Factors Affecting The English Proficienc PDF

FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF
ELEMENTARY PUPILS AT CENTRAL PHILIPPINE UNIVERSITY
A Research Report
Presented to
The Faculty of the College of Education
Central Philippine University
Iloilo City
In partial Fulfillment
of the Requirements for the Course
Education 352 (Research Application)
By
Nneka Marie C. Solis

John Paul P. Eusebio
Sin Hye Yu
May D. Aguilar
Rhea V. Bayot
Janelyn Villaruel
April 2013
College of Education
Jaro, Iloilo City
APPROVAL SHEET
FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF ELEMENTARY

PUPILS AT CENTRAL PHILIPPINE UNIVERSITY
An Undergraduate Thesis for the Course

Education 352 (Research Application)
By
Nneka Marie C. Solis, John Paul P. Eusebio, Sin Hye Yu, May D. Aguilar,
Rhea V. Bayot, Janelyn Villaruel
Approved by the Research Oral Examination Committee:
_________________________________________________
JANET PAGUNTALAN JACO, M.A. Ed., Adviser, Chairperson
_________________________________________________
MARGEN A. JAVA, Ed. D., Member
_____________________________________________________
LEILANI F. TROMPETA, M.A. ELT, Member
______________________________________
NELSON A. POMADO, Ed. D.
Dean, CPU College of Education
TABLE OF CONTENTS
PAGE
TITLE PAGE…………............................................................................................... i
APPROVAL SHEET………………………………………………………………... ii
ACKNOWLEDGEMENT………………………………………………………….. vi
LIST OF TABLES…………………………………………………………………... viii
LIST OF FIGURE…………………………………………………………………... x
ABSTRACT…………………………………………………………………………. xi
CHAPTER
I INTRODUCTION………….................................................................. 1
Background and Rationale of the Study…………………….............. 1
Statement of the Problem…………………………………................. 3
Hypotheses…………………………………………………………... 4
Theoretical Framework……………………………………………… 5
Conceptual Framework……………………………………………… 7
Operational Definition of Variables…………………………………. 10
Significance of the Study……………………………………………. 12
Scope and Limitations……………………………………………….. 14
II REVIEW OF RELATED STUDIES………………………………... 15
Age and English Proficiency……………………………………...… 15
Sex and English Proficiency………………………………………… 16
Income of Parents and English Proficiency…………………………. 17
Educational Attainment of Parents and English Proficiency………... 18

PAGE
Study Hours and English Proficiency……………………………….. 19
Perception Towards Teacher and English Proficiency……………… 19
Extent of Television Viewing and English Proficiency…………….. 20
Text Messaging and English Proficiency………………………….... 21
Extent of Use of Online Social Networks
and Computer Games and English Proficiency………………... 21
Reading Frequency and English Proficiency………………………... 22
Summary of Related Studies………………………………………… 23
III RESEARCH DESIGN AND METHODOLOGY………………….. 25
Research Design…………………………………………………….. 25
Target Population and Sampling…………………………................. 26
Research Instrument……………………………………………….... 28
Data Collection…………………………………………………….... 28
Data Analysis………………………………………………………… 29
IV RESULTS AND DISCUSSION………………………………............ 31
Personal Background of the Respondents…………………………... 31
Other Factors Influencing the English Proficiency of the respondents 32
V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS…... 63
Summary…………………………………………………………….. 63
Major Findings……………………………………………………..... 64
Conclusions…………………………………………………….…… 66
Recommendations………………………………. ………………..... 68
PAGE
REFERENCES……………………………………………………………………….. 70
APPENDIXES………………………………………………………………………… 73
Appendix A (Letter to the Validator 1)……………………………………….... 74
Appendix B (Letter to the Validator 2)………………………………………… 75
Appendix C (Letter to the Validator 3)………………………………………… 76
Appendix D (Letter to the Principal)………………………………………….... 77
Appendix E (Research Questionnaire)…………………………………………. 78
Part I…………………………………………………………………...…… 79
Part II……………………………………………………………………….. 84
ACKNOWLEDGMENT
The researchers would like to thank first and foremost the patient, understanding,
and supportive adviser of their research endeavors, PROF. JANET PAGUNTALAN-
JACO, for her expertise in teaching her students the importance of research as an
academic subject and as a life-long lesson.
Their utmost gratitude is also offered to the Dean of the College of Education, DR.
NELSON A. POMADO, whose aim for academic excellence for the students of the
College of Education has been inculcated in the minds and hearts of the researchers, and
whose finesse as a panelist of their research defense motivated them towards erudition.
The researchers would also like to express their most heartfelt appreciation
towards PROF. LEILANI F. TROMPETA and DR. MARGEN ARANDELA-JAVA
whose forte and grace in research critiquing during the first and last research defense,
respectively, further enhanced the knowledge of the students in research application.
To the validators of the research instrument of the group, PROF. CORAZON
QUIÑ O-RABULAN, PROF. ESTHER ROSE A. ROMARATE, and PROF. LEILANI
FATIMAH F. TROMPETA whose immeasurable knowledge on research aided to the
improvement of test questionnaire, lead to valid and reliable results.
A hundred thanks to the CENTRAL PHILIPPINE UNIVERSITY
ELEMENTARY DEPARTMENT, headed by PRINCIPAL SUSAN C. HERGA, whose
utmost understanding and support to the goals of the researchers contributed to the
success of their research activity.

They would also like to give their love and thanks towards their FAMILIES, if
not for their love, support, and prayers, the researchers would not have accomplished
their research endeavors.
The researchers would also like to thank their FELLOW RESEARCHERS,
although differing in group and research studies, prayed for the success of their research.
Lastly, and certainly not the least, the group would like to give their eternal thanks
to the LORD GOD ALMIGHTY for without His grace and wisdom, none of the
researchers’ lives, challenges, and successes would have been possible.
To God be all the glory!
NNEKA MARIE C. SOLIS

SIN HYE YU
JOHN PAUL P. EUSEBIO
MAY D. AGUILAR
RHEA V. BAYOT
JANELYN A. VILLARUEL
LIST OF TABLES
TABLE PAGE
1 Sample Size Derived from the Population of Grades 5 and 6 of
Central Philippine University Elementary Department … 27
2 Distribution of Respondents According to Personal Background … 32
3 Other Factors Influencing the English Proficiency of Elementary
Pupils at Central Philippine University … 36
4 Distribution of Respondents According to the Type of Language
Used in Text … 37
5 Distribution of Respondents According to the Online Social
Network Most Visited … 38
6 Distribution of Respondents According to the Type of Language
Used in Online Social Network … 39
7 Distribution of Respondents According to the Computer Game Most
Played … 40
8 Distribution of Respondents According to the Type of Reading
Materials Read … 41
9 English Proficiency Level of Grade 5 and 6 Pupils of the
Elementary Department of Central Philippine University ... 42
10 Association between Age and English Proficiency … 44
11 Association between Sex and English Proficiency … 45
12 Association between Income of parents and English Proficiency … 46

13 Association between Educational Attainment of Parents and English
Proficiency ... 48
14 Association between Study Hours and English Proficiency … 49
15 Association between Perception Towards Teacher in Terms of
Speaking in English and English Proficiency … 50
15a Association between Perception Towards Teacher in Terms of
Presence of Fun with English … 51
15b Association between Perception Towards Teacher in Terms of
Assessment of Teacher in Teaching English and English Proficiency … 52
15c Association between Perception Towards Teacher in Terms of
Extent of Learning from Teacher and English Proficiency … 54
16 Association between Extent of Television Viewing and English
Proficiency … 56
17 Association between Text Messaging and English Proficiency … 57
18 Association between Extent of Use of Online Social Networks and
English Proficiency … 59
19 Association between Extent of Use of Computer Games and English
Proficiency … 60
20 Association between Reading Frequency and English Proficiency … 62

LIST OF FIGURE
FIGURE PAGE
1 Schematic diagram showing the interplay of variables in the study………… 9

FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF ELEMENTARY
PUPILS AT CENTRAL PHILIPPINE UNIVERSITY
By
Nneka Marie C. Solis, Sin Hye Yu, John Paul P. Eusebio, May D. Aguilar, Rhea V.
Bayot, and Janelyn A. Villaruel
ABSTRACT
This study correlated the probable factors affecting English proficiency and the English
proficiency of Grades V and VI pupils of Central Philippine University (CPU). It further
examined the similarities and differences of the respondents according to the factors
listed, and their association to the English proficiency of the pupils. Chi-square, Cramer’s
V, and Gamma analyses were used to analyze data collected from 174 Grades V and VI
pupils from the CPU Elementary Department who were subjected to a self-administered
one shot-survey. The findings showed that female pupils are more proficient than male
pupils, as shown in the results of the English proficiency test administered by the
researchers. Reading frequency also bears on the English proficiency of the pupils. Other
factors such as age, sex, income of parents, educational attainment of parents, study hours,
perception, extent of television viewing, text messaging, extent of use of online social
networks and computer games, and reading frequency.

CHAPTER I
INTRODUCTION
Background and Rationale of the Study
All developing nations are aware of the fact that learning a foreign language is of
vital importance in order to adopt the latest scientific and technological innovations in the
world, and are determined to establish a system in which while evaluating the human
resources available in their countries, those who have a good command in foreign
language have great advantage over the ones who do not. According to Mannivanan
(2006), “the latest and the most advanced discoveries and inventions in science and
technology are being made in the universities located in the United States of America
where English language is the means of scientific discourse.”
Undoubtedly, English has become a world language rather than the language only
of the English speaking countries such as the United Kingdom and the United States of
America because the number of people who use English as a means of communication
exceeds the number of the people who speak it as their mother tongue. The Philippines is
not an exemption in this aspect.
Ever since the introduction of English in the country through the American
teachers called Thomasites, Filipinos have already adopted into their lives English as
their second language (Atencio, 2001). According to Mariñas & Ditapat (2000), English
is already part of the educational curricula in the primary, secondary, and even tertiary
levels, which in fact, should be an indicator that Filipinos are proficient in the language.
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However, the proficiency of Filipinos in English have slowly deteriorated,
according to Fernando & Azucena (2006), despite the fact that many of these people have
gained access to the advanced technological devices that would aid them to learn English
easier. According to Macasinag (2011), the SWS survey was commissioned by
Promoting English Proficiency (PEP) in March 2006. The largest deterioration was in the
self assessment of ability to speak in English which fell from 54% in September 2000 to
32% in March 2006, a deterioration of 22% in six years. This actuality may negatively
impact the Filipinos’ global competitiveness when it comes to foreign trade,
communication, and others. If this problem further resonates, not only will the Filipinos
have a hard time adapting into environments where English is frequently involved, they
will also lose the recognition of the world as the best speakers of English in Southeast
Asia.
Second-language acquisition is a complex process; variable success cannot be
explained by a single factor or theory, according to Gass & Selinker (2001). It was also
stated in the research of August & Hakuta (2005) that both individual and social factors
work together to facilitate or conversely to stymie second-language development.
Therefore, second-language acquisition is a holistic process, and is not only limited to the
hours spent in the classroom. According to Gass & Selinker (2001), “less contact, less
learning”.
Some factors associating with the English proficiency as stated by Carhill et al.
(2008) in his research study regarding second language learners are age and parental
education.
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The technological advancements that have emerged in this time are also
recognized as factors. Reports by Scholsberg (1996) state that heavy television viewers
develop a distorted sense of reality. The ability to pay attention is part of a more global
concept of self-control that develops throughout early childhood and that excessive
television is incompatible with the development of self-control. Massive television
viewing might tax the limitations of a child that is already weak in brain functions like
self-monitoring according to Holden (1992).
Other examples of technological devices that most young people commonly use
are the communication devices such as mobile phones and computers. Even though these
devices ease the process of communication, since English is commonly used as the
system language of these tools, they, in some way, hinder their ability to explore the vast
vocabulary words they can derive from the traditional ways of communication such as
letter writing. Furthermore, the popularity of online gaming sites and online social
networking sites are very much involved in the lives of the younger generation these days.
In conclusion, English proficiency is associated with a vast spectrum of factors,
and it is indeed important for teachers to know of these factors in order to help the
learners appreciate the importance of the language and to achieve global competence.
Statement of the Problem
This study was conducted to determine the factors related to the English
proficiency of the Elementary pupils at Central Philippine University during School Year
2012 – 2013.
Specifically, this study:

