WESTERN COLLEGES INC.

NAIC CAVITE
Tel No.s.(046) 412-0427/email add: westerncolleges_naiccavite@yahoo.com
MASTER OF ARTS IN EDUCATION
(Major in Administration & Supervision)

IMPROVING PERFORMANCE OF FRESHMAN COLLEGE STUDENTS IN ENGLISH: BASIS FOR

INSTRUCTIONAL INTERVENTION

A Thesis
Submitted to
The Faculty of the Graduate School
Western Colleges Inc.
Naic, Cavite

In partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision

by

JONALYN TEANO SANTOS

May 2017

CHAPTER I

INTRODUCTION
 English is regarded as the common language all over the world. It is used as the language to communicate in

politics, economy, tourism, and education in addition to many other fields. As the need to communicate in English

increases, teaching English and testing of English become more significant in the Philippines as well as worldwide,

and methodologies for the development of proficiency in English has already become a predominant research area

(Hernandez, 2015).

English proficiency is now a business of everyone. It is a means of global communication. English language

proficiency is a major qualification in getting a job whether local or international. As such, college graduates

are expected to demonstrate the ability to communicate effectively both in speaking and writing. It is the reason why

schools today are faced with the biggest challenge of developing graduates with high standards of competence and

professionalism with good English communication skills (Global English Corporation, 2014).

The importance of English language for enhancing educational attainment through improved communication

ability can never be over emphasized. Students who have so many Difficulties with their communication skill in

English language may not function effectively, not only in English language but in their academics (Tocmo, 2014).

The Philippines is recognized globally as one of the largest English-speaking nations, with the majority of its

population having at least some degree of fluency in the language. English has always been one of the countrys

official languages, and is spoken by more than 14 million Filipinos. It is the language of commerce and law, as well

as the primary medium of instruction in education (Cabigon, 2015).

Proficiency in the language is also one of the Philippines strengths, which has helped drive the economy and

even made it the top voice outsourcing destination in the world, surpassing India in 2012. The influx of foreign

learners of English is also on the rise due to the relatively more affordable but quality English as a Second Language

(ESL) programs being offered locally

Aquino and colleagues (2016) emphasize that English as a language has always been a part of Filipinos daily

lives ever since the Americans had contact with their country. Being a major subject to all the schools in the

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Philippines, English would have a big impact to the career and future of the students. There are many reasons as to

why Filipinos, themselves are not interested in learning it however; the prevailing reason still stays unknown.

The position of Iliyas (2011) who separately asserted that a lack of adequate mastery of English language

(language of instruction) are major problems relating to inadequate understanding of the teachers speech (listening

problem) that results from poor vocabulary and syntactic knowledge (note-taking problem), deficient language

background and compromise in qualifying entry examination into current stratum of the schools ladder among

students as source of understanding constraint.

According to Olanipekun (2013), English language proficiency could go a long way in affecting students

academic performance for English language is the gateway to educational advancement. The more reason referred to

English language as the language of achievers and that the language counts as far as rising up and being a member of

the elite class is concerned. Students who understand this do strives to do well in English language as this invariably

affect their performance in other subjects.

According to Vinke and Jochems (2013), improvement of English proficiency expands the likelihood of

academic success to a certain extent. The higher the students Englilsh proficiency is, the more probable it is for them

to accomplish academic success because English language proficiency is associated with academic success . The

reasons behind this may be students level of understanding the lectures and the exam questions presented to them in

English.

Matsuda (2012) suggests that English has spread due to globalization and likewise globalization has spread

owing to English. In an increasing number of international companies, workers are supposed to communicate in

English. In popular culture, many games are produced in English. English is also the language that is most

commonly used within the academic field. As a consequence of the need to communicate in English, several forms

of assessment are being utilized to gather information on language learners abilities and/or achievement in using the

language.

