school administrators to assess student achievement. Some students think that the
English language helps them in their subjects and some of the students agree that the English
language helps them to understand their subjects more. It also helps them in their written work.
As the result of the gathered data, the findings revealed the positive effects of learning the
English language on their academic performance. Students developed their skills in
communicating with the help of speaking in the English language. In accord with that, students
were also comfortable in using the English language. However, some students think that the
English language is hard to comprehend, and sometimes it gets in the way out of their
understanding. That English language gets in the way when expressing themself when writing an
essay in English. And that having to learn the English language is a burden in studies. But most
of the students used the English language as their medium when giving a report, speeches or
recitation.
Students developed their communication skills through the help of speaking the English
language. In accord to that, students were also comfortable in using English language. However,
there are also some students think that the English language is hard to comprehend, and
sometimes it gets in the way out of their understanding, gets in the way when expressing
themself when writing an essay in English, and that having to learn the English language is a
39
burden in studies. But most of the students used English language as their medium when giving a
report, speeches or recitation.
Significant relationship between English language proficiency and academic performance
A significant relationship between English language proficiency and academic
performance of the Grade 9 students.
Findings revealed that there is a correlation between proficiency in the English language
and academic performance of Grade 9 students at St. Rose Catholic School, Inc. Majority of the
students agree that there is a significant relationship between English language proficiency and
academic performance. Also, there are some of the students that agreed that English language
proficiency is significant in studies as stated in Q20. With the result of the gathered data,
students agreed that the connection between their language proficiency and their academic
performance greatly affects their grades. It increased their confidence in studying especially in
socializing and public speaking.
The English language has become the second frequently used language in the world.
Although English is not an official language in many countries, it is the current language often
taught as a second language. Being proficient in English helps the student to easily make a
difference especially when having activities in school. Having to learn the English language
helps the students with their subjects and develop their skills. However, some students say
learning the English language is just a burden in their studies. But there is always room for
improving and practicing our language skills.
40
CONCLUSION
The research aimed to demonstrate the significant relationship between the English
language proficiency and academic performance of the grade 9 students of SRCS. Based on the
findings, the study concludes that there is a low positive correlation between the two variables
being observed. Furthermore, the report concludes that the student's academic performance is at
a really good level, while English is at a decent standard.
Likewise, the study concludes that there is a significant relationship that exists between
the students’ English language proficiency and their academic performance. The higher the
English language proficiency levels of the students are the higher their academic performance
levels in Science, Mathematics, and English, specificially.
Thus, the study further concludes that students’ English language proficiency could be a
predictor of the students’ academic performance in Science, Mathematics, and English since the
medium of instruction used in the teaching of the said subjects is English. As a result, English
language programs in school should be prioritized.
Scope and Delimitation
This correlational study is only limited only to the correlation of the English language
proficiency and academic performance of the students. To identify the relationship of the English
language to academic performance. The main focus of this study is how does English language
proficiency affect the academic performance of the students. Furthermore, this study sought to
seek the factors that affect the students’ academic performance.
41
RECOMMENDATION
Based on the findings, researchers made the following recommendations:
Recommendation for the Students. The students of St. Rose Catholic School should realize the
importance of the English language in learning academic concepts. They must comprehend the
English language as a structure and the roles of its constituents to understand its demands on
academic tasks and, finally, acquire skills to resolve the importance of academic language in
their learning.
Recommendation for the School. The St. Rose Catholic School should revisit the existing
curriculum programs of the system, particularly English, Science, Mathematics, and other related
subjects by taking into consideration the result of the study.
Recommendation for the Teachers. The English teachers of St. Rose Catholic School Inc.
should stay up to date on new approaches, practices, tactics, and techniques for teaching the
English subject. This can be done by attending seminars, training, and workshops related to
language and literature teaching. They will be able to implement new ideas in their instruction,
and students' English proficiency will improve as a result. Aside from English teachers, other
teachers of St. Rose Catholic School Inc. must support the school's English curriculum. They
should promote the use of the English language in their classes. Also, they should serve as a
model to their students in the use of the language. They should not only teach their students
concepts; they should also integrate real-life activities that enable the students to use English
when studying Science and Mathematics.
42
Recommendation for the school principal. As someone in charge of a whole society inside a
school, in charge of leading both pupils and instructors as well as handling significant
administrative duties, this study may be a great help as continuing education is needed to sustain
and develop their awareness over time and promote the use of English language inside the
school.
Recommendation for the school administrators. The school administrators of St. Rose
Catholic School should have concrete plans to develop and monitor their students’ English
language proficiency throughout their stay in the institution. Also, they should establish bases
and standards for allocating resources that contribute to the student’s English language
proficiency. Furthermore, they should provide professional development assistance for the
faculty to equip them with relevant approaches, methods, strategies, and techniques in English
language teaching.
Recommendation for the future researchers. This study may serve as reference to other
research enthusiasts who are encouraged to conduct a similar study on a wider scope to validate
the results and findings of the present study. Similarly, they are urged to explore other influences
that can affect students' English language proficiency and academic success, such as behavioral
patterns, instructional methods, teaching technologies, and contextual variables.
43
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46
APPENDIX A
Letter of Request for Research Adviser
Sta. Rosa St. Poblacion Sur, Paniqui, Tarlac
January 24, 2021
Mr. John Michael Taruc,