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1. described the demographic factors related to the English proficiency of
Elementary pupils of Central Philippine University, such as age, sex, income of parents,
and educational attainment of parents;
2. determined the other factors associated with the English proficiency of
Elementary pupils of Central Philippine University, such as number of study hours,
perception towards the teacher, extent of television viewing, text messaging, extent of use
of online social networks and computer games, and reading frequency;
3. determined the level of English proficiency of Elementary pupils of Central
Philippine University;
4. determined whether or not there is a significant relationship between
demographic factors such as age, sex, income of parents, educational attainment of
parents, and the English proficiency of Elementary pupils of Central Philippine
University; and,
5. determined whether or not there is a significant relationship between the
other factors such as number of study hours, perception towards the teacher, extent of
television viewing, text messaging, extent of use of online social networks and computer
games, reading frequency, and the English proficiency of the Elementary pupils at
Central Philippine University.
Hypotheses
The following hypotheses have been derived from the stated objectives:
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1. There is no significant relationship between demographic factors such as age,
sex, income of parents, educational attainment of parents, and the English proficiency of
Elementary pupils of Central Philippine University;
2. There is no significant relationship between other factors such as study hours,
perception towards the teacher, extent of television viewing, text messaging, extent of use
of online social networks and computer games, reading frequency, and the English
proficiency of the Elementary pupils at Central Philippine University.
Theoretical Framework of the Study
This study was anchored on the Cognitive Developmental Theory of Piaget in
Acero et al. (2008) as cited by Dr. Gail E. Tompkins (2002) which “recognized that
children are naturally curious about the world and are active and motivated learners. As
they acquire new experiences, they start to experiment with the objects they come in
contact with. These interactions become meaningful as they construct their own
knowledge about them.”
According to Piaget as cited by Acero et al. (2008), “it is from their experiences
that children construct their understanding of reality… Children have the capacity as well
as to organize this knowledge into an increasingly complex cognitive structure called
schemata.
A schema is an organized unit of knowledge. The child uses this to be able to
understand a situation or an experience and which will serve as basis for organizing
actions to respond to the environment.” Therefore, we could say that the schemata of the
child develop as he or she advances in age. Different experiences and stimuli are
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involved in the development of the child, thus, the development of his or her schemata
occurs.
In this aspect, Piaget emphasizes that learning acquisition is more effective when
it is done in a social manner. In other words, the people around the learner greatly
associate with the type of language the latter will use. Such factors include: the learner’s
parents, relatives, community, classmates, and most importantly, teachers.
Furthermore, not only people serve as factors in the language acquisition of the
learner, but also his physical environment. As what is stated above, the learners “start to
experiment with the objects they come in contact with”. Now that technology is highly
regarded as a need in society, it is but understandable that this has also become a factor of
the language acquisition of the learner.
Filipinos have been practicing bilingualism ever since. Bee et al. (2002), as cited
by Acero et al. (2008), defines bilingualism occurs when children learn two languages
simultaneously. Bilingualism, he says, puts children to an advantage in terms of language
proficiency. It affords advanced cognitive skills, flexibility of thought and greater
acceptance of peers from cultural backgrounds. The two languages that Filipinos learn
simultaneously are Filipino and English, wherein in educational situations, English is
used as a mode of instruction. However, despite the fact that bilingualism brings quite a
number of advantages, some disadvantages are also stated by Acero et al. (2008): limited
vocabulary, slow processing of information, and etc.
According to Acero et al. (2008), elementary classrooms serve as venue for
language acquisition. They offer language environments that encourage students to listen,
talk, read and write, reflect, view and visually represent.

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Conceptual Framework of the Study
This study discussed on the demographic characteristics of the respondents in
terms of age, sex, estimated monthly family income, educational attainment which are the
independent variables of this study that may influence the English proficiency of
elementary pupils. Study hours, perception towards teacher, extent of television viewing,
text messaging, extent use of online social networks and computer games, and reading
frequency are factors expected to be determinants on how pupils develop their English
proficiency inside the classroom.
Study hours was one of the factors presented as independent variable that was
expected to associate with the English proficiency of elementary pupils. Since studying is
one of the predictor in the academic performance of a child, they are expected to spend
much time in studying to increase the level of their English proficiency.
Reading proficiency can be determined by the student’s perception towards the
teacher. For an instance, a student fears a teacher a lot, his fear could overcome his
interest in even starting to read. On the other hand, if the student feels comfortable with
the teacher that could be a drive for the student to do better in his reading and feel free to
learn and express himself/herself.
The extent of television viewing is a good source of student entertainment and if
no proper discipline is implemented with regards to this, a student could spend much time
in front of television that reading his books that students English proficiently could be
correlated with in a negative way.
Text messaging is one of the factors that could be correlated with English
proficiency. In the modern days, people tend to use shortcuts for words in order for them
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to relay message quickly. This habit of using shortcuts can influence English proficiency
of pupils. When it comes to the classroom setting, pupils tend to use and adopt shortcuts
that could greatly influence their grammar, vocabulary as well as spelling.
Online social networks and computer games are great entertainment for students
nowadays. These could even grab their concentration that other things are neglected and
it will not be surprising that even studying and practicing how to read is also included.
Reading frequency refers to the interest of the child to read certain reading
material. It is associated with English proficiency of the child because when he/she reads,
it enriches his/her vocabulary, phonemic awareness, spelling and grammar. After which,
the child is ready to construct words, sentences, paragraphs and later on other simple
literary pieces that could determine his/her proficiency.
Those mentioned independent variables serve as significant factors associated
with English proficiency. Those factors were studied to prove whether or not these could
be associated with English proficiency. The interplay of variables in the study is
illustrated by a schematic diagram that follows.

Independent Variable Dependent Variable
Personal Background:
 Age
 Sex
 Income of Parents
 Educational Attainment of
Parents
Other Factors:
 Study hours English Proficiency
 Perception towards the
teacher
 Extent of television viewing
 Text messaging
 Extent of use of online social
networks and computer
games
 Reading frequency
Figure 1. Schematic diagram showing the interplay of variables in the study

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Operational Definition of Variables
Personal background. These are distinguished by an individual’s inherited or
innate qualities and distinctiveness.
Age. It is the length of existence of an individual from the day he/she was born
until his/her last birthday and is measured by years.
Sex. It is the classification of individuals according to their reproductive organs;
male or female.
Income of parents. It is the monetary benefit gained through labor by an
individual’s immediate father, mother or guardian.
Educational attainment of parents. It is the highest level of formal education
underwent and achieved by the individual’s immediate father, mother or guardian.
Study hours. It is the length of time an individual spends in doing information
processing such as memorization, research, reading, and etc. in order to achieve a goal –
either long-term or short-term – in his/her scholastic activities. It is measured by hours.
Perception towards the teacher. It is an individual’s subjective view on the
exhibited qualities of the teacher towards him/her. This means whether or not the
respondent experiences confidence in the skill of the teacher in teaching the language or
teaching using the language.
Television viewing. It is an activity an individual spends in watching visual
presentations and shows – either educational or entertainment – shown on the television.
It is measured in hours.
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Text messaging. It is the individual’s use of mobile phones using the short
message service (SMS). Its frequency was measured in the number of times the
respondent uses the service.
Online social networks. These are websites that enable a massive population of
individuals to interact with each other with the use of chat rooms, picture and video
sharing, and etc.
Computer games. Also called online games, are websites that are programmed to
let an individual or a number of individuals compete using the internet. Both services
(online social networks and computer games) was measured on the number of times or
frequency the respondent makes of use of them; also, on the length of time in hours the
respondent spends using these.
Reading frequency. It is the rate of recurrence an individual spends in processing
and comprehending written language. It is represented by total number of times and hours
the respondent spends in doing the activity.
English proficiency. It is the level of ability of an individual in using the English
language. It is characterized by the individual’s fluency in grammatical, vocabulary
convention, and reading comprehension, which was represented by the number of correct
answers in a 40-item questionnaire.
Grammar. It is the study of the structure of the language and its appropriate uses
in various discourses. Sentence structure, spelling, word usage, and even punctuation are
introduced in this subject.

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Vocabulary. It is the individual’s knowledge on words – either connotative or
denotative – and his ability to create meaning from these words. It is measured through
his/her familiarization of words through reading, communication, and formal education.
L1. It is the first language or the native language the respondent uses. It is gained
through his/her exposure to the language his/her family uses at home. Although it is
almost mistaken to be the language of his/her birth country, it is not necessarily true. For
example, even if an individual was born Filipino, yet they use Chinese as the language in
the household, Chinese will be considered L1.
L2. It is the second language the respondent uses. It is most often learned in
school wherein the individual is taught the language simultaneously with the L1.
Bilingualism. It is an individual’s ability to use two languages when
communicating and receiving information – either by reading, writing, listening, and
speaking. It is also characterized by their exposure to the two languages through everyday
communication and formal education.
Significance of the Study
The Philippines is said to have a 97% literacy rate wherein many would interpret
that its people have been in school – not considering the educational attainment of these
people (Parvis et al., 2012). In this case, because English has already been part of the
curricula of preschool, elementary, secondary, and tertiary levels, it is expected that
Filipinos are knowledgeable of the language. However, this case is not affirmed by the
fact that although Filipinos are aware of the usage of English language in their schools,
there is still a lack of proficiency in the language.

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The result of this study will benefit the following:
Pupils. The pupils will be beneficiaries of whatever suggestions or
recommendations this study will present. Alongside with it, the teachers will then bring
these suggestions into consideration and improve (if lacking) or maintain (if good) their
personal qualities in teaching and their instructional competencies to improve instruction,
which in turn mean better educational results.
Community. People in the community will benefit from the development this
study that will take effect on the pupils, who are part of the community. They will take
into consideration the outcomes and recommendations of this study and will use these to
determine ways on how to encourage the pupils to learn the language.
Government. This study will further enhance the government’s knowledge on the
characteristics of elementary pupils – citizens of the country – in terms of their
background and interests relating to their competence in English. They may incorporate
the ideas of the results of this study into the present and future curricula to further
improve the pupils’ proficiency in English as a second language.
Parents. Parents will also find this study necessary because it will help them lead
their children into disciplined learning. They will also find means on how to encourage
their children to learn the language with the help of this study.
School heads and administrators. This research study, in some way, help them
increase their knowledge on the study. Such knowledge will enable them to explore ways
on how to improve the quality of their education, and to encourage their teachers to apply
the significant findings of this study to their classrooms.

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Teachers. The results of this study will further aid the teachers in determining the
best teaching strategies in attaining a high English proficiency level for their pupils.
Future researchers. Findings of this study may somehow provide future
researchers with information variables they will use in similar researches.
Scope and Limitations
The study covered the pupils in Central Philippine University Elementary
Department, specifically, Grades 5 and 6, for the school year 2012-2013.
The independent variables in this study were limited to the personal profile of the
pupils such as age, sex, income of parents, and educational attainment of parents, and
other factors associated with the English proficiency of the respondents such as study
hours, perception towards the teacher, extent of television viewing, text messaging,
extent of use of online social network and computer games, and reading frequency.
This study used the descriptive correlative research method. The data that were
gathered were derived from the results of the one-shot survey questionnaire constructed
by the researchers. The questionnaire consisted of as follows: Part I for the demographic
profile of the respondents, Part II for other factors associating with the English
proficiency of the respondents, and Part III for the English proficiency test. The
administration of the test were done by the researchers of this study, assisted by the
teachers of the respondents, and the parents of the respondents who helped in answering
Parts I and II of the research instrument.

CHAPTER II
REVIEW OF RELATED STUDIES
English proficiency is the main goal of every teacher to develop to their learners.
Where as it is define to be the ability to speak, read and or write in English fluently
without difficulty. To be considered truly proficient, one should have advanced abilities in
all three areas of communication in which there are many factors meant to be considered.
Age and English Proficiency
Although the internal process of acquiring a second language has not been shown
to differ for children and for adults, the circumstances in which learning takes place vary
with age and may lead to differential success for learners, according to Harley & Wang
(1997). Marinova-Todd et al. (2000) stated in their study that developmental effects have
been shown wherein adult learners acquire a second language more rapidly than younger
children (especially in the initial stages), but over time children typically achieve higher
levels of proficiency and more native-like pronunciation.
Using cognitive strategies and being literate in the L1 may benefit older learners
in the L2 (de Valenzuela, 2000). Adults have a much greater vocabulary which assists
them in learning the L2, along with being able to make conscious grammatical
generalizations (Ausubel, 1964). Cummins (1983) suggests that cognitive adult maturity
only is an advantage for acquiring certain aspects of the L2. Older learners will have an
advantage at cognitively demanding tasks in context reduced situations, like school.
Younger learners will have an advantage in the cognitively undemanding tasks, like in
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using interpersonal communication skills in context-embedded situations.
Results of the research of Julia Van Sickle and Sarah Ferris suggest that adult and
child second language learners pass through essentially the same developmental stages in
SLA. The only difference is the cognitive maturity of the learner making for an increased
vocabulary and rule application. Both are expected to make transfer errors and over
generalize language rules. A child’s brain is plastic in comparison to that of an adult, and
after the age of about 9 years, the brain progressively becomes stiff and rigid.
Sex and English Proficiency
Several studies (Gorman, White and Brooks, 1987; Gorman, White, Brooks,
Maclure and Kispal, 1988) have reported that girls tend to have more positive feelings
about reading and writing than boys. However, it seems that by the age of 15 years, girls
lose confidence in their abilities as writers.
Some authors elsewhere have, however, reported that boys performed better than
girls in their studies (Hassan, 2001; Piske, MacKay and Flege, 2001). Piske, MacKay and
Flege (2001), for example, in reviewing the relevant literature to identify factors that may
correlate with the degree of foreign/second language attainment, reported that in most of
these studies reviewed gender, length of residence in an L2-speaking country and self-
estimated L1 ability were not found to have a significant, independent effect on overall
L2 pronunciation accuracy. Hassan (2001) also reported that male students who
participated in his study in Egypt outperformed females on a pronunciation accuracy test.
Maccoby and Jacklin (1979) and Tittle (1986) reported from a study conducted in the US
that males outperformed females on special language tasks.