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 Tests have always been a part of the educational setting and evaluation of students performance has always

been a function of the classroom teacher. Students obtain passing or failing marks basic based on the scores they

garner in their respective tests. The test scores guide the teacher in determining those students who have difficulty in

the subject and therefore need his assistance and which subject areas are difficult for them and therefore require

reteaching.

While educational tests vary in purpose, they are generally aimed at ascertaining the ability, knowledge and

skills acquired by learners. Thus, they assess the students achievements in various subjects (Padua and Santos,

2011). Hence, the term a achievement tests. According to Ebel and Frisbie (2011), any achievement test can

provide diagnostic information of value to individual students if they are told which items they missed. However,

more often than not, it is impractical or impossible for students and teachers to meet and discuss items missed and

then correct the mistakes or meet and discuss misconceptions that led them astray. Highly specific diagnostic and

remediation of this sort can be effective and is accomplished with classroom achievement tests (Ebel & Frisbie,

2011).

English language proficiency is utilized as a scale to measure the degree of an individuals relation in the

fields of economy, business, politics, society, and education. There are a multiple options to measure the language

proficiency level of language learners. Some of the proficiency tests are standardized international tests, such as Test

of English as a Foreign Language (TOEFL), and International English Language Testing System (IELTS). These two

high stakes tests measure the test takers ability in using the language skills in reading, listening, writing, and

speaking (Nallaya, 2012).

In a study of Navarro, Garbin, Agena and Garcia (2015) on Maritime students English proficiency and their

feedback on instructional materials, the authors revealed that Maritime students of LIMA valued the importance

of the improvement of students English language skills as one of the requirements in getting a lucrative job in the

sea-borne business. The incompetence of maritime students in vocabulary and reading comprehension and fairly

incompetence in grammar based on the administered English proficiency test should be enhanced as far as English

3
proficiency is concerned. There is a strong indication that the development of maritime instructional materials

focusing in vocabulary development, grammar enhancement and reading comprehension skills can bring about

difference on the improvement of students English proficiency.

Racca and Lasaten (2016) using the descriptive-correlational research design, they determined the

relationship between the English language proficiency and academic performance in Science, Mathematics and

English of the 216 Grade 8 students of Philippine Science High School in Northern Luzon Ilocos Region Campus,

Cordillera Autonomous Region and Cagayan Valley Campus. Findings reveal that majority of the Grade 8 students of

the Philippine Science High School in Northern Luzon have English language proficiency belonging to the

satisfactory level. Also, majority of the students have academic performance in Science and Mathematics belonging

to the very good level while good level in English. Results further reveal that there is a significant relationship

between the students English language proficiency and their academic performance in each of the subjects.

Cabaysa and Baetiong (2010) examined the use of language learning strategies by high school students when

speaking in class, and factors affecting such strategy use. Results show strategy use to follow this order:

metacognitive, social/affective, and compensation strategies. Subjects were classified using an adaptation of the

ACTFL proficiency guidelines. Intermediate and novice speakers were further observed and made to complete

retrospection statements. Results indicate significant differences between groups in the level of frequency at which

metacognitive strategies were used and at which strategies were orchestrated. These factors were shown to influence

strategy use: achievement in school, attitudes towards speaking English, task at hand, subject area, topic of

discourse, and teachers techniques in allocating turns to speak and easing tension among learners asked to use the

second language. Data suggest that students could further improve their speaking abilities if they would gain

knowledge about learning strategies. Awareness of terms referring to various strategies would enable them to

monitor the effectiveness of their strategy use and help them develop autonomy in learning English.

Lucas, Pulido, Miraflores, Ignacio Tacay and Lao (2010) conducted a study on 240 freshmen college students

in the Philippines to examine whether students are intrinsically motivated to learn L2 communicative skills, such as

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writing, reading, speaking, and listening. It was clearly indicated by the results of the study that the students were

intrinsically motivated to learn specific language skills, such as speaking and reading, in English, their second

language. They were also found to be intrinsically motivated via accomplishment and knowledge. Language learning

motivation is thus an important factor that affects the performance of different students differently.