Faculty Member
This institution
Dear Sir John Michael, Taruc,
Greetings of Dominican Peace!

We, the undersigned are graduating Grade 12 students from the strand Science, Technology,
Engineering and Mathematics (STEM). We are currently taking up the subject Research
Capstone. Its objective is to provide students the opportunity to integrate their learning in the
different learning areas of the strand through creative culminating activity. It focuses on the
exhibitions/exhibits of authentic products and performances as evidence of their learning in
the strand. One of the requirements of this subject is to create an output based on a research
paper. The output and the research must be a school-based themed that will benefit the
students, faculty members, administrators, and the school. Thus, each group is required to
have a research adviser to guide the students.
In line with this, may we request you as our research adviser? The duties of the research
adviser are to (1) guide the students in crafting their research paper and output, and (2) give
ideas to students that will be of benefit to their research and output. However, the research
adviser is NOT required to: (1) proofread the manuscript - but may do so if the adviser
requests it, and (2) meet the advisee regularly. Your insights, views, and opinions will be of
great help in our magnum opus.
Hoping for you favorable response. Thank you!
Sincerely yours,
Dela Cruz, Omar T.
Researchers
Noted by:
Mr. Miguel F. Baluyut Jr.

Capstone Project Teacher
47
APPENDIX B
Letter of Permission to the Principal by the Class President
February 24, 2021
Sr. Grace F. Tagnipez, OP

Principal
Paniqui Tarlac
Dear Sr. Grace:
We, the Grade 12 students under the strand Science Technology Engineering and
Mathematics, are conducting our study in partial fulfillment for our Capstone Research
Project. The goal of our research is to add up existing knowledge and create programs that
will be of benefit to the school or the community.
In line with this, may I request on behalf of the class to conduct our research to Grade 9,
as well as to float questionnaires to students? Any help you will extend will be of great
help to our studies.
We are hoping for your positive response.
Sincerely yours,
Ernest John Manalo
Class President
Noted by:

48
APPENDIX C
Letter of Permission to the Department Coordinator
February 24, 2021
Mr. Mitchell D. Alabado
SHS Department Academic Coordinator
Dear Sir: Mitchell D. Alabado
The undersigned is a Grade 12 student under the strand Science Technology Engineering and
Mathematics, will be conducting our study our study in our Capstone Project. The goal of our
research is to determine if there is a significant relationship between English language
proficiency and Academic performance among grade 9 students at St. Rose Catholic School,
Inc. and add up existing knowledge as well as to create programs that will benefit the school
or the community.
In line with this on behalf of my group, may we request to conduct our research to the
entire Grade 9, as well as to float questionnaires to students? Any help you will extend will
be of great help on our study.
We are hoping for your positive response.
Sincerely yours:
Hans Lloyd Reyes
Research Leader
Noted by:
49
APPENDIX D
Letter of Request for the List of Students
February 21, 2021
Mr. Mitchell D. Alabado