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Contrary to the above findings, some authors found no significant difference of
girls and that of boys (Jegede, 1994; Kincade and Kleine, 1990). For example, Jegede
(1994) carried out a survey among high school students in Nigeria and reported that there
was no significant gender difference in English language academic achievement and
motivation among the participants; but that the students’ English language performance
could be reliably inferred from their level of achievement and motivation. The author
suggested that both boys and girls at the secondary school level were equally capable of
mastering English. As the author commented, the equal levels of achievement and
motivation in English is borne out by a changing trend in Nigeria in which women are
moving out of so-called “domestic” professional jobs and compete favorably with men.
Income of Parents and English Proficiency
In the study of Stella M. Yu, Z. Jennifer Huang, Renee H. Schwalberg, and
Rebecca M. Nyman, among the respondents, there were 7233 (48.9%) English speakers
at home, 1954 (16.3%) who spoke English very well, 1312 (12.2%) who spoke English
well, and 2184 (22.6%) who spoke English not well or not at all. Significant associations
were found for English proficiency and all socio-demographic characteristics examined
(P < .05), with the exception of child gender. The children of those who reported
speaking English at home tended to be older than the children of the other English
proficiency groups. A higher level of English proficiency was related to higher parental
education attainment and family income.
Nearly 70% of respondents who reported not speaking English well or not
speaking English at all had less than a high-school education. More than half of these
18
individuals were poor (< 100% FPL). Nearly one fifth reported fair or poor health status
for the child, compared with 3% of children from English-speaking households.
Educational Attainment of Parents and English Proficiency
There is a clear link between parental education and the development of academic
second-language proficiency, according to Entwisle & Anstone(1994). More educated
parents provide language environments at home that are more similar to the language
environments of school, as studied by Dickinson & Tabors ( 2001).
Goldenberg et.al, (2006) states that whether in native language or in English,
parental education correlate with the development of academic English, as learning to
read and write in any language begins long before children enter school through
engagement in activities with parents and caregivers who support language and literacy
development.
Snow, Burns, and Griffin (1998) states that the level of parental English language
skills may index the support children receive for learning English at home.
In the study of Elisabeth Duursma, Silvia Romero-Contreras, Anna Szuber,
Patrick Proctor, and Catherine Snow, although it is not surprising in itself that language
preference of parents predicts children’s proficiency in a particular language, it is
interesting that only father’s language preference played a role in this model, not
mother’s. It is possible that fathers who prefer to speak English rather than Spanish at
home have higher levels of education and hold jobs that require them to speak English on
a daily basis. Families where fathers prefer to speak English might differ from Spanish-
speaking families in whether or not both or one of the parents was born in the United
19
States. This might also influence educational expectations parents have for their children.
Study Hours and English Proficiency
Previous research has provided mixed results and explanations for the existence of
a particular empirical outcome. Traditionally, it has been assumed that study time is
predictive of grades; that is, study time is a primary determinant of academic success.
Schuman et al. (1985), however, suggested that the study time-grade association is an
untested assumption, and that hours studied may have little effect on grades because
teachers' grading practices may moderate the study-time grade association. Greenwald
and Gillmore (1997) also suggested that teachers' grading practices might help to explain
the study-time grade association. Thus, common to previous research were explanations
that suggested student and teacher characteristics correlated with the study time-grade
association. The results of this study suggest that course (course difficulty), teacher
(grade inflation) and student (cognitive ability) characteristics moderated the study-time
grade association: these variables reduced the study-grade association to zero.
Perception towards the Teacher and English Proficiency
In the study of Masanori Matsumoto (2009), international students learning
English as a second language in Australia were studied to find how their perception of
teachers' level of commitment to teach them English associated with their own
motivation to study English. A questionnaire survey was administered to the learners at
three different levels of proficiency to also identify the relationship between the levels of
study and the learners' perception of the teacher as a factor associating with the learners'
motivation. The results showed that there is a positive correlation between the learners'
20
motivation and their perception of their teachers' commitment to teach, though there are
some differences among the three levels. These findings support the general claim that
language teachers are one of the most important factors influencing learners' motivation,
but the learners' level of proficiency may need to be taken into consideration for a further
discussion regarding the validity of a certain teaching strategy to motivate second
language learners.
Ofra Inbar (2001), however, opposes to the idea stated above. No differences were
found in the English proficiency of the students in his study on “Native and Non-native
Teachers: Investigation of the Construct and Perceptions”. “No differences were found in
perception categories related to teaching and assessment practices, to defining students'
knowledge in English, the status of the English language and goals for teaching it.”. It
was also revealed, however, the effect of individual differences on the teachers'
perceptions, demonstrating that perceptions can often be attributed to more than a single
background variable. It simply means that due to the difference of perception of students,
it does not necessarily mean that it would affect their English proficiency. For example,
for one student he perceives his English teacher is effective in teaching, and for another,
he perceives his teacher having no capability of teaching.
Extent of Television Viewing and English Proficiency
Learning how to read, comprehend and develop vocabulary takes practice and
time spent reading books or being read to. Language development also requires a lot of
interactive conversation. Kids of all ages who spend hours every day in front of a
television are losing that opportunity and falling behind in this area in their education.
21
Even educational TV programs do not help as much as reading and talking (Poirier, 2011).
According to Dr. Ellen Abell of the Alabama Cooperative Extension System, TV does not
develop the part of the brain responsible for language. Children who watch too much
television and do not read enough may have trouble paying attention and listening to
comprehend language (Poirier, 2011).
Text Messaging and English Proficiency
One of the main problems with texting is how easy it makes it to communicate in
a subtle form in classrooms and meetings and such. Text messaging is being used as the
number one form of communication through cell phones. With new phones and plans
designed to accommodate text messaging, this form of communication will only grow.
While texting can be convenient and quick, it can also be dangerous and distracting
(Marquez, 2009).
According to Mphahlele and Mashamaite (2005), the SMS language does not
conform to grammatical or syntactic rules of the English language, nor does it conform to
spelling rules. And they stated that it has been indicated that the English language
proficiency of the learners is negatively correlated by learners’ exposure to the SMS
language both through the print and the electronic media.
Extent of Use of Online Social Networks and Computer Games and English Proficiency
In the study of Barral (2010), social networking is used as a communication and
collaboration tool of choice in business and higher education. It is being used as a way
of communication whether that is asking a question about what to do for homework,
or what friends are doing over the weekend. People can discuss topics for class and ask
22
questions which can get answered. Social networking poses a problem in the use of poor
language. Most sites do not use proper spelling or grammar which is inappropriate for
someone who does not yet have logistic confidence. People are mostly able to discern the
morally questionable content, but they cannot yet defend themselves against illiteracy.
Rob Callahan states that a generation of students has developed spelling skills
largely dependent on abbreviating words and phrases, translating letters to numbers,
communicating through text-based symbols and intentionally misspelling words.
Students who often use online venues such as IM, chat and social networking can find it
difficult to adopt the more traditional modes of communication necessary to achieve
passing grades.
Murphy states that many studies suggest that computer games have a generally
negative impact on a child's study habits. Some possible problems include less time spent
on homework, less interest in reading and earning lower grades in school.
Studies suggest that computer games with violence, criminal behavior or
offensive themes can increase negative behavior in children. Research also shows that
when parents place time limits on game play, children develop fewer behavioral issues.
Time limits and age-appropriate games can reduce the chance of negative study habits.
Reading Frequency and English Proficiency
The study of National Endowment for the Arts conducted experiment about
reading frequency corresponding with reading scores and writing scores in grade 12. In
average reading score in the range of 500, grade 12 in 2005, students who read almost
every day got the score of 302, students who read once or twice a week got 292, students
23
who read once or twice a month got 285, and students who read never or hardly ever got
274. In average writing score in the range of 300, grade 12 in 2002, students who read
almost every day got the score of 165, students who read once or twice a week got 154,
students who read once or twice a month got 149, and students who read never or hardly
ever got 136.
Summary of Related Studies
Those are the associating factors to English proficiency. According to previous
studies, age is associated with English proficiency but it is not the most important factor
associating with English proficiency. In terms of sex, there are contradictory studies to
determine whether or not there is a significant relationship between sex and English
proficiency. Income and educational attainment of parents were found to be significantly
associated with English proficiency. For the study hour, traditionally, researchers believed
that it associates with much for the achievement of study, but now researchers found out
there is few associating with the achievement. Negative perception towards teacher
correlates negatively in learning second language as the students are less motivated.
Extent of television viewing, text messaging, and extent of use of online social networks
and computer games correlate negatively for the students to develop English proficiency.
In television viewing, they do less communicate with others. In text messaging and extent
of use of online social networks and computer games, students chat with others using
wrong grammar and wrong spelling of words. And they spend time for texting, chatting,
and gaming instead of studying textbooks that indicate correct grammars and correct
24
spelling of words. And according to study, frequency of reading enhances English
proficiency.
Those factors are continually being studied by researchers to determine whether
there is a significant relationship between the factors and English proficiency though
there are already many conducted studies. The studies might be conducted endlessly.
With the references of the related literatures and studies that are contributed by other
researchers, this study will contribute for the future researches.
After a series of research activities, this study determined whether there is a
significant relationship between the factors such as age, sex, income of parents,
educational attainment of parents, study hour, perception towards the teacher, extent of
television viewing, text messaging, extent of use of online social networks and computer
games and reading frequency, and the English proficiency of the Elementary pupils at
Central Philippine University.

CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter deals with the research design and methodology employed in this
study, the respondents, sampling procedure, the instruments used to gather the needed
data, validation of questionnaire, data gathering procedures, scoring of variables and the
statistical tools in the analysis of the data.
Research Design
This is a descriptive-correlational study employing the one-shot survey method.
David (2005) defined research design as a plan or course of action which the research
follows in order to answer the research question/s or solve the research problem, an
explanatory study or correlation research that goes beyond description of the problem or
situation and a type of research that investigates relationships between factors or
variables. Descriptive-correlational study aims to examine the extent of relationship
between the factors or variables by determining how changes in one variable relate to
changes in other variables.
This study determined the factors associated with the English proficiency of the
elementary pupils of Central Philippine University through the use of a non/pre-
Experimental design which is the posttest only design or after-only survey, also
commonly known as one-shot survey. The one-shot survey or posttest only design aims
to collect descriptive information about a population or subject of a study which is also
applicable in this research study.

26
This determined the relationship of the demographic factors such as age, sex,
income of parents, educational attainment of parents and other factors such as number of
study hours, perception towards the teacher, extent of television viewing, text messaging,
extent of use online social networks and computer games, reading frequency to the
English proficiency of the Elementary pupils at Central Philippine University during the
School year 2012 - 2013.
Target Population and Sampling
The target population of this study was the pupils of Central Philippine University
Elementary Department from Grades 5 – 6. The sample size was drawn from a target
population of 308 pupils. Out of the total population, the sample size, of 174 pupils, was
determined through this formula:
Where:
n = sample size
N = total population
1 = constant
e = probability error (0.05)
Proportion allocation formula or commonly known as stratified sampling was
employed to determine the number of students to be chosen from each year level. The
27
researcher used the lottery or fishbowl technique with replacement to hold the probability
constant. This was done by drawing a piece of paper from a box with the numbers,
corresponding to the alphabetical sorting of pupils’ names, to be written on pieces of
paper. The number of each slip picked out from the box was recorded then returned, thus
the probability of choosing one among the total number of respondents.
Stratified sampling size was derived from this formula (Paguso, 1987):
Where:
n = sample size of the students in every section
nT = population of each year level
N2 = appropriate sample size of the population
N = total population of respondents
Table 1. Sample Size derived from the Population of Grades 5 and 6 of Central Philippine
University Elementary Department
Grade Level Population Sampling Fraction Sample Size
5 146 146x174 /308 = 82.48 82
6 162 162x174 /308 = 91.52 92
Total 308 174

28
Research Instrument
The primary instrument used to gather the needed data was a one-shot survey
questionnaire which consisted of three parts: Part I gathered information on the Personal
Background of the respondents; Part II dealt with the information on the factors
associated with the English proficiency of the respondents; and Part III served as the
English proficiency test constructed by the researchers and anchored on the competencies
of Grades 5 and 6 pupils in English required by the Department of Education. The
English proficiency test consisted of 40 items containing grammar and reading
comprehension, with the difficulty level increasing from easy to difficult.
The researcher-made questionnaires were corrected and validated by three (3)
professors competent in the field of English. To check reliability of questionnaire Part III,
the researchers used test-retest method to twenty (20) pupils (ten percent of the total
respondents in this study) who were not included in the 174 respondents of the study. The
reliability of two scores in the test and retest from the respondents was computed using
Pearson’s r, which resulted in 0.801 indicating a high correlation which means that there
is a very dependable relationship between the two results.
Data Collection
The researchers administered the questionnaires to the respondents with the help
of the teachers. The researchers obtained a one hundred percent return rate of all the
questionnaires distributed.
29
The data were tabulated and tallied. Then the data that were obtained were
analyzed with use of descriptive statistics such as frequency counting, mean, chi-square,
and gamma.
Data Analysis
The data that were collected were checked for consistency, accuracy and
completeness, and then these were coded and organized. These were then processed and
were analyzed using the Statistical Package for the Social Sciences (SPSS).
The data results that were analyzed were derived from all three vital parts of the
questionnaire: Part I for the demographic data of the respondents, Part II for the factors
that are assumed to influence on the English proficiency of the respondents, and Part III
for the English proficiency test.
For the description of the personal background such as age, sex, income of
parents, and educational attainment of parents; other factors associating with the English
proficiency of Elementary pupils of Central Philippine University such as: number of
study hours, perception towards the teacher, extent of television viewing, text messaging,
extent of use of online social networks and computer games, reading frequency; and the
English proficiency of the concerned, the use of the frequency count, percentage, and
mean (weighted mean for reading proficiency) were done.
For the analysis of the relationship between sex and the English proficiency of the
respondents, the chi-square test was used.
For the relationship of the remaining factors such as age, income of parents,
educational attainment of parents, number of study hours, perception towards the teacher,
30
extent of television viewing, text messaging, extent of use of online social networks and
computer games, and reading frequency to the English proficiency of Elementary pupils
of Central Philippine University, the gamma analysis was used.