Another study of Borlongan (2009) concluded that English indeed continues to penetrate the Filipino society.

English has been used at different parts of the government, in daily lives, businesses, and media as well.

The study of Aina, Ogundele and Olanipekun (2013), the authors studied 120 students from a college of

education to find out the relationship between proficiency in English language and academic performance among

students of science and technical education. The findings revealed that proficiency in English language is required

for all students in Science and Technical education. It is therefore very important to always ensure that students who

are admitted into these courses have good English language proficiency. It was also observed that students in

technical education performed better than students in science education.

In a predictive study of Jadie, Sonya, Laura and Natasha (2012), the authors concluded that low proficiency

in English language has been considered a barrier to learning and academic success at the post-secondary level and

this is because English learners often lack the language proficiency necessary to understand the test content and

academic work. The authors also revealed that high English language proficiency could also aid academic reading

which is in a view to aptly indicate the influence of English language on students academic performance in other

disciplines.

Bekda (2015) investigated the factors related to students English proficiency levels through a segmentation

method. He found out that students who are exposed to English classes more during their high school years seem to

be more successful in reading proficiency in English language. The second significant predictor for reading

achievement is found to be the placement rank of students. The placement rank of students in different school types

can be related to students academic success; therefore, placement rank is an indicator of academic success.

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 The private institutions are considered to be providing better education for foreign languages as they start

learning a foreign language at an earlier age than General high school students and integrate more hours of foreign

language teaching in their curriculum. The results of of prior research of AlQuatami (2013) that starting at an early

age to learn foreign languages would result in better English proficiency levels.

Al-Zube (2013) concluded in his study that students whose high school specialization was based on

technical education displayed higher academic success in their first year of university than the students whose

background education was social sciences. As studies found relation between the academic success and English

language proficiency.

During summer 2012, faculty attendees of the three day live-in seminar at the Oasis Hotel and Resort drew

up an action plan for school year (SY) 2012-2013 in line with the revitalization program of the Commission on

Higher Education in English 1 was among the planned activities geared toward the improvement of the quality and

education in the senior high school level particularly Grade 12.

The Departmental Examinations (DE), Textbooks and Syllabi Committee recreated in May 2012 were asked

to prepare the questionnaire for the diagnostic test. The test aimed to assess the English proficiency of incoming

freshmen and to gauge their readiness for academic work in tertiary level particularly in English subjects, in as much

as English is the medium of instruction and of communication in all subjects, except Filipino, in all courses and in all

year levels in universities.

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Theoretical / Conceptual Framework and Paradigm of the Study

This study is anchored on Walbergs (1984) theory of educational productivity. In this theory, Walberg

determined nine factors that require optimization to increase affective, behavioral, and cognitive learning (1984, p.

20). Walberg states that these potent, consistent, and widely generalizable factors fall into three groups: student

aptitude, instruction, and environment. Student aptitude includes:

1) Ability or prior achievement, as measured by the usual standardized tests,

2) Development, as indexed by chronological age or stage of maturation, and

3) Motivation, or self-concept, as indicated by personality tests or the students willingness to persevere

intensively on learning tasks.

Instruction includes:

4) The amount of time students engage in learning and

5) The quality of the instructional experience, including psychological and curricular aspects.

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 Four environmental factors also consistently affect learning: the educationally stimulating, psychological

climates of

6) The home,

7) The classroom and social group,

8) The peer group outside the school, and

9) Use of out-of-school time (specifically leisure-time television viewing).

Walberg states that the first five factors are well known in several educational models. Each of these factors

seems necessary for learning in school. None can be readily ignored. For example, large amounts of unsuitable

instruction will cause students to learn very little. While these five factors are important, they are only moderately

alterable by educational leadership, since curricula and time allotments spent on various subjects and activities are

partly determined by many and diverse economic, political, and social forces.

