ABSTRACT

The main point of this study is to determine the effects of Speaking

English-Filipino policy towards the academic performances of the students and
also to determine the perceptions of the students towards this policy. Specifically,
it sought to find out the relationship between Speaking English-Filipino Policy
towards the academic performances of the students. The researchers utilized the
descriptive survey method with the aid of checklist to determine the relation of
speaking English-Filipino policy to the academic performances of the students.
The locale of the study was at North Coast Bohol Institute Incorporated, located
at San Francisco, Talibon, Bohol, with a respondents of twenty (20) female
students and ten (10) male students having a total of thirty (30) respondents, thru
random sampling. The findings showed that speaking English-Filipino policy has
a relationship towards the result of the academic performances of the students in
North Coast Bohol Institute Incorporated. And also the findings showed that the
foundation of the academic performances of the students is the sufficient
knowledge were the students clearly understand the lessons that being
discussed by the teachers. Among the ten (10) perceptions, “students can easily
understand the teachers’ discussion” had the highest percentage among the ten
(10) perceptions of the Effects of Speaking English-Filipino Policy towards the
Academic Performances of the Students. The average weighted mean of this
perception was 4.06 with a description of “Strongly Agree”. Thus, there is a high
correlation between the speaking English-Filipino policy in relation to the
academic performances of the students having “significant” relationship, rejecting
the null hypothesis. Based on the findings of the study, the researchers found out
that there was a connection or a relationship between the speaking English-
Filipino policy towards the academic performances of the students In North Coast
Bohol Institute Incorporated, thus the researchers recommended that the school
administrator must strongly implement English-Filipino policy and also the school
administrator must give a punishment to those teachers and students who are
not following the policy in speaking English-Filipino inside the school campus.
The researchers also recommended to the school administrator that teachers
must attend the seminars regarding on the awareness of speaking English-
Filipino policy so that they can enhance their delivery to the students. During
discussion teachers must speak English or Filipino language so that the students
will follow them. Lastly, future researchers are recommended to make a further
research on how the students can effectively use the English-Filipino Policy in
the school of North Coast Bohol Institute Incorporated.