CHAPTER IV
RESULTS AND DISCUSSION
This chapter contains the presentation, analysis and interpretation of the data
collected. The first part consists of the description of the profile of the respondents. The
next section presents the analysis and interpretation of the major variables of the study
such as study hours, perception towards teacher, extent of television viewing, text
messaging, extent of use of online social networks and computer games, reading
frequency, and English proficiency. This is followed by the discussion of the relationship
between the dependent and independent variables.
Personal Background of the Respondents
Table 2 presents the distribution of the Grades 5 and 6 pupils of Central
Philippine University when classified according to their personal background such as age,
sex, income of parents, and educational attainment of parents. One hundred seventy four
respondents are distributed according to the categories they fall under.
In the collected data, 89 respondents are at age 12-13 while 85 are at age 10-11.
More respondents are at age 12-13 than at age 10-11. Majority or 93 respondents are
female while minority or 81 respondents are male.
In terms of monthly income of parents, equal percentage (34.5%) of respondents’
parents earn low (P25,000 and below) and average income (P26,000 – P50,000) while 54
respondents’ parents earn high monthly family income (P51,000 and above). The mean
value income in P57,556.78.

32
In terms of the educational attainment of the parents – specifically, the fathers of
the respondents, 90.2% or most of them at least graduated from college; on the other
hand, 7.5% of the parents of the respondents only reached college level, and the rest of
the 2.3% are high school graduates.
Table 2. Distributions of Respondents According to Personal Background
Categories Frequency Percentage
Age
12-13 yrs. old 89 51.1

10-11 yrs. old 85 48.9
Mean = 11.53
Sex
Male 81 46.6
Female 93 53.4
Income of Parents in a Month
High (P51,000 and above) 54 31.0

Average (P26,000 – P50,000) 60 34.5
Low (P25,000 and below) 60 34.5
Mean = P57,556.78
Educational Attainment of Parents
College Graduate 157 90.2

College Level 13 7.5
High School Graduate 4 2.3
Other Factors Influencing the English Proficiency of the respondents
Table 3 presents the distribution of the Grades 5 and 6 pupils of Central
Philippine University when classified according to study hours, perception towards

33
teacher, extent of television viewing, text messaging, extent of use of online social
networks and computer games, and reading frequency.
The pupils have a mean of 2.33 hours spent in studying per week. Most or 69 of
them spend 2 hours in studying while less or 59 spend 3 hours and above and least or 49
spend 0 to 1 hour in studying. Almost two-fifths of the respondents spend their time in
studying for two hours every week. Thirty two point two percent (32.2%) of the
respondents spend at least three (3) hours of their time in studying. The most time spent
in studying by a respondent is nine (9) hours every week.
In the data collected for the perception of the respondents towards their teacher, in
terms of the frequency of speaking in English by their teacher, almost half (46.6%) of the
respondents say that their English teacher “usually” speaks in English; and almost two-
fifth (35.6%) of them claimed that their English teacher “always” speaks in English;
almost one-fifth of the respondents say that their English teacher “sometimes” speaks in
English; and one-hundredth says that their English teacher “seldom” speaks in English.
In terms of presence of fun with English teacher, most (93.7%) of the respondents
experience fun in their English class while least (6.3%) of the respondents say that they
do not experience fun in their English class.
In terms of the respondents' assessment of teacher in teaching English, half
(50.0%) of the respondents say that their English teacher performs good when teaching
English; almost two-fifth (44.7%) of the respondents say that their English teacher
performs very good; two-fiftieths (4.6%) of the respondents say that their English teacher
performs fair; and one-hundredth (1.1%) of the respondents say that their English teacher
performs badly.
34
In terms of extent of learning from teacher, almost half or 49.4% of the
respondents say that they learned more than enough from their English teacher. Two-
fifths or 38.5% of the respondents say that they learned very much from their English
teacher. One-tenths or 10.3% of the respondents say that they learned enough from their
English teacher. Almost one-hundredth or 1.7% of the respondents say that they learned a
little from their English teacher.
As to the pupils’ extent of television viewing, almost a half (47.1%) of the
respondents spend only one or two hours in watching television every week; two-fifth
(38.5%) of the pupils watch television for three to four hours every week; and the least
(14.4%) of the respondents watch television for more than five hours every week. In
addition, according to the data collected, one respondent can spend up to 19 hours in
watching television. The mean number of hours the respondents spend in watching
television is 2.94 hours.
The distribution of the respondents according to the frequency of text messaging
is almost equal. The data collected under this category are as follows: a little more than
one third (33.9%) of the pupils only send at most eight messages every week. There are
also a little more than one third (34.5%) of them who send a moderate number of texts.
The rest (31.6%) send at least 31 text messages every week. One respondent can send up
to 3,000 text messages every week. The mean number of text messages these respondents
send is 97.34.
In terms of the extent of use of online social networks of the respondents, two-
fifths of the respondents spend their time visiting online social networking sites for two to
three hours every week. On the other hand, only one-fifth (28.2%) of the respondents
35
spend at most one hour every week for online social networking. The rest (32.2%) of the
respondents spend at least four hours in online social networking every week. The most
number of hours these respondents spend in online social networking every week is 49
hours. The mean extent of use of online social networks by the pupils is 4.92 hours.
The respondents’ data on the extent of use of computer games showed that an
equal number (37.4%) of respondents spend their time playing computer games in the
low use (0 – 1 hour per week) and moderate use (2 – 3 hours per week) of computer
games category; while only two-fifths of the pupils spend at least four hours every week
in computer games. The mean number of hours the respondents spend in computer games
is 3.81 hours, where the least number of hours spent in this area is 0, and the most
number of hours spent in this area is 30.
The data on the reading frequency of the respondents were also gathered and
showed the following: little more than one-third of the respondents (35.6%) spend only at
most one hour in reading. One-third of the respondents read for two to four hours, and the
rest (31%) spend at least four hours in reading every week.

36
Table 3. Other Factors Influencing the English Proficiency of Elementary Pupils at

Variables Frequency Percentage
Study Hours in a Week
High (3-9 hours) 56 32.2
Moderate (2 hours) 69 39.7
Low (0-1 hour) 49 28.2
Mean = 2.33 hours
Perception Towards Teacher
A. Speaking in English by Teacher
Always 62 35.6
Usually 81 46.6
Sometimes 29 16.7
Seldom 2 1.1
B. Presence of Fun with English Teacher
Yes 163 93.7
No 11 6.3
C. Assessment of Teacher in Teaching English
Very Good 77 44.3
Good 87 50.0
Fair 8 4.6
Badly 2 1.1
D. Extent of Learning from Teacher
Very much 67 38.5
More than enough 86 49.4
Enough 18 10.3
A little 3 1.7
Extent of Television Viewing in a Day
High (5-19 hours) 25 14.4
Moderate (3-4 hours) 67 38.5
Low (1-2 hours) 82 47.1
Mean = 2.94 hours
Text Messaging in a Week
High (31-3000) 55 31.6
Moderate (9-30) 60 34.5
Low (0-8) 59 33.9
Mean = 97.34
Extent of Use of Online Social Networks in a Week
High (4-49 hours) 56 32.2
Low (0-1 hour) 49 28.2
Mean = 4.92 hours
Extent of Use of Computer Games in a Week
High (4-30 hours) 44 25.3
Low (0-1 hour) 65 37.4
Mean = 3.81 hours
Reading Frequency in a Week
High (5 hours and above) 54 31.0
Low (0-1 hour) 62 35.6
Mean = 4.62 hours
37
Distribution of Respondents According to the Type of Language Used in Text Messaging
Table 4 shows the distribution of respondents according to the type of language
used in text messaging. The data collected under this category are as follows: two-fifths
(39.7%) of the pupils use English and mother-tongue in text messaging; little more than
one-fifth (26.4%) use only mother-tongue; almost one-fifth (18.4%) use English and
Filipino; 5.7% do not send text messages at all; 5.2% use only English; and 4.6% use
only Filipino. As a result, majority or two-third (63.3%) of the respondents use English
language in text messaging.
Table 4. Distribution of Respondents According to the Type of Language Used in Text
Messaging
Language Used in Text Messaging Frequency Percent
English and Mother-tongue 69 39.7
Mother-tongue (Hiligaynon) 46 26.4
English and Filipino 32 18.4
None 10 5.7
English 9 5.2
Filipino 8 4.6
Total 174 100.0

38
Distribution of Respondents According to the Online Social Network Most
The table below shows the distribution of respondents according to the online
social network most visited. Using the frequency count it shows that majority or four-
fifths of the respondents which yield f=137 with 78.7% are linked with Facebook, one-
tenth of the respondents visit Google, 6 of them visits Twitter with percentage value of
3.4%, 4 of the respondents visits deviant art with percentage value of 2.3%, another 4 of
the respondents visits other social networks, and only 1 out of 174 respondents chooses
none of any social network, respectively.
Table 5. Distribution of Respondents According to the Online Social Network Most
Visited
Online Social Networks Most Visited Frequency Percent
Facebook 137 78.7
Google+ 21 12.1
Twitter 6 3.4
DeviantArt 4 2.3
Others 4 2.3
MySpace 1 0.6
None 1 0.6
Total 174 100.0

39
Distribution of Respondents According to the Type of Language Used in Online Social
Networking
Table 6 shows the distribution of respondents according to the type of language
used in online social networking. Data show that more than one-third (37.9%) or 66 of
the respondents uses English and mother tongue language, one-fourth (25.3%) of the
respondents uses English language, one-fifth (18.4%) uses Mother tongue (Hiligaynon),
little more than one-tenth (14.9%) uses both English and Filipino language, one-fiftieth
(2.9%) uses plane Filipino language, and only 1 out of 174 respondents does not use any
online social language due to the reason that the respondent does not visit any online
networking site. This only shows that majority or four-fifths (78.1%) of the respondents
use English in using online social networking.
Table 6. Distribution of Respondents According to the Type of Language Used in Online
Social Networking
Languages Used in Online Social Networking Frequency Percent
English and Mother-tongue 66 37.9
English 44 25.3
Mother-tongue (Hiligaynon) 32 18.4
English and Filipino 26 14.9
Filipino 5 2.9
None 1 0.6
Total 174 100.0

40
Distribution of Respondents According to the Computer Game Most Played
The following table shows the distribution of respondents according to the
computer game most played. The data collected under this category are as follows:
almost one-fifth (17.8%) or the most of the respondents play League of Legends; more
than one-tenth (11.5%) of the respondents play Counter-strike; equal number (11 or 6.3%)
of the respondents play Tetris Battle and Final Fantasy; 4 (2.3%) play Crossfire; 2 (1.1%)
play Resident Evil; 1 (0.6%) or the least of the respondents play Star Craft; one-third
(33.3%) of the respondents play others; and the rest or 12.1% do not play computer
games. This shows that majority (87.9%) of the respondents play computer games; and
the majority or two-thirds (66.7%) play computer games which are instructed in English.
Table 7. Distribution of Respondents According to the Computer Game Most Played
Computer Games Most Played Frequency Percent Rank

League of Legends 31 17.8 2
None 21 12.1 3
Counter-strike 20 11.5 4
Final Fantasy 11 6.3 5.5
Tetris Battle 11 6.3 5.5
World of Warcraft 10 5.7 7
Dragon City 5 2.9 8
CrossFire 4 2.3 9
Resident Evil 2 1.1 10
Star Craft 1 0.6 11
Others 58 33.3 1
Total 174 100.0
41
Distribution of Respondents According to the Type of Materials Read
The following table shows the distribution of respondents according to the type of
reading materials read. The data shows the followings: almost one-third (29.9%) or the
most of the respondents read English magazines; one –fourth (25.3%) read English short
stories; almost one-fifth (23.0%) read English novels as 3rd raking; Only some (4.0%)
read Filipino novels; a few (2.3%) read others; and only one-hundredth or the least (0.6%)
of the respondents read none; Research result shows that majority or four-fifths (83.4%)
of the respondents read reading materials written in English; and the rest, only few or 29
(16.6%) of them read reading materials written in Filipino.
Table 8. Distribution of Respondents According to the Type of Materials Read
Type of Reading Materials Read Frequency Percent Rank
English magazines 52 29.9 1
English short stories 44 25.3 2
English novels 40 23.0 3
English comics 9 5.2 4
Filipino short stories 9 5.2 5
Filipino magazines 8 4.6 6
Filipino novels 7 4.0 7
Others 4 2.3 8
None 1 0.6 9
Total 174 100.0

42
English Proficiency Level of Grades 5 and 6 Pupils of the Elementary Department of
Table 9 below shows the results of the respondents in the English proficiency test
the researchers provided. The scores were categorized according to their level of
proficiency in English, namely: Low Proficiency for pupils who obtained scores ranging
from 6 – 16; Average Proficiency for pupils who obtained scores ranging from 17 – 27;
and High Proficiency for pupils who obtained scores from 28 – 37. The mean score of the
respondents is 26.91, wherein the lowest score was 6 and the highest score was 37 out of
the 40-item English proficiency test.
It is shown from the data collected that only less than one-tenth (7.5%) of the
respondents performed poorly in the English proficiency test, while most or two-fifth
(40.8%) performed averagely. More than half of the respondents were included in the
High Proficiency category.
Table 9. English Proficiency Level of Grades 5 and 6 Pupils of the Elementary
Department of Central Philippine University
English Proficiency Level Frequency Percentage
Low (6-16 points) 13 7.5
Average (17-27 pts.) 71 40.8
High (28-37 pts.) 90 51.7
Total 174 100.0
Mean = 26.91 (Average)

43
Age and English Proficiency
Table 10 shows the association between age and English proficiency. In this study,
those who are at age 12-13 have higher (more than half) percentage in low and high level
of English proficiency while those who are at age 10-11 have higher (more than half)
percentage in average level. As a result, regardless the age is 10-11 or 12-13, the English
proficiency level is same. Therefore, with revealing result of gamma value 0.068 and p-
value 0.626, the result of test for association between age and English proficiency level is
not significant.
According to the research of Julia Van Sickle and Sarah Ferris, adult and child
second language learners pass through essentially the same developmental stages in
second language acquisition (SLA). Simply put, younger and older individuals if given
the chance to acquire knowledge on a second language at the same time, will still perform
the more or less equally in proficiency tests despite their differences in age. It claims that
if the chance of acquiring knowledge on the language is equally provided to both younger
and older individuals, the Language proficiency is the same. In this research, since the
pupils are in grade 5 or 6, the chance provided to acquire knowledge on English language
in the school is almost the same, so their English proficiency is also to be the same.
Therefore, this supports the research by Julia Van Sickle and Sarah Ferris; the null
hypothesis which states that there is no significant relationship between age and English
proficiency is not rejected.