Educational leaders must acknowledge the fact that they cannot raise student achievement by their efforts

alone. Environmental factors have a strong influence on student achievement. Further, we must not assume that all

influences on student learning outside school are working counter to school goals. Walberg states that even television

viewing time, when kept to 10 hours, as opposed to the typical 30 hours per week, can enhance student learning in

school. It is necessary to place school factors and environmental factors in their proper perspectives. One way to do

so, as proposed by Walberg, is according to time. One hundred and eighty days of school for thirteen years of a

persons life accounts for roughly 13% of his time between birth and age 18. Thus, factors outside the control of

school may dominate the individuals development.

However, the educational leader must concentrate on improving the quality of instruction the student is

receiving. This is the only factor within the realm of the principals and the teachers direct control. Even researchers

who propose that students construct their own knowledge in the subjects label education as the single process that

shapes the students understanding and skills in the subjects. Walberg proposes no specific learning theory within his

model; rather, the premise is that the teaching method should be researched empirically for its effectiveness beyond

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the theory from which it derives. Therefore, in this study, the quality of instruction the incoming freshmen students

received is the focus. The quality of instruction is assumed to influence the achievement performance in English of

incoming freshman college students in a university in Cavite.

Figure 1 shows the conceptual paradigm of the study.

Paradigm of the Study

INPUTS PROCESS OUT

English Proficiency of Incoming Freshmen College

Descriptive students
Research Designbased on Diagnostic
utilizing Test
Quantitative Resear
Instructional Intervention to improve Englis
Profile of Incomingtesting
Diagnostic Freshmen CollegeProficiency
IN English Students of incoming freshman

FEEDBACK

Figure 1. The Conceptual Paradigm

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Assumptions

The following assumptions are forwarded:

1. The diagnostic test developed is an appropriate tool to measure the English proficiency of freshmen college

students;
2. The participants answered the diagnostic test with honesty; and
3. Participants have a sincere interest in participating in this research and do not any other motives.

Statement of the Problem

The main purpose of this study was to examine the English proficiency of incoming freshman college

students in a university in Cavite which will serve as basis for a proposed instructional intervention program to

improve the English achievement of the students.

Specifically, this study answered the following research questions:

1. What is the profile of incoming freshman college students in a university in Cavite for SY 2012-2013 in

terms of:
a. Age,
b. Gender,
c. Type of school, and
d. High school general average?
2. What is the English proficiency of incoming freshman college students in a university in Cavite based on

the results of English Proficiency Diagnostic test?

3. Based on the findings, what instructional intervention program may be proposed to improve the English

proficiency of freshmen college students?

Significance of the Study

It is anticipated that the findings and recommendations of this study would go a long way in generating the

much needed information that would be used by various stakeholders in education to improve on the quality of

English education of students.

In particular, the study is important to the following:

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 Department of Education and Commission in Higher Education. The information obtained from this

study would provide the DepEd and CHED with evidence about the students achievements in English, the problems

(weaknesses and failures) it may be experiencing, all of which should provide a basis for proposing remedial action.

This could also be used by the departments in promoting intervention programs that would enhance the English

proficiency of students before they enter the tertiary level.

School administrators. This study would likewise provide evidenced-based information to the school

administrators if the English achievement of students during high school is sufficient to succeed in college what

areas or component of the English subject needed most attention so that they can introduce important interventions.
Teachers and Faculty members. The findings of this study is valuable to both high school teachers and

university faculty since these will provide evidence data on how well the freshmen college students perform in

English. Information from this study would provide additional resources so that they will identify how to deliver the

English curriculum to their students.

Future Researchers. Lastly, the study expects to add to the existing body of knowledge and act as a

stepping-stone for later researchers in similar studies.