SHS Department Academic Coordinator
Re: Request of Document

Dear Sir:
The undersigned is a Grade 12 students of St. Rose Catholic School Inc., under the strand
Science Technology, Engineering and Mathematics currently conducting a research entitled:
“A Correlational Study on English Language Proficiency and Academic Performance of the
Grade 9 Students in St. Rose Catholic School Inc. ”. This study seeks to determine if there is
a significant relationship between English language proficiency and Academic performance
among grade 9 students at St. Rose Catholic School, Inc.
In line with this in behalf of my group, may I ask if we request a copy of the list of students
of the entire Grade 9 Rest assured that the document requested will be treated with utmost
confidentiality and be used only for research purposes.
Thank you very much and we are hoping for you favorable response.
Sincerely yours,
Hans Lloyd Reyes
Research Leader
Noted by:

50
APPENDIX E
Letter of Request for the Class Adviser

February 24, 2021
Dear Ma’am Erika Del Mundo:
The undersigned is a Grade 12 students of St. Rose Catholic School Inc., under the strand
Science Technology, Engineering and Mathematics currently conducting a research entitled:
“A Correlational Study on English Language Proficiency and Academic Performance of the
Grade 9 Students in St. Rose Catholic School Inc.”. This study seeks to determine if there is
a significant relationship between English language proficiency and Academic performance
among grade 9 students at St. Rose Catholic School, Inc.
In line with this in behalf of my research group, may we ask to float survey questionnaires
on your class advisory about the said undertaking? We will assure that all gathered
information will be treated with outmost confidentiality. This endeavor will be of great help
on our school and its stakeholders.
Attached herewith is the list of questions to be used in the survey questionnaire. Thank you
very much and we are hoping for your favorable response.
Sincerely yours,
Hans Lloyd Reyes
Research Leader
Noted by:
51
APPENDIX F

February 24, 2021
Dear Ma’am Jenneva Gonzales:

The undersigned is a Grade 12 students of St. Rose Catholic School Inc., under the
strand Science Technology, Engineering and Mathematics currently conducting a
research entitled: “A Correlational Study on English Language Proficiency and
Academic Performance of the Grade 9 Students in St. Rose Catholic School Inc.”. This
study seeks to determine if there is a significant relationship between English language
proficiency and Academic performance among grade 9 students at St. Rose Catholic
School, Inc.
In line with this in behalf of my research group, may we ask to float survey
questionnaires on your class advisory about the said undertaking? We will assure that all
gathered information will be treated with outmost confidentiality. This endeavor will be
of great help on our school and its stakeholders.
Attached herewith is the list of questions to be used in the survey questionnaire. Thank
you very much and we are hoping for your favorable response.
Sincerely yours,
Hans Lloyd Reyes
Research Leader
Noted by:

52
APPENDIX G

February 24, 2021
Dear Ma’am Angeloisa Lardizabal:

School, Inc.
Sincerely yours,
Hans Lloyd Reyes
Research Leader
Noted by:
53
APPENDIX H

February 24, 2021
Dear Sir Jerry Melivo:

School, Inc.
Sincerely yours,
Hans Lloyd Reyes
Research Leader
Noted by:
54
APPENDIX I

February 24, 2021
Dear Ma’am Rose Lie Ignacio:
School, Inc.
Sincerely yours,
Hans Lloyd Reyes
Research Leader
Noted by:
55

APPENDIX J
Survey Form
A Correlational Study on English Language Proficiency and Academic Performance of

the Grade 9 Students in Saint Rose Catholic School, Inc.
Dear Respondent:
We are currently doing a research on “A Correlational Study on English Language

Proficiency and Academic Performance of the Grade 9 Students in Saint Rose Catholic
School, Inc.”. In view of such, may I seek your cooperation and support by fully
accomplishing the questionnaire? Please be honest in answering the questionnaire. Rest
assured that all information you will provide will be treated with utmost confidentiality.
Thank you for your participation