44
Table 10. Association between Age and English Proficiency
English Proficiency Age

Level 10-11 12-13 Total
f % f % f %
Low (6-16 pts.) 6 46.2 7 53.8 13 100.0
Average (17-27 pts.) 37 52.1 34 47.9 71 100.0
High (28-37 pts.) 42 46.7 48 53.3 90 100.0
Total 85 48.9 89 51.1 174 100.0
Gamma = 0.068 (not significant) p-value = 0.626
Sex and English Proficiency
Table 11 shows the association between sex and English proficiency. The result
reveals that majority of males have low (69.2%) and average (56.2%) English Proficiency
level, which majority (64.4%) of females have high English Proficiency level. When sex
and English Proficiency level were correlated, the Chi-square value of 9.794 with a p-
value of 0.007 at 2 degrees of freedom revealed a significant result. Since Chi-square
value was significant, a post hoc analysis was done using Cramer’s V which yields 0.237
and p = 0.007. The result was considered statistically significant at 0.05 level. This result
proves that sex is a determinant to the English Proficiency level of the respondents.
Females tend to become proficient in English than males as revealed in this study.
This result collaborates with several studies (Gorman, White & Brooks, 1987;
Gorman, White, Brooks, Maclure & Kispal, 1988) which have reported that girls tend to
have more positive feelings about reading and writing than boys. However, it seems that
by the age of 15 years, girls lose confidence in their abilities as writers.

45
Therefore, the null hypothesis stating that there is no significant relationship
between sex and English proficiency is rejected.
Table 11. Association between Sex and English Proficiency
English Proficiency Sex

Level Male Female Total
f % f % f %
Low (6-16 pts.) 9 69.2 4 30.8 13 100.0
Average (17-27 pts.) 40 56.3 31 43.7 71 100.0
High (28-37 pts.) 32 35.6 58 64.4 90 100.0
Total 81 46.6 93 53.4 174 100.0
Chi-square = 9.794 (significant) degree of freedom (df) = 2 p-value = 0.007

Cramer’s V = 0.237 (significant) p-value = 0.007
Income of Parents and English Proficiency
Table 12 shows the association between income of parents and English
proficiency. In this study, those whose parents earn low income (P25,000 and below) get
average level of English proficiency while those whose parents earn average income
(P26,000 – P50,000) and high income (P51,000 and above) get same low level of English
proficiency. On the other hand, those whose parents earn high income (36.7%) get high
in level of English proficiency. When correlated, the result of gamma value 0.167, and p-
value 0.135, the correlation between income of parents and English proficiency level is
not considered significant. As a result, regardless income of parents is high, average, or
low, then English proficiency level is still the same.

46
This does not support the study of Yu, et al. (2006) when significant associations
were found for English proficiency and all socio-demographic characteristics examined.
The children of those who reported speaking English at home tended to be older than the
children of the other English proficiency groups.
Consequently, the null hypothesis stating that there is no significant relationship
between income of parents and English proficiency is not rejected.
Table 12. Association between Income of Parents and English Proficiency
Monthly Income of Parents

English Proficiency Low Average High
Level (P25,000 and (P26,000 to (P51,000 and Total
below) P50,000) above)
f % f % f % f %
Low (6-16 pts.) 3 23.1 5 38.5 5 38.5 13 100.0
Average 31 43.7 24 33.8 16 22.5 71 100.0

(17-27 pts.)
High (28-37 pts.) 26 28.9 31 34.4 33 36.7 90 100.0
Total 60 34.5 60 34.5 54 31.0 174 100.0
Educational Attainment of Parents and English Proficiency
The table below shows the association between educational attainment of parents
– specifically, the father – and English proficiency. The researchers decided to correlate
the educational attainment of fathers to the English proficiency of the respondents rather
than the mothers’ in relation to the study of Duursma et. al, stating that “ only the father’s
language preference played a role” in a child’s proficiency in a particular language.

47
The table shows that those whose fathers are high school graduate and college
level got high percentage in average English proficiency level while those whose fathers
are college graduate are highly involved in low English proficiency level. As a result,
regardless educational attainment of parents – specifically, the father – is high school
graduate, college level, or college graduate, the English proficiency is the same.
Therefore, revealing the result of gamma value 0.066, and p-value 0.768, the correlation
between educational attainment of parents and English proficiency level is not significant.
Consequently, the null hypothesis which states there is no significant relationship
between educational attainment of parents and English proficiency is not rejected.
As studied by Dickinson & Tabors (2001), more educated parents provide
language environments at home that are more similar to the language environments of
school. Supportively, the study of Goldenberg et.al, (2006) states that whether in native
language or in English, parental education correlate with the development of academic
English, as learning to read and write in any language begins long before children enter
school through engagement in activities with parents and caregivers who support
language and literacy development. Also, according to the study of Snow, Burns, &
Griffin (1998), the level of parental English language skills may index the support
children receive for learning English at home. The studies contradict the result of this
study.
48
Table 13. Association between Educational Attainment of Parents and English
Proficiency
Educational Attainment of Parents

English Proficiency
High School College College
Level Total
Graduate Level Graduate
f % F % f % f %
Low (6-16 pts.) 1 7.7 12 92.3 13 100.0
Average 2 2.8 6 8.5 63 88.7 71 100.0

(17-27 pts.)
High (28-37 pts.) 2 2.2 6 6.7 82 91.1 90 100.0
Total 4 2.3 13 7.5 157 90.2 174 100.0
Study Hours and English Proficiency
Table 14 shows the association between study hours and English proficiency.
According to the collected data, most (46.2%) of those who spend low study hours (0-1
hour) in a week mostly got low level of English proficiency while most (40.8%)
respondents who spend moderate (2 hrs.) study hours in a week got average English
Proficiency and most (36.7%) respondents study 3 hours and above every week got high
English Proficiency level. However, when correlated, the result of gamma value 0.195,
and p-value 0.083, revealed that the study and English proficiency level of the
respondents is not statistically significant. This means that regardless study hours in a
week are low, moderate, or high, the English proficiency is just similar.
This supports the study of Schuman et al. (1985) who claimed that the study time-
grade association is an untested assumption, and that hours studied may have little effect
49
on grades because teachers' grading practices may moderate the study-time grade
association. Greenwald and Gillmore (1997) also suggested that teachers' grading
practices might help to explain the study-time grade association. Thus, common to
previous research were explanations that suggested student and teacher characteristics
associated with the study time-grade association. The results of this study suggest that
course (course difficulty), teacher (grade inflation) and student (cognitive ability)
characteristics moderated the study-time grade association: these variables reduced the
study-grade association to zero.
between study hours and English proficiency is not rejected.
Table 14. Association between Study Hours and English Proficiency
Study Hours in a Week

High
English Proficiency Low Moderate
(3 Hours and Total
Level (0-1 Hour) (2 Hours)
Above)
f % f % f % f %
Low (6-16 pts.) 6 46.2 5 38.5 2 15.4 13 100.0
Average 21 29.6 29 40.8 21 29.6 71 100.0

(17-27 pts.)
High (28-37 pts.) 22 24.4 35 38.9 33 36.7 90 100.0
Total 49 28.2 69 39.7 56 32.2 174 100.0

50
Perception Towards Teacher and English Proficiency
Table 15 shows the association between the perception of the pupils towards the
teacher in terms of the extent of speaking in English in the classroom and English
proficiency. The table shows that most of those whose teacher speaks English seldom,
sometimes, or always got low scores in English proficiency level test while most of those
whose teacher speaks English usually got average scores in the test. As a result,
regardless the teacher speaks English seldom, sometimes, usually, or always, the English
proficiency of the students is the same. Therefore, revealing the result of χ-square value
8.739, 6 df and p-value 0.189, the correlation between perception towards teacher in
terms of speaking English and English proficiency level is not significant.
Table 15. Association between Perception Towards Teacher in Terms of Speaking in
English and English Proficiency
English Perception Towards Teacher

Proficiency In Terms of Speaking in English
Level Seldom Sometimes Usually Always Total
f % f % f % f % f %
Low 1 7.7 3 23.1 3 23.1 6 46.2 13 100.0
(6-16 pts.)
Average 1 1.4 11 15.5 36 50.7 23 32.4 71 100.0

(17-27 pts.)
High 15 16.7 42 46.7 33 36.7 90 100.0

(28-37 pts.)
Total 2 1.1 29 16.7 81 36.7 62 35.6 174 100.0
Chi-square = 8.739 (not significant) df = 6 p-value = 0.189

51
Table 15a below shows the association between the perception of the pupils
towards the teacher in terms of presence of fun with the English teacher and English
proficiency. In this study, those who answered there is no presence of fun with English
teacher have higher percentage in low level of English proficiency while those who
answered there is presence of fun with the English teacher have higher percentage in high
level of English proficiency. As a result, regardless the English teacher presents fun or no
in his/her class, the English proficiency is similar. Therefore, revealing the result of Chi-
square value 0.193, 2 df and p-value 0.908, the correlation between perception towards
teacher in terms of presence of fun with the English teacher and English proficiency level
is not significant.
Table 15a. Association between Perception Towards Teacher in Terms of Presence of
Fun with English Teacher and English Proficiency
PERCEPTION TOWARDS TEACHER

English Proficiency
In Terms of Presence of Fun with English Teacher
Level
No Yes Total
f % f % f %
Low (6-16 pts.) 1 7.7 12 92.3 13 100.0
Average 5 7.0 66 93.0 71 100.0

(17-27 pts.)
High(28-37) 5 5.6 85 94.4 90 100.0
Total 11 6.3 163 93.7 174 100.0

52
Table 15b below shows the association between the perception of the pupils
towards the teacher in terms of assessment of teacher in teaching English and English
proficiency. In the collected data, those who answered that the English teacher assesses
badly (7.7%) and those who answered that the English teacher assesses good (69.2%)
have low level of the English proficiency while those who answered that the English
teacher assesses fair (5.6%) and those who answered that the English teacher assesses
very good (51.1%) have high level of the English proficiency. As a result, regardless the
English teacher assesses badly, fair, good, or very good, the English proficiency is still
the same. Therefore, revealing the result of Chi-square value 11.469, 6 df and p-value
0.075, the correlation between perception towards teacher in terms of assessment of
teacher in teaching English and English proficiency level is not significant.
Table 15b. Association between Perception Towards Teacher in Terms of Assessment of
Teacher in Teaching English and English Proficiency

English
In Terms of Assessment of Teacher in Teaching
Proficiency
English and English Proficiency
Level
Badly Fair Good Very Good Total
f % f % f % f % f %
Low 1 7.7 9 69.2 3 23.1 13 100.0
(6-16 pts.)
Average 1 1.4 3 4.2 39 54.9 28 39.4 71 100.0

(17-27 pts.)
High 5 5.6 39 43.3 46 51.1 90 100.0

(28-37 pts.)
Total 2 1.1 8 4.6 87 50.0 77 44.3 174 100.0

53
Table 15c below shows the association between the perception of the pupils
towards the teacher in terms of extent of learning from teacher, and English proficiency.
In this study, those who answered that they learn little from the English teacher have low
level of the English proficiency while those who answered that they learn more than
enough from the English teacher (57.7%) have average level of the English proficiency.
Those who answered that they learn enough (11.1%) or very much from the English
teacher (44.4%) have high level of the English proficiency. When conducted the result of
Chi-square value 6.644, 6 df and p-value 0.355, the correlation between perception
towards teacher in terms of extent of learning from teacher and English proficiency level
is not considered significant. As a result, regardless the extent of learning from the
English teacher is a little, enough, more than enough, or very much, the English
proficiency is still the same.
This supports the study of Ofra Inbar (2001) when no differences were found in
the English proficiency of the students on “Native and Non-native Teachers: Investigation
of the Construct and Perceptions”. “No differences were found in perception categories
related to teaching and assessment practices, to defining students' knowledge in English,
the status of the English language and goals for teaching it.”. It was also revealed,
however, the effect of individual differences on the teachers' perceptions, demonstrating
that perceptions can often be attributed to more than a single background variable. It
simply means that due to the difference of perception of students, it does not necessarily
mean that it would affect their English proficiency.