Scope and Delimitation

This study employed a quantitative research method using secondary data analysis of the English proficiency

of incoming freshmen college students in a university in Cavite f. The scope of the investigation was the English

proficiency of incoming freshman college students in a university in Cavite which served as basis for a proposed

instructional intervention program to improve the English achievement of the students. Participants in this study

were 140 incoming freshmen college students in a private university in Cavite for SY 2012-2013.

Definition of Terms

For the purposes of readers to have a common understanding of terms that are used in the study, the following

word or phrases are defined operationally based on how these terms are used in this study:

Instructional intervention. This is a specific program or set of steps to help the student improve in English.

Instructional interventions focused on English language and reading. These interventions are designed so that the

school can track the child's progress in English.

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 English Proficiency Test. This is a diagnostic test of English language proficiency which is assumed to be

suitable for high school graduates or university freshmen.

Profile. This refers to information gathered from incoming freshmen students with respect to age, gender,

type of school and high school general average.

Synthesis of the Related Literatures

Based on the literature and studies presented in this chapter, how well students perform in English test may

be affected by their high school performance in English language or by other factors not reflective of actual

proficiency in the subject. Both local and foreign studies showed that there is very great variation in English test

scores by school, region and by states. Students with better average seem to perform better since they may have

received better instructional strategies. Overall, it can be construed that it is impossible to draw simple, glib

conclusions from the complex data of diagnostic tests of students achievement in English language. Each of these

data requires further investigation which is the primary reason of the researcher for conducting this study. It is

believed by the researcher that instructional improvements could further boost the achievement of students in

English language as evidenced by the literature and studies that supported this claim. Hence, the goal of this study is

to propose an instructional intervention program in English for incoming freshmen college students.

CHAPTER II
RESEARCH AND PROCEDURES
Research Design

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 The descriptive method of research utilizing quantitative methodology was employed in this study.

Descriptive research involves collecting data in order to answer questions concerning the current work status of the

participants in the study. A descriptive study consists of a set of gathered data or information, which were analyzed,

summarized and interpreted along certain lines of thought for the pursuit of shedding light on the problem in the

study. It attempts to interpret the present. It is a scientific method which involves observing and describing the

behavior of a subject or type of subject without influencing it in any way. With the nature of the present study,

descriptive research design was employed.

Research Locale
The locale of the study is a private university located in Dasmarinas City, Cavite. The university is a Roman

Catholic University and recognized as a premiere learning institution in the CALABARZON region, and being one

of only three Universities in the country granted level IV PAASCU accreditation for its academic programs, the

University's colleges, departments and offices work together to innovate and create possibilities for graduates.

Participants of the Study

The participants in this study were 140 incoming freshmen college students of a private university in

Dasmarinas City, Cavite enrolled as of SY 2012-2013. Convenience sampling technique was employed in the

selection of freshmen students.

Research Instrument
The English Proficiency Diagnostic Test was the main instrument used in gathering the data which is based

on the objectives of the syllabi prepared by instructors intended for freshmen college students. This determined the

level of English proficiency of freshman students in 15 areas: Parts of Speech; Verbal Analogy / Diction; Idiomatic

Expressions; Vocabulary Synonyms; Word Association / Lexical Relationship; Spelling; Outlining; Sentence

Construction; Topic Sentence Determination; Reading Comprehension; Etymology / Word Formation; Error

Analysis; Distinguishing between Fact and Opinion; Commonly Confused Words / Homonyms; and Correct Usage.

The researcher developed the English Proficiency Test based on several literatures and studies gathered. It also

included questions for respondents profile such as age, gender, type of school and high school general average.
For the purpose of assessing the content of the instrument, the researcher sought the assistance of the adviser

and other members of the faculty of the College of Arts and Sciences teaching English subjects to evaluate the items.

13
Data Gathering Procedures
The researcher sought permission from the President of the university and the University Registrar for the

administration of English Proficiency Test through a written letter of request. After the permission was granted, the

researcher administered the test to the selected freshmen students during their English class.