Dela Cruz, Omar T.
I. Personal Information:
Gender: Male _____ Age: _____ Grade level/ Yr. & Course: __________
Female _____
DIRECTION: Read and analyze the statements carefully. Encircle the corresponding answer
to the statement based on your experience.
1 – Strongly Disagree 2 – Disagree 3 – Agree 4 – Strongly Agree
No. STATEMENTS SA A DA SD
1 I use the English language for my writing materials 4 3 2 1
56
2 I utilize the English language when writing my essay 4 3 2 1
3 I have developed my social and communication skills with 4 3 2 1

the help of the English language
4 I understand the English language 4 3 2 1
5 I can speak the English language fluently 4 3 2 1
6 I can participate in class discussion with the English 4 3 2 1

language
7 I prefer engaging in a debate with the use of the English 4 3 2 1

language
8 I recite in class discussions by utilizing the English 4 3 2 1

language
9 English language helps me to develop my social skills. 4 3 2 1
10 I understand more the topic if it was an English-based 4 3 2 1

subject.
11 I think the English language helps me in my subjects. 4 3 2 1
12 I think learning the English language is a burden in my 4 3 2 1

studies
13 The English language helps me to understand my subjects 4 3 2 1

more
14 The English language is hard to comprehend, and 4 3 2 1

sometimes it gets in the way of my understanding
15 I think there is a connection between the English language 4 3 2 1

and my grades in my subjects
57
16 My level of English language proficiency affects my 4 3 2 1

grades greatly
17 English language helps me in my written works 4 3 2 1
18 English language get in the way of expressing yourself in 4 3 2 1

an essay when the teacher says, "you can only use English
in the essay"
19 When giving reports, speeches or recitations, I normally 4 3 2 1

use English as the medium of language
20 I think the English language is significant in my studies 4 3 2 1
58

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St.

Rose Catholic School

Daileg, Kathlyn Joie R.

St. Rose Catholic School Inc.

Mr. John Michael Taruc

Mr. Miguel F. Baluyut Jr. Mr. Mitchell D. Alabado

Sr. Grace F. Tagnipez, OP

Title Page .....................................................i

List of Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Review of Related Literature .........................................3

A. Demographic Variable Influencing Language Proficiency. . . . . . . . . . . . . . . . . . . 5

B. English Language Proficiency. ................................6

C. English Language Proficiency and Academic Performance. . . . . . . . . . . . . . . . . . 7

D. Motivation to Learn English Language. .............................. 8

E. Assessment of English Language Proficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

F. English Language Proficiency and its Value. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

G. Stimulating Student’s Speaking Proficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

D. Pearson’s r Coefficient Formula. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

E. Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

G. Data Analysis Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Identifying the Relationship between English Language Proficiency and Academic

A. Level of English Language Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

B. Level of Academic Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

C. Relationship between English Language Proficiency and Academic Performance. . 41

Table 1: Population of the Grade 9 Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Table 2: Participants Per Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Table 3: Participants Per Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Table 4: Distribution of Factors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Table 5: Reliability Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Table 6: Research Questionnaire Grading Scale. . . . . . . 30

Table 7: Level of English Language Proficiency of the Students. . . . 33

Table 8: Level of Academic Performance of the Students. . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Table 10: Summary Mean Score Per Factor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Figure 1: Conceptual Framework of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Figure 1: Pearson Correlation Coefficient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Appendix A: Letter for the Research Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Appendix B: Letter to the Principal by the Class President . . . . . . . . . . . . . . . . . . . . . . . . 49

Appendix C: Letter of Admission to the Department Coordination. . . . . . . . . . . . . . . . . . 50

Appendix D: Letter for the List of the Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Appendix E: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Appendix F: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Appendix G: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Appendix H: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Appendix I: Letter for the Class Adviser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Appendix J: Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

through a self-composed standardized questionnaire that underwent reliability analysis. The

process of the students at St. Rose Catholic School Inc.

Keywords: English Language Proficiency, English Language, Academic Performance

school and the community.

assistance and cooperation during the data collection.

and feel like giving up.

A Correlational Study on English Language Proficiency and Academic Performance of the

Grade 9 Students in St. Rose Catholic School Inc.

the ability to conduct business discussions and perform complex tasks.

According to J. K. Aina et al. (2013), Language proficiency in English is very much

critical and analytical thinking that is required in science and mathematics.

for understanding, analyzing, evaluating, and interpreting results.

are a prerequisite for learning concepts in science.

These observations on English language proficiency and academic performance prompted