54
Consequently, in sum of the results of table 15, 15a, 15b, and 15c, the null
hypothesis stating that there is no significant relationship between perception towards
teacher and English proficiency is not rejected.
Table 15c. Association between Perception Towards Teacher in Terms of Extent of
Learning from Teacher and English Proficiency

English In Terms of Extent of Learning from Teacher and
Proficiency English Proficiency
Level More than
A Little Enough Very Much Total
Enough
f % f % f % f % f %
Low 1 7.7 1 7.7 6 46.2 5 38.5 13 100.0
(6-16 pts.)
Average (17- 1 1.4 7 9.9 41 57.7 22 31.0 71 100.0

27 pts.)
High 1 1.1 10 11.1 39 43.3 40 44.4 90 100.0
(28-37 pts.)
Total 3 1.7 18 10.3 86 49.4 67 38.5 174 100.0
Extent of Television Viewing and English Proficiency
Table 16 shows the association between the extent of television viewing and
English proficiency. In this study, those who watch television for low hours (1-2 hours)
have high or more than half percentage in low level of the English proficiency while
those who watch television for high hours (5 hours and above) have high percentage in
average level of the English proficiency. Those who watch television for moderate hours
(3-4 hours) have high or almost half percentage in high level of the English proficiency.
55
As a result, regardless the extent of television viewing is low, moderate, or high, the
English proficiency is the same. Therefore, revealing the result of gamma value 0.056,
and p-value 0.641, the correlation between the extent of television viewing and English
proficiency level is not significant.
Learning how to read, comprehend and develop vocabulary takes practice and
time spent reading books or being read to. Language development also requires a lot of
interactive conversation. Gina Poirier states that kids of all ages who spend hours every
day in front of a television are losing that opportunity and falling behind in this area in
their education. Even educational TV programs do not help as much as reading and
talking. According to Dr. Ellen Abell of the Alabama Cooperative Extension System, TV
does not develop the part of the brain responsible for language. Children who watch too
much television and do not read enough may have trouble paying attention and listening
to comprehend language. The study of Gina Poirier supports the result of this study.
between extent of television viewing and English proficiency is not rejected.

56
Table 16. Association between Extent of Television Viewing and English Proficiency
Extent of Television Viewing per Day

English Proficiency
Low Moderate High
Level Total
(1-2 Hours) (3-4 Hours) (5 Hours and Above)
f % f % f % f %
Low (6-16 pts.) 8 61.5 3 23.1 2 15.4 13 100.0
Average 31 43.7 26 36.6 14 19.7 71 100.0

(17-27 pts.)
High (28-37 pts.) 43 47.8 38 42.2 9 10.0 90 100.0
Total 82 47.1 67 38.5 25 14.4 174 100.0
Gamma = -0.056 (not significant) p-value = 0.641
Text Messaging and English Proficiency
Table 17 shows the association between text messaging and English proficiency.
Based on the table, those who send low (8 and below) text messages in a week have high
percentage in high level of the English proficiency while those who send moderate (9-30)
text messages have high percentage in low level of the English proficiency. Those who
send high (31 and above) text messages in a week have high percentage in average level
of the English proficiency. As a result, regardless the extent of text messaging is low,
moderate, or high, the English proficiency is the same. Therefore, revealing the result of
gamma value 0.135, and p-value 0.227, the correlation between text messaging and
English proficiency level is not significant.
This does not support the study of Cesar Marquez (2009), text messaging is being
used as the number on form of communication through cell phones. With new phones
and plans designed to accommodate text messaging, this form of communication will
57
only grow. While texting can be convenient and quick, it can also be dangerous and
distracting.
between text messaging and English proficiency is not rejected.
Table 17. Association between Text Messaging and English Proficiency
Text Messaging in a Week

English Proficiency
Low Moderate High
Level Total
(8 and Below) (9-30) (31 and Above)
f % f % F % f %
Low (6-16 pts.) 4 30.8 5 38.5 4 30.8 13 100.0
Average (17-27 pts.) 21 29.6 24 33.8 26 36.6 71 100.0
High (28-37 pts.) 34 37.8 31 34.4 25 27.8 90 100.0
Total 59 33.9 60 34.5 55 31.6 174 100.0
Gamma = -0.135 (not significant) p-value = 0.227
Extent of Use of Online Social Networks and English Proficiency
Table 18 shows the association between the extent of use of online social
networks and English proficiency. In this study, those who use online social networks for
low (0-1) hour in a week have almost half or most percentage in low level of the English
proficiency while those who use online social networks for moderate (2-3) hours have
almost half or most percentage in high level of the English proficiency. Besides, those
who use online social networks for high (4 and above) hours in a week have high
percentage in average level of the English proficiency. As a result, regardless the extent
of use of online social networks is low, moderate, or high, the English proficiency is the
58
same. Therefore, revealing the result of gamma value 0.078, and p-value 0.496, the
correlation between the extent of use of online social networks and English proficiency
level is not significant.
In the study of Barral (2010), social networking is used as a communication and
collaboration tool of choice in business and higher education. It is being used as a way
of communication whether that is asking a question about what to do for homework,
or what friends are doing over the weekend. People can discuss topics for class and ask
questions which can get answered. Social networking poses a problem in the use of poor
language. Most sites do not use proper spelling or grammar which is inappropriate for
someone who does not yet have logistic confidence. People are mostly able to discern the
morally questionable content, but they cannot yet defend themselves against illiteracy.
The study supports the result of this study.
Consequently, the null hypothesis states that there is no significant relationship
between extent of use of online social network and English proficiency is not rejected.
59
Table 18. Association between Extent of Use of Online Social Networks and English
Proficiency
Extent of Use of Online Social Networks

per Week
English Proficiency
High
Level Low Moderate
(4 Hours and Total
(0-1 Hour) (2-3 Hours)
Above)
f % f % f % f %
Low (6-16 pts.) 6 46.2 4 30.8 3 23.1 13 100.0
Average 22 31.0 23 32.4 26 36.6 71 100.0

(17-27 pts.)
High (28-37 pts.) 21 23.3 42 46.7 27 30.0 90 100.0
Total 49 28.2 69 39.7 56 32.2 174 100.0
Extent of Use of Computer Games and English Proficiency
Table 19 below shows the correlation between the extent of use of computer
games and English proficiency. In this study, those who play computer games for low (0-
1) hour in a week and those who play computer games for high (5 and above) hours in a
week have most percentage in high level of the English proficiency while those who play
computer games for moderate (2-4) hours in a week have almost half or high percentage
in average level of the English proficiency. As a result, regardless the extent of use of
computer games is low, moderate, or high, the English proficiency is the same. Therefore,
revealing the result of gamma value 0.040, and p-value 0.728, the correlation between the
extent of use of computer games and English proficiency level is not significant.
According to Murphy, many studies suggest that computer games have a

60
generally negative impact on a child's study habits. Some possible problems include less
time spent on homework, less interest in reading and earning lower grades in school. The
studies support the result of this study.
between extent of use of computer game and English proficiency is not rejected.
Table 19. Association between Extent of Use of Computer Games and English
Proficiency
Extent of Use of Computer Games in a Week

English Proficiency High
Low Moderate
Level (5 Hours and Total
Above)
f % f % f % f %
Low (6-16 pts.) 5 38.5 6 46.2 2 15.4 13 100.0
Average 24 33.8 32 45.1 15 21.1 71 100.0

(17-27 pts.)
High 36 40.0 27 30.0 27 30.0 90 100.0

(28-37 pts.)
Total 65 37.4 65 37.4 44 25.3 174 100.0
Reading Frequency and English Proficiency
Table 20 shows the association between reading frequency and English
proficiency. The result reveals that majority of those who read for low (0-1) hour have
low (76.9%) and average (47.9%) English Proficiency level, while the majority of those
who read for high (5 and above) hours in a week have high (44.4%) English proficiency
61
level. In addition to, the majority of those who read for moderate (2-4) hours have
average (36.6%) and high (35.6%) the English proficiency level. When reading frequency
and English proficiency level were correlated, the gamma value 0.545 with a p-value
0.000 revealed a significant result. The result was considered statistically significant at
0.05 level. This result proves that reading frequency is a determinant to the English
proficiency level of the respondents. Those who read frequently tend to become
proficient in English than those who read rarely as revealed in this study.
This result collaborates with the study of National Endowment for the Arts that
conducted experiment about reading frequency corresponding with reading scores and
writing scores in grade 12. In average reading score in the range of 500, grade 12 in 2005,
students who read almost every day got the score of 302, students who read once or twice
a week got 292, students who read once or twice a month got 285, and students who read
never or hardly ever got 274. In average writing score in the range of 300, grade 12 in
2002, students who read almost every day got the score of 165, students who read once or
twice a week got 154, students who read once or twice a month got 149, and students
who read never or hardly ever got 136.
between reading frequency and English proficiency is rejected.

62
Table 20. Correlation between Reading Frequency and English Proficiency
READING FREQUENCY IN A WEEK

English Proficiency High
Low Moderate
Level (5 Hours and Total
Above)
f % f % f % f %
Low (6-16 pts.) 10 76.9 3 23.1 13 100.0
Average 34 47.9 26 36.6 11 15.5 71 100.0

(17-27 pts.)
High 18 20.0 32 35.6 40 44.4 90 100.0

(28-37 pts.)
Total 62 35.6 58 33.3 54 31.0 174 100.0
Gamma = 0.545 (significant) p-value = 0.000

CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary
This study was conducted to determine the relationship of personal background
factors of Elementary pupils of Central Philippine University, such as age, sex, income of
parents, and educational attainment of parents, and other factors such as number of study
hours, perception towards the teacher, extent of television viewing, text messaging,
extent of use of online social networks and computer games, and reading frequency, to
the English proficiency of the respondents.
This study was done at the Elementary Department of Central Philippine
University, making use of a sample from the institution’s Grades 5 and 6 pupils. The
participants of this study composed of 174 Grades 5 and 6 pupils of Central Philippine
University.
The primary instrument used to gather the needed data was a one-shot survey
questionnaire which consisted of three parts: Part I gathered information of the
demographic characteristics of the respondents; Part II dealt with the information of the
factors associated with the English proficiency of the respondents; and Part III served as
the English proficiency test constructed by the testers and anchored on the competencies
of Grades 5 and 6 pupils in English required by the Department of Education. The
questionnaire was designed based on the specific objectives of this study.
The Statistical Package for Social Sciences (SPSS) program was used to aid the
researchers in their data analysis for both dependent and independent variables. For the
64
analysis of the relationship between sex and the English proficiency of the respondents,
the chi-squared distribution was used.
For the relationship of the remaining factors such as age, income of parents,
educational attainment of parents, number of study hours, perception towards the teacher,
extent of television viewing, text messaging, extent of use of online social networks and
computer games, and reading frequency to the English proficiency of Elementary pupils
of Central Philippine University, the gamma distribution was used.
Major Findings
Based on the results of the study:
1. The number of pupils aged 10-11 years old is almost equal to the number of
pupils aged 12-13 years old;
2. Majority (53.4) of the respondents were female pupils;
3. The scales of the income of parents of the respondents is almost equally
distributed;
4. Most (90.2%) of the respondents’ parents graduated from college, and only a
small fraction left for parents who either graduated from high school (2.3%) or only
attained undergraduate level in college (7.5%);
5. Majority (39.7%) of the respondents spend moderate hours (2 hours) in
studying;
6. Most (46.6%) of the respondents say that their English teacher usually speaks
in English, (93.7%) experience fun with their English teacher, (50.0%) their English
65
teacher performs good in their when teaching English, and (49.4%) learned more than
enough from their English teacher;
7. Almost half (47.1%) of the total number of respondents spend their time
watching television for only one to two hours;
8. The respondents are almost equally distributed in terms of text messaging;
9. Most (39.7%) of the respondents spend their time moderately (2 – 3 hours) in
online social networking;
10. More than one third (37.4%) of the respondents spend a low number of hours
(0 – 1 hour) in computer gaming; the same number of respondents spend a moderate
number of hours (2 – 3 hours) in computer gaming; and the rest (25.3%) of the
respondents spend at least five hours in computer gaming;
11. Majority (35.6%) of the respondents spend at most one hour in reading;
12. The following factors: age (Gamma = 0.068, p-value = 0.626), income of
parents (Gamma = 0.167, p-value = 0.135), educational attainment of parents (Gamma =
0.066, p-value = 0.768), extent of television viewing (Gamma = -0.056, p-value = 0.641),
text messaging (Gamma = -0.135, p-value = 0.227), extent of use of online social
networks (Gamma = 0.078, p-value = 0.496) and computer games (Gamma = 0.040, p-
value = 0.728) have no significant relationship with the English proficiency of the
respondents;
13. Study hours (Gamma = 0.195, p-value = 0.083) has an almost significant
relationship with the English proficiency of the respondents;

66
14. Finally, sex (χ-square = 9.794, df = 2, p-value = 0.007, Cramer’s V = 0.237)
and reading frequency (Gamma = 0.545, p-value = 0.000) have a significant relationship
with the English proficiency of the respondents.
Conclusions
According to the data collected, the following factors have no significant
relationship with the English proficiency of the respondents: age, income of parents,
educational attainment of parents, perception towards teacher, extent of television
viewing, text messaging, extent of use of online social networks and computer games.
Data show that sex correlate with the English proficiency of the respondents.
Female pupils perform better in English than male pupils from the data collected – 64.4%
of the female pupils scored high scores in the English proficiency test, while only 35.6%
of the male respondents scored high in the test given. Furthermore, it is also shown in the
data collected that 69.2 % of the males obtained low scores in the English proficiency test,
and only 30.8% of the females scored low in the test. According to Gorman et al., (1987)
“girls tend to have more positive feelings about reading and writing than boys,” which
only proves that sex is a significant factor associating with the English proficiency of an
individual. In the statements mentioned above, female pupils are more proficient than
males in English.
Reading frequency is also deemed to have a significant relationship with the
English proficiency of the respondents from the data collected. This means that the longer
the time is spent on reading, the more proficient an individual becomes in English;
67
otherwise, it may degrade one’s proficiency in English. In the data collected, 76.9% of
the respondents who only spend at most one hour in reading scored low in the English
proficiency test given by the researchers. Furthermore, 44.4% of the respondents who
spend at least five hours in reading gained the highest scores in the English proficiency
test. In addition, it has also been shown in the data of this research study that majority of
the respondents often read reading materials in English than in Filipino (English
magazines, 29.9%; English short stories, 25.3%; English novels, 23.0%. These facts do
support the notion that reading frequency does indeed correlate with the English
proficiency of an individual.
According to Piaget’s Cognitive Developmental Theory in Acero et al. (2008)
cited by Dr. Gail E. Tompkins (2002), individuals acquire knowledge through
experiences and “with objects they come in contact with”. It basically means that one
learns through outside factors. However, Piaget’s theory is somehow refuted by the
results of this study, since only a few of the suggested factors to the English proficiency
of the pupils deemed significant, namely, sex and reading proficiency. The number of
study hours of the individual according to the findings of this research is not a strong
factor to his/her English proficiency.
The researchers have concluded, basing on the findings interpreted, that the
factors associating with the English proficiency of an individual differ from one person to
another. Data has shown that some gain their English proficiency in watching television,
and some in computer games, and so on. There is no definite factor in associating with
one’s English proficiency other than sex and reading English reading materials, as
suggested by results of this study.