Statistical Treatment of Data

Descriptive statistical procedures were used to analyze the descriptive variables. Frequency distribution,

percentages, and range were used to present the profile of the participants, and their performance in English

proficiency diagnostic test.

CHAPTER III
PRESENTATION OF DATA, ANALYSIS AND INTERPRETATION
This chapter discusses, analyzed and interpreted the answers to the research questions posed in this study.

Problem 1. What is the profile of incoming freshman college students in a university in Cavite for SY 2012-

2013?
The profile of the participants covered in this study includes age, gender, type of school and high school

general average.

Table 1

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Distribution of the Participants according to Age
Age
Frequency Percentage
(in years)
16 69 49
17 41 29
18 and above 30 22
Total 140 100

Table 1 shows that almost half of the participants (49%) were 16 years old while 29 percent or 41 participants

were 17 years old. Meanwhile, 22 participants were 18 years old and above. Data suggest that most of the freshmen

students studying in a private university in Dasmarias City were 16 years old.

Table 2

Distribution of the Participants according to Gender

Gender Frequency Percentage
Male 49 35
Female 91 65
Total 140 100

The table above shows that majority of the participants (65%) were female and only 49 participants (35%)

were male. This shows the predominance of female over male freshmen students in the university under study.

Table 3

Distribution of the Participants according to Type of School attended in High School

Type of School Frequency Percentage
Public school 79 56
Private school 61 44
Total 140 100

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 With regards to the type of school attended by the participants in high school, 56 percent or 79 participants

completed their high school education in a public school. On the other hand, 44 percent or 61 participants completed

their high school education in a private school. The data indicate that there were slightly higher number of freshmen

students who completed their secondary education in a public school than in a private school.

Table 4

Distribution of the Participants according to General Average obtained High School

High School General Average Frequency Percentage
75-79 43 31
80-84 56 40
85-89 35 25
90-94 6 4
Total 140 100

As shown in Table 40 percent of the participants had high school average of 80 to 84 while 31 percent obtained a high

school average ranging from 75 to 79 and 25 percent had high school average of 85 to 89 percent. Only six participants (4%)

obtained a high school average of 90 to 94. The results indicate that most of the freshmen students in a university obtained a

high school average of 80 to 84.

Problem 2. What is the English proficiency of incoming freshman college students in a university in Cavite

based on the results of English Proficiency Diagnostic test?

Table 5

English Proficiency Level of the Participants when grouped according to Age

Age Poor Scores Fair Scores Good Scores
Total
(in years) Frequency Percentage Frequency Percentage Frequency Percentage

16
 16 12 18 43 62 14 20 69
17 7 17 24 69 10 24 41
18 and
8 27 20 67 2 6 30
above
Total 27 19 87 62 26 19 140

Table 5 shows the English proficiency of the participants when grouped by age. It can be gleaned from the

table that there were many participants (62%) who obtained fair scores in English proficiency while 27 participants

(19%) obtained poor scores in English proficiency. Meanwhile, 26 participants (19%) obtained good scores in

English proficiency.

Among the participants who obtained poor scores, 12 (18%) were 18 years old, 7 (17%) were 17 years old

and 8 (27%) were 18 years old and above. Out of the 87 participants with fair scores in English proficiency, 43

(62%) were 16 years old, 24 (69%) were 17 years old and 20 (67%) were 18 years old and above. On the other hand,

among the 26 participants with good scores in English proficiency, 14 (20%) were 16 years old, 10 (24%) were 17

years old and only 2 (6%) were 18 years old and above.

Overall, data suggest that the freshmen students between the ages of 16 and 17 years old performed

significantly higher in English proficiency than older freshmen students with ages of 18 years and above. A much

higher percentage of freshmen students from oldest age group obtained poo scores in the test than the younger

freshmen students.