68
Recommendations
Based on the major findings of the study, and the conclusions drawn from those,
the following recommendations were suggested:
1. Since it was shown in the findings that sex is a factor correlating with the
English proficiency of an individual, and that female pupils tend to be more proficient
than male pupils, it is important that parents should monitor the status of their sons when
it comes to their performance in English, and that they should encourage them to study
English more;
2. Parents should encourage their children to read, especially reading materials
written in English. Reading will help improve the pupils’ ability to observe proper
grammar and reading comprehension. The more the children read, the more their
facilities in English improve;
3. Teachers, being the facilitators of learning of the pupils, should motivate their
learners, especially males, in studying English and their appreciation for reading.
Therefore, teaching strategies like pronunciation drills and vocabulary activities should
be included in class. In order to encourage pupils to read, teachers should pick reading
materials that would spark the interest of their learners. Regular assessment and
evaluation should be done to properly monitor the development of the pupils. Integration
of English into other subjects such as Science and Mathematics may have an effect in the
English proficiency of the students;
4. School heads and administrators should encourage teachers to explore
teaching strategies that will aid the improvement of the English proficiency of the pupils.
69
Furthermore, with regards to improving the attitude of male students towards English,
they should find scholarly activities related to English that will interest male students;
5. The community should encourage their young members to participate in
community activities that involve the speaking of English, such as pageants or contests
for the young. Community quiz bees that involve English may also be an example. Such
activities will come to the attention of the pupils, especially males;
6. The Philippine government should conduct a regular assessment on the status
of the pupils in terms of their English proficiency and cooperating with educational
institutions to incorporate developments in the curricula to develop their competence in
English. The government should encourage educational institutions to find ways in
encouraging all male students to actively display competence in English.

REFERENCES
Nonperiodicals
Acero, V., Javier E. & Castro H. (2008) Child and Adolescent Development.
Quezon City, Philippines: Rex Bookstore, Inc.
David, F., (2002) Understanding and doing research: A handbook for beginners.
Manila, Philippines: Educational Publishing House
Parvis, S. (2012) Time for Kids: Almanac 2013.
Manila, Philippines: WS Pacific Publications, Inc.
Unpublished Materials
Arnilla, A., et. al [n.d]. English Placement Exam and Academic Performance of the
College of Education Freshmen Students in Basic English.
Unpublished doctoral dissertation, Central Philippine University.
Eusebio, J.P., (2008) The Effects of Television Viewing in Attentional Abilities of Sapian
National High School Students.
Sapian National High School, Capiz, Philippines
Online References
Sickle, J.V. & Ferris, Sarah. [u.d]. Second Language Acquisition: The Age Factor
Retrieved 2012-09-02 from
http://www.wce.wwu.edu/Resources/CIRCLE/Lectures/SarahJuliaAge_SLAcomment
s%20(2).pdf
71
Madu, B.N. & Kasanga, L.A.. (2005). Sex Differences in the Acquisition of English as a
Second Language.
http://www.ajol.info/index.php/gab/article/view/23337
Yu, S. M., et. al. (2006). Parental English Proficiency and Children’s Health Services
Access.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1522110/
Duursma, E., et. al. (2005). The Role of Home Literacy and Language Environment on
Bilinguals’ English and Spanish Vocabulary Development.
http://www.rieslp.com.mx/documentos/Duursma_Romero_Contreras_%20TheRoleOf
HomeLiteracy.pdf
Olivares, O. (2002). An Analysis of the Study Time-Grade Association.
http://radicalpedagogy.icaap.org/content/issue4_1/06_Olivares.html
Barral, R. D. l. (2010). Relationship of Facebook to English Proficiency.
http://www.scribd.com/doc/37101515/relationship-of-facebook-to-english-proficiency
Matsumoto, M. (2009). Second language learners' motivation and their perceptions of
teachers' motivation
http://works.bepress.com/masanori_matsumoto/5/
72
Murphy, S. [u.d]. The Effects of Computer Games on Study Habits of Children.
http://www.ehow.com/facts_7631503_effects-games-study-habits-children.html
National Endowment for the Arts. (2007). To Read or Not to Read: A Question of
National Consequence.
http://www.infoplease.com/entertainment/books/average-reading-writing-scores-
frequency.html
Atencio, J. (2009) Thomasites marker unveiled.
http://www.highbeam.com/doc/1G1-77545372.html
Mariñas, B. & Ditapat, M. P. (2000) Curriculum Development
http://www.ibe.unesco.org/curriculum/Asia%20Networkpdf/ndrepph.pdf
Fernando, E. & Azucena, S. (2006) Ticking Bomb
http://www.lankabusinessonline.com/fullstory.php?newsID=1579191903&no_view=1
&SEARCH_TERM=35
Macasinag, T. (2001), Glowing Ember
http://www.sunstar.com.ph/baguio/opinion/2011/08/04/macasinag-decline-english-
proficiency-170862
APPENDIXES
74
Appendix A
COLLEGE OF EDUCATION
Central Philippine University, Jaro, Iloilo City, Philippines
Tel. No. (63-33) 329 1971 loc. 1069/1078
E-mail address: education@cpu.edu.ph
Fax No.: (033) 320 3685
November 13, 2012
PROF. CORAZON Q. RABULAN

Part-time Faculty Member
College of Education
Jaro, Iloilo City
Dear Prof. Rabulan:
Christian greetings!
We, the members of the research group conducting a research study, namely, “Factors
associated with the English proficiency of the Elementary pupils at Central Philippine
University,” have furnished the first three chapters of our research paper. However,
knowing our lack of experience and skill in writing research papers, we ask your humble
office to serve as a validator in checking and correcting the following elements in our
research paper: title, hypotheses, schematic diagram, and the research instrument. These
elements are attached along with this letter.
Knowing your expertise and skill in the field of research, especially in the research
problem we are presenting, we are very confident that you will help us know our errors
and improve our study.
We are hoping for your favorable response regarding this matter. Thank you very much,
and may God bless you and all your endeavors.
Very truly yours,

Group Leader
Favorably endorsed:
PROF. JANET P. JACO

Research Adviser
75
Appendix B
Tel. No. (63-33) 329 1971 loc. 1069/1078
Fax No.: (033) 320 3685
November 13, 2012
PROF. LEILANI FATIMAH L. TROMPETA

Chairperson
Department of Languages, Mass Communications, and Humanities
College of Arts and Sciences
Jaro, Iloilo City
Dear Prof. Trompeta:
Very truly yours,

Group Leader
Favorably endorsed:
PROF. JANET P. JACO

Research Adviser
76
Appendix C
Tel. No. (63-33) 329 1971 loc. 1069/1078
Fax No.: (033) 320 3685
November 13, 2012
PROF. ESTHER ROSE A. ROMARATE

Faculty Member
Department of Languages, Mass Communications, and Humanities
College of Arts and Sciences
Jaro, Iloilo City
Dear Prof. Romarate:
Very truly yours,

Group Leader
Favorably endorsed:
PROF. JANET P. JACO

Research Adviser
77
Appendix D
Tel. No. (63-33) 329 1971 loc. 1069/1078
Fax No.: (033) 320 3685
December 4, 2012
PROF. SUSAN C. HERGA

Principal
Elementary Department
Jaro, Iloilo City
Dear Prof. Herga:
The undersigned are considering the research study entitled, “Factors Associated with the
English Proficiency of the Elementary Pupils at Central Philippine University” as a
partial fulfillment of the requirements in EDUC 352: Research Application.
In consideration with the research study, it is mentioned that the prospective respondents
of the study are to come from the Elementary Department of Central Philippine
University.
Along this line, we are asking your benevolent help to give us permission to have the
cooperation of your department, specifically the advisers, the parents, and most especially,
the pupils belonging under the fifth and sixth grade levels, in our research endeavor.
Your positive feedback upon our request will indeed help us in the success of our
research endeavor.
Very truly yours,

Group Leader
Favorably endorsed:
PROF. JANET P. JACO DR. NELSON A. POMADO

Research Adviser Dean
78
Appendix E
FACTORS ASSOCIATED WITH THE ENGLISH

PROFICIENCY OF THE ELEMENTARY PUPILS AT
CENTRAL PHILIPPINE UNIVERSITY
Research Questionnaire
Note: All answers given by the respondent are confidential and will only be confined
within the knowledge of the researchers conducting this research.
79
Respondent No. ______

Research Questionnaire:
Factors Associated with the English Proficiency of the Elementary Pupils at Central
Philippine University
PART I
Directions: This part of the test is to be taken home with you. With the help of your
parents, answer the items presented. Carefully read the directions instructed as you go on
with the test. Please answer truthfully.
Name:
Last Name First Name Middle
Initial
Address:
Grade Level: 5
(Circle your 6
answer)
Section
How old are you? years old

When were you born?
(Give month, day, and Month Day Year
year)
Are you male (boy) or _________ Male
female (girl)? Check your _________ Female
answer.
What is the work of your

father?
How much income does
your father earn every
month, if applicable?
What is the work of your
mother?
How much income does
your mother earn every
month, if applicable?
80
How much time do you spend in studying every _____________ hour/s

week? Please specify your answer in the space
provided
How often does your English teacher speak in 1 Never
English? Circle the number of your answer. 2 Seldom
3 Sometimes
4 Usually
5 Always
Do you have fun when you learn English with your Yes
English Teacher? Circle your answer. No
How well does your teacher present his/her 1 Very badly

lessons? Circle the number of your answer. 2 Badly
3 Fair
4 Good
5 Very Good
Do you think you have learned many things about 0 None

English from your teacher? Circle the number of 1 A little
your answer. 2 Enough
3 More than enough
4 Very much
How much time do you spend _______ hour/s
watching television in a day?
Please specify your answer on the
blank provided.
What kind of television shows do 0 None

you often watch? Encircle as many 1 English cartoons (e.g. Tom and Jerry,
answers as is applied to you. If Adventure Time)
your answer is not found among 2 Filipino cartoons (e.g. Super Inggo)
the choices, write your answer 3 Foreign cartoons (e.g. Samurai X, Full
after “Others”. Metal Alchemist) with English subtitles
4 Foreign cartoons dubbed in English
5 Foreign cartoons with Filipino subtitles
6 Foreign cartoons dubbed in Filipino
7 English educational shows (Hi5, Dora the
81
Explorer)
8 Filipino educational shows (Mathtinik,
Sineskwela)
9 English movies (e.g. Alice in Wonderland,
Dark Shadows)
10 Filipino movies (e.g. Jose Rizal, Tanging
Ina)
11 Foreign movies (e.g. So Close, Fearless)
with English subtitles
12 Foreign movies dubbed in English
13 Foreign movies with Filipino subtitles
14 Foreign movies dubbed in Filipino
15 English television series (e.g. House,
Grey’s Anatomy)
16 Filipino television series (e.g. Princess and
I, Be Careful with My Heart)
17 Foreign television series (e.g. Boys Over
Flowers, One Litter of Tears) with English
subtitles
18 Foreign television series dubbed in
19 English
Foreign television series with Filipino
20 subtitles
21 Foreign television series dubbed in
Filipino
Others:______________
How many text messages do you ___________ text messages a week
send every week? Please specify
your answer in the space
provided.
What language do you use in 1 English
texting? Circle the number of your 2 Filipino
answer. If your answer is not 3 Mother-tongue
found in any of the choices given, Please specify the kind of mother-tongue
write your answer on the space language you use in the blank provided
provided after the word “Others”. below.
4 ___________________
5 English and Filipino
82
6 English and mother-tongue