Table 6

English Proficiency Level of the Participants when grouped according to Gender

Poor Scores Fair Scores Good Scores
Gender Total
Frequency Percentage Frequency Percentage Frequency Percentage
Male 18 37 24 49 7 14 49
Female 9 10 63 69 19 21 91
Total 27 19 87 62 26 19 140

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 As shown in Table 6, among the 27 participants with poor scores in English proficiency, 18 (37%) were male,

and 9 (10%) were female. Out of the 87 participants with fair scores in English proficiency, 63 (69%) were female,

and 24 (49%) were male. Meanwhile, among the 26 participants with good scores in English proficiency, 19 (21%)

were female and only 7 (14%) were male.

The results revealed that female freshmen students had higher English proficiency performance compared to

male freshmen students. This likewise suggests that female freshmen students in the private university under study

outperformed males in English proficiency.

Table 7

English Proficiency Level of the Participants when grouped according to Type of School attended in High School
Type of Poor Scores Fair Scores Good Scores
Total
School Frequency Percentage Frequency Percentage Frequency Percentage
Public
19 24 45 57 15 19 79
school
Private
18 13 42 69 11 18 61
school
Total 27 19 87 62 26 19 140

Table 7 shows the English proficiency level of the participants when grouped according to type of school

attended in high school. Among the 27 participants with poor scores in English proficiency, 19 (24%) came from

public high schools and 18 (13%) attended private high schools. Out of the 87 participants with fair scores in English

proficiency, 45 (57%) were from public high schools, and 42 (69%) were from private high schools. On the other

hand, among the 26 participants with good scores in English proficiency, 15 (19%) were from public high schools

and 11 (18%) were from private high schools.

The findings showed that there were more freshmen students who attended public high schools with poor

level of English proficiency than those who attended private high schools. Meanwhile, there is a relatively equal

portion of freshmen students obtaining good level of English proficiency who attended both types of school.

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Table 8

English Proficiency Level of the Participants when grouped according to High School General Average
HS General Poor Scores Fair Scores Good Scores
Total
Average Frequency Percentage Frequency Percentage Frequency Percentage
75-79 12 28 30 70 1 2 43
80-84 11 20 35 62 10 18 56
85-89 4 11 30 57 11 30 35
90-94 0 0 2 33 4 67 6
Total 27 19 87 62 26 19 140

Table 8 shows the English proficiency level of the participants when grouped by high school general average.

It was shown from the table that among the 27 participants with poor English proficiency scores, 12 (28%) had HS

general average of 75-79, 11 (20%) had HS general average of 80-84, and 4 (11%) had HS general average of 85-89.

Out of the 87 participants with fair scores in English proficiency, 30 (70%) had HS general average of 75-79, 35

(62%) had HS general average of 80-84, 30 (57%) had HS general average of 85-89, and only 3 (33%) had HS

general average of 90-94. Moreover, among the 26 participants with good scores in English proficiency, 1 8(2%) had

HS general average of 75-79, 10 (18%) had HS general average of 80-84, 11 (30%) had HS general average of 85-

89, and 4 (67%) had HS general average of 90-94.

The results imply that majority of the freshmen students with high HS general average of 90 to 94 also

obtained high or good scores in English proficiency test. On the other hand, those with lower HS general average of

75-79 also obtained lower scores in English proficiency test. This suggests that the HS general average of the

students has an effect to the performance of the students on English proficiency test; the higher the HS average, the

better the performance in English proficiency, and vice versa.

Problem 3. Based on the findings, what instructional intervention program may be proposed to improve the

English proficiency of freshmen college students?

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 Improving English language proficiency of freshmen students is a multi-pronged challenge. Some challenges

must be addressed through collaboration of DepEd, CHED, educational institutions and educators. They must also be

responsive to changes in the student population. Based on the findings, the following instructional intervention

program is proposed:

1. Make proficiency in academic English the goal for all students from primary, secondary to tertiary levels.

Academic English is the kind of language used in textbooks and classrooms and is key to content-area

learning. Increasing students opportunity to learn academic English across content areas and grade levels

and across domains (reading, writing, speaking, and listening) can benefit students.
2. Provide ample professional development to help teachers meet the educational needs of students.