Others: __________________________
Which online social networking 1 DeviantArt

site do you often visit? Encircle 2 Facebook
your answer. Please choose ONLY 3 Google+
one. If your answer is not found in 4 LinkedIn
any of the choices given, write 5 LiveJournal
your answer on the space provided 6 Multiply
after the word “Others:”. 7 MySpace
8 Tumblr
9 Twitter
10 Others: __________________
What language do you use in 1 English
communicating in online social 2 Filipino
networking sites? Encircle your 3 Mother-tongue
answer. If your answer is not found Please specify the kind of mother-tongue
in any of the choices given, write language you use in the blank provided
your answer on the space provided below.
after the word “Others:” 4 ___________________
5 English and Filipino
6 English and Mother-tongue
Others: __________________
How much time do you in online __________ hour/s every week
social networking every week?
Please specify your answer on the
blank provided.
What computer or online game do 1 Counter-strike

you participate in? Encircle your 2 Final Fantasy
answer. Please choose ONLY one. 3 Guild Wars
If your answer is not found in any 4 Resident Evil
of the choices given, write your 5 StarCraft
answer on the space provided after 6 World of Warcraft
the word “Others:” 7 Others:______________
83
How many hours per week do you __________ hour/s a week

spend in computer gaming? Please
specify your answers on the blank
provided.
What printed materials do you 1 English magazines

often read? Encircle your answer. 2 Filipino magazines
Please choose ONLY one. If your 3 English novels
answer is not found in any of the 4 Filipino novels
choices given, write your answer 5 English short stories
on the space provided after the 6 Filipino short stories
word “Others:” 7 Others: __________________
How many hours per week do you __________ hour/s per week
spend in reading? Please specify
your answer on the blank provided.
~ END OF PART I ~
84
Respondent No.: ____________

Research Questionnaire:
Factors Associated with the English Proficiency of the Elementary Pupils at Central
Philippine University
PART II
ENGLISH PROFICIENCY TEST
Directions: Read the instructions and items below carefully. Please answer neatly on the
spaces provided before the numbers. Write your answers in CAPITAL LETTERS.
Name: ______________________________________ Grade & Section:
___________________
A. Grammar Test
Instructions: Select the correct answer of the question or statement written. Write
the CAPITAL LETTER of your answer on the space provided before the number.
________1. Jay ________ want to follow his uncle’s ways.

A. don’t
B. doesn’t
C. do
D. could
________2. Which one of these sentences below uses the correct plural form of
the word child?
A. Parents should prepare their childs every day for advance
learning by letting them do homework early.
B. Nutrients like taurine and choline help support excellent
brain development in children during the brain gain period.
C. Doctors advise mothers to give milk to their childrens for
as long as they want because it contains nutrients.
D. Parents should encourage their childes to play in order for
them to develop their physical growth.
________3. ________ shoes are worn out.

A. Dennis’
B. Denni’s
C. Dennis’s
D. Dennises’
________4. It’s raining hard now, ________?

A. wasn’t it?
B. hasn’t it?
C. isn’t it?
D. is it?
________5. Which of these statements is a direct discourse?

A. Rico said I want to see the play.
85
B. Rico said that he wanted to see the play.

C. Rico wants to see the play.
D. Rico said, “I want to see the play.”
________6. Which of these phrases use the correct position of adjectives

appropriately?
A. Yellow, one, big room
B. Three, ripe, red apples
C. Tall, handsome, white man
D. Happy, a, rich man
________7. Jacob is ________ of all the male students in the class.

A. more tall
B. very tall
C. taller
D. the tallest
________8. Ric, Randy, and Rio are the new ______________ of our school
publication.
A. editor-ins-chief
B. editors-in-chief
C. editors in chief
D. editor-in-chiefs
________9. A band of robbers ______ captured by a squad of policemen.

A. was
B. were
C. has
D. have
________10. Mathematics ______ my most hated subject.

A. are
B. were
C. is
D. be
________11. Which of the following underlined words functions as an adverb?

A. She runs very fast.
B. My loving mother looks beautiful.
C. I am a fast runner.
D. Creative teachers motivate students.
________12. The car was _______ by me.

A. drove
86
B. drive
C. driven
D. driving
________13. The nervous passenger was very angry ______ the careless driver.
A. in
B. with
C. by
D. of
________14. One of the candidates ______ not have a good record.

A. does
B. do
C. are
D. is
________15. ______ John need extra help?

A. Do
B. Are
C. Is
D. Does
________16. Jomari _______ the Smokey Mountain for the first time.
A. is seen
B. have seen
C. has seen
D. is seeing
________17. Which of the following sentences has the correct answer for the
question:
“Did you finish your homework?”
A. Yes, I am
B. No, I don’t
C. No, I didn’t
D. Yes, I will do
________18. The parents of the child hope he _____ walk alone.

A. did
B. could
C. has
D. do
________19. Liz is as ____ as Michael.

A. taller
B. tallest
87
C. more tall
D. tall
________20. Are Rommel and Jeff _______ to work?

A. enough old
B. not enough old
C. very enough old
D. old enough
B. Reading Comprehension Test:

Instructions: Read the text below, and answer all the questions that follow. Write
the CAPITAL LETTER of your answer on the blank provided before the number.
Hello! My name is Carlos Cortez. I am nine years old. I am a grade 3 pupil at St.
Francis School. My teacher is Miss Angela Barraquias. She teaches Reading and
Language. My best friend is Rene. He goes to St. Francis School, too. Rene and I
love to play basketball. We are both members of the school team, and we attend
practice diligently. The other members of the team are Mikko, Ben, Paolo, and
Bryan. They are also our friends. We always do our best in all our games.
________1. What is the name of the speaker?

a. Carlo Jose
b. Charlie Court
c. Carlos Cortez
d. Cartel Crude
________2. What is the topic of the speaker?

a. about himself
b. about his friendship
c. about his parents
d. about his school
________3. Who is the speaker’s best friend?

a. Rene
b. Renee
c. Revee
d. Ren
________4. What sport does he play?

a. volleyball
b. football
c. basketball
d. lawn tennis
________5. What subject does Miss Angela Barraquias teach?

88
a. Science
b. Reading and Language
c. Mathematics
d. Social Studies
Underwater, the twenty-eight-hectare Balicasag Island in Bohol looks like

a jagged Turkish fez rising some 400 meters from the coral-rich seafloor.
Balicasag means ‘an inverted seacrab’ in Cebuano. The island has been
attracting foreign and local divers.
Its rich marine life is well-preserved from destruction by its inhabitants.
The islanders composed mostly of marginal fishermen and ornamental shell
gatherers, guard its waters zealously from any form of destructive fishing which
has turned large areas of our seas into virtual marine wastelands.
________1. What does Balicasag mean?

a. A full-grown seacrab
b. An inverted seacrab
c. A cooked seacrab
d. A hunted seacrab
________2. How does Balicasag Island look like underwater?

a. An attractive sea creature
b. A jagged Turkish fez
c. A sponge-like coral
d. An ornamental wasteland
________3. Does the island attract foreign and local divers?

a. Yes
b. No
c. Maybe
d. All of the above
________4. How is its rich marine life well-preserved?

a. It is safe-guarded by the Philippine Coast Guard.
b. The janitor fish clean the filth in the island.
c. Fishermen and ornamental shelf gatherers guard it from any
form of destructive fishing.
d. Preservatives such as salt, spices, and vinegar are scatter on
the island.
________5. What will be the effect of destructive fishing?

a. Wastage of water
b. Extinction of fishes
c. Decrease in tourism
d. Growth of coal corals
89
Good morning! This is your Grade School Student Activities Coordinator. I am happy to
announce that the grade school is sponsoring a Christmas card making contest this
month which will last for the whole month of September this year. All interested
participants from Grade 4 up to Grade 6 may submit their contest entries to their
homeroom adviser not later than the last Friday of September. Our Christmas theme is
“Uniting All Families for the Love of Jesus”. The entries can be laid out on a single-
folded oslo paper, colored and properly designed. The design should be made on the
front and inside part of the card together with the logo. The Christmas text should be a
message related to the theme. Join and win big prizes. The winning entry shall serve as
the design of the Marian Christmas card this year. This card shall be printed and made
available to all by the middle of October.
________1. What is the type of text?

a. Lecture
b. Argument
c. Announcement
d. Definition
________2. What is the purpose of the text?

a. To sell Christmas card
b. To announce about a contest and to encourage pupils to
join it
c. To announce who are the winners in a contest
d. To give more information about how to make Christmas
cards
________3. What is the synonym of the word ‘participants’ as used in the

selection?
a. winners
b. players
c. fighters
d. competitors
________4. What is the theme for the Christmas card message?

a. Sharing the Love of Jesus
b. Uniting all Families for the Love of Jesus
c. Uniting all the Friends
d. Sharing the Gift of Jesus
________5. What is NOT included in the text?

a. The activity and what it is all about
b. Specific date and persons involved
c. Judges involved
d. Purpose of the activity
90
Every time I take my dinner in the kitchen alone after arriving home from work, I
can’t help but reminisce about the good old days when Mom and Dad were still
very much present in our lives. Those were the days when every one of us siblings,
including my sister-in-law and her son, our only nephew, were just so contented
that we didn’t really mind all the clutter we caused in the house because we knew
all along that Mom and Dad would do the cleanup. Now, that’s all over. There’s
no one to depend on. Each one should really keep the house for each other.
Otherwise, the whole house will be chaotic.
________1. What is the meaning of the good old days in the text?
a. The days when the speaker’s parents worked hard in their
field
b. The days when the speaker has good grades in his
schooling
c. The days when the speaker’s parents were very much
present in their lives
d. The days when the speaker’s siblings were with him
________2. What is the importance of parents for the speaker?

a. The parents are providers of the need of children.
b. The parents always shout at the children.
c. The parents provide the children’s allowance.
d. The parents are the house keepers.
________3. How did the writer feel when writing this text?
a. angry
b. happy
c. longing
d. excited
________4. What is the synonym of the word ‘reminisce’?

a. think
b. recall
c. review
d. question
________5. What is the antonym of the word ‘clutter’?

a. cleanness
b. disorder
c. flutter
d. noise
~ END OF PART II ~
Note: The English proficiency test is based on the DepEd Philippine Elementary
Learning Competencies (PELC) in English for Grades V and VI pupils.

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FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF

ELEMENTARY PUPILS AT CENTRAL PHILIPPINE UNIVERSITY

The Faculty of the College of Education

Central Philippine University

of the Requirements for the Course

Education 352 (Research Application)

Nneka Marie C. Solis

FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF ELEMENTARY

An Undergraduate Thesis for the Course

Approved by the Research Oral Examination Committee:

LIST OF TABLES…………………………………………………………………... viii

Background and Rationale of the Study…………………….............. 1

Statement of the Problem…………………………………................. 3

Operational Definition of Variables…………………………………. 10

Significance of the Study……………………………………………. 12

Scope and Limitations……………………………………………….. 14

II REVIEW OF RELATED STUDIES………………………………... 15

Age and English Proficiency……………………………………...… 15

Sex and English Proficiency………………………………………… 16

Income of Parents and English Proficiency…………………………. 17

Educational Attainment of Parents and English Proficiency………... 18

Study Hours and English Proficiency……………………………….. 19

Perception Towards Teacher and English Proficiency……………… 19

Extent of Television Viewing and English Proficiency…………….. 20

Text Messaging and English Proficiency………………………….... 21

Extent of Use of Online Social Networks

and Computer Games and English Proficiency………………... 21

Reading Frequency and English Proficiency………………………... 22

Summary of Related Studies………………………………………… 23

III RESEARCH DESIGN AND METHODOLOGY………………….. 25

Target Population and Sampling…………………………................. 26

IV RESULTS AND DISCUSSION………………………………............ 31

Personal Background of the Respondents…………………………... 31

Other Factors Influencing the English Proficiency of the respondents 32

V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS…... 63

Appendix A (Letter to the Validator 1)……………………………………….... 74

Appendix B (Letter to the Validator 2)………………………………………… 75

Appendix C (Letter to the Validator 3)………………………………………… 76

Appendix D (Letter to the Principal)………………………………………….... 77

Appendix E (Research Questionnaire)…………………………………………. 78

and supportive adviser of their research endeavors, PROF. JANET PAGUNTALAN-

academic subject and as a life-long lesson.

towards PROF. LEILANI F. TROMPETA and DR. MARGEN ARANDELA-JAVA

respectively, further enhanced the knowledge of the students in research application.

To the validators of the research instrument of the group, PROF. CORAZON

QUIÑ O-RABULAN, PROF. ESTHER ROSE A. ROMARATE, and PROF. LEILANI

FATIMAH F. TROMPETA whose immeasurable knowledge on research aided to the

improvement of test questionnaire, lead to valid and reliable results.

A hundred thanks to the CENTRAL PHILIPPINE UNIVERSITY

ELEMENTARY DEPARTMENT, headed by PRINCIPAL SUSAN C. HERGA, whose

success of their research activity.

their research endeavors.

The researchers would also like to thank their FELLOW RESEARCHERS,

researchers’ lives, challenges, and successes would have been possible.

To God be all the glory!

NNEKA MARIE C. SOLIS

1 Sample Size Derived from the Population of Grades 5 and 6 of

Central Philippine University Elementary Department … 27

2 Distribution of Respondents According to Personal Background … 32

3 Other Factors Influencing the English Proficiency of Elementary

Pupils at Central Philippine University … 36

4 Distribution of Respondents According to the Type of Language