Teachers need to understand how to increase opportunity to learn academic English. They also need to

use a comprehensive framework for delivering academic instruction, and to differentiate instruction to

promote the success of all students. Primary and secondary school teachers, in particular, need

professional development and support in helping students improve their reading comprehensionand

their proficiency in academic Englishthrough explicit instruction in literacy strategies, vocabulary, and

background knowledge.
3. Also helpful, if enhanced and adjusted to meet students learning needsis English instruction focused

on the 15 components of English Language as identified in this study (Parts of Speech; Verbal Analogy /

Diction; Idiomatic Expressions; Vocabulary Synonyms; Word Association / Lexical Relationship;

Spelling; Outlining; Sentence Construction; Topic Sentence Determination; Reading Comprehension;

Etymology / Word Formation; Error Analysis; Distinguishing between Fact and Opinion; Commonly

Confused Words / Homonyms; and Correct Usage).

4. Make English achievement a school-wide focus. Many of the attributes of effective schools can also

support English language learners achievement. These include a school-wide commitment to English

language achievement, consistent language support services of adequate duration across all grade levels,

sufficient educator capacity.

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 5. Base assessment policies and classification decisions on measures of students proficiency in academic

English. However, keep in mind that this may be easier said than done. According to many researchers,

valid and reliable measures of English language proficiency still need to be developed.
6. Finally, districts can support both teachers and students in this endeavor by making sure teachers or

faculty members are well prepared, adopting programs that provide sustained and coherent instruction

across grade levels, and fostering continuous school improvement with a focus on student learning.

CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

The general findings of the study are presented in line with the research questions presented in this study. The

findings of the study are as follows:

1. Most of the participants were 16 years old, female, and attended a public high school. Many of them

obtained a high school general average of 80 to 84.

2. Participants between the ages of 16 and 17 years old performed significantly better in English proficiency

test than older freshmen students with ages of 18 years and above. Female participants likewise had

higher English proficiency test scores compared to their male counterparts. Participants from public high

schools had poorer level of English proficiency than those participants who attended private high schools.

Majority of the participants with high HS general average of 90 to 94 also obtained high or good scores in

English proficiency test while participants with lower HS general average of 75-79 also obtained lower

scores in English proficiency test.

3. The researcher proposed an instructional intervention program in English Language for freshmen students

based on the findings of the study. It indicates that improving English language proficiency of freshmen

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 students is a multi-pronged challenge that needs the collaboration of DepEd, CHED, educational

institutions and educators.

Conclusions

Based on the significant findings of the study, the following conclusions were drawn:

1. In general, freshmen students studying in a private university in Dasmarias City for SY 2012-2013 is

female, 16 years old, and attended a private high school with a high school general average of 80 to 84.
2. Evidence indicates that female freshmen students between 16 to 17 years old performed better in English

proficiency than older and male freshmen students. Students who attended private high schools are better

in English proficiency than those who attended public high schools.The proficiency in English language

is strongly related to students high school general average. However, it might be difficult to generalize

this finding unless further study is carried out on it.

4. The instructional intervention program is proposed to enhance the English proficiency of freshmen

students. Based on the findings, collaboration from DepEd, CHED, educational institutions and educators

is needed to enhance students English proficiency.

Recommendations

There are numerous ways to enhance the English proficiency of freshmen students to meet the increasing

demands of global education. The following recommendations are proposed in the light of the conclusions of this

study:

1. The proposed Instructional Intervention Program should be disseminated to all concerned such as

DepEd, CHED, educational institutions and educators for adoption and implementation.

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 2. A teacher training program in English language focusing on implementing English academic

instruction must be offered to all teachers in the primary and secondary levels.
3. Replication of this study should be conducted among freshmen students in other universities not

covered in this study since only a single private university was covered in this research. This is to

increase the generalization of the study findings.

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