INTRODUCTION

Background of the Study

Mathematics and English are typically the subjects which students find most

difficult, but still there are some who find it easy and well-learned. There are cases in

which students only excel in the preceding rather than the latter, vice versa. The reason

that the researchers are looking at for this problem is the possible factors affecting

students’ skills on both subjects. As a result, the researchers conduct a study between the

correlations of the said subjects.

According to Nordin (1992) (as cited by Mokhtar, Yusof, Misiran in 2012), some

prominent factors that contributed to difficulties in learning mathematics are students’

dislike in mathematics that may have stem from psychological incidences such as fear,

endurance, perseverance and other associated factors, the mathematics curriculum may

have failed to show much relevance to real life application, mathematics teachers lack of

having much interest in the subject, and consequently, did not help students by way of

catering for individual differences.

Having poor language can affect a student’s mathematical skills. Bagceci, Kutlar,

and Cinkara (2014) said that several studies stated that the major factor affecting the poor

performance of students in mathematics is the language. Furthermore, Maleki and

Zangani (as cited in Bagceci, et al., 2014), pointed out that having difficulties in fully

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grasping mathematics using the English language is one of the problems that non-native

speaker students have to face.

Objectives

This study aims to:

 Acquire the learner’s raw score in a Math test

 Acquire the learner’s raw score in an English test

 Determine the relationship between the learner’s Math performance and English

language proficiency

Literature Review

Possible Factors Affecting Student’s Mathematical Skills

According to Nordin (1992) (as cited by Mokhtar, Yusof, Misiran in 2012), some

prominent factors that contributed to difficulties in learning mathematics are students’

dislike in mathematics that may have stem from psychological incidences such as fear,

endurance, perseverance and other associated factors, the mathematics curriculum may

have failed to show much relevance to real life application, mathematics teachers lack of

having much interest in the subject, and consequently, did not help students by way of

catering for individual differences.

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 The lack of understanding of basic mathematical principles can result in an

inability to solve numerous subjects such as chemistry, engineering, and other important

scientific problems. Bursal and Paznokas provided a specific recommendation to schools

that take the responsibility for training teachers (Bursal and Paznokas, 2006). This is to

develop positive attitudes toward mathematics and teaching mathematics. Difficulties in

mathematics are often cause by lacking of mathematics skills. The understanding of the

issue, knowledge, skills and commitment of teachers are keys of success in mathematics

(Suthar, Tarmizi, Midi and Adam, 2009).

Leng (2006) showed that effectiveness of learning depends on environmental

factors such as attitudes, interests, teaching teachers, and peers. Tin (2003) found that

correlation between attitude, interest, peer influence and perception towards teachers’

instruction with upper secondary mathematics achievement. Abu Bakar, Kamaruddin

and Tan (2009) reported that evaluation of the influence of attitudes, interest, teaching

teachers and peers on students’ achievement in mathematics. These factors are rated

very important in learning mathematics in order to ensure good performance.

A study conducted by Hame, Bahari and Abdullah (2008) showed that overall

achievement of students depend on positive attitude towards mathematics subject.

Student’s with low positive attitude got lower marks in their test. A study on students’

mathematics achievement and their interest in mathematics as well as on the relation

between these two constructs is also in limelight. The findings suggested that students

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show hardly any fear of mathematics independent of their achievement level (Heinze,

Reiss, Rudolph and Augsburg, 2005).

Leng (2006) in his study found that peers have positive relationship with student

achievement in mathematics. This gives the impression that student’s peer group

contributed in the increase in achievement in mathematics. If students are not guided in

choosing appropriate peer group, their performance may be affected.

Having poor language can affect a student’s mathematical skills. According to

Bagceci, Kutlar, and Cinkara (2014), several studies stated that the major factor affecting

the poor performance of students in mathematics is the language. Furthermore, Maleki

and Zangani (as cited in Bagceci, et al., 2014), pointed out that having difficulties in fully

grasping mathematics using the English language is one of the problems that non-native

speaker students have to face.

Meltzer (2002) used structural modeling procedures to assess the influence of past

math grades, math ability perceptions, performance expectancies, and value perceptions

on the level of math anxiety reported in a sample of 250 students from 7th and 8th grade.

A second set of analysis examined the relative influence of these performance, self-

perception, and affect variables on students’ subsequent grades and course enrollment

intentions in mathematics. Three of the four sample populations studied it was found that

there is a significant correlation between normalized learning gain and students’

reinstruction mathematics skill. In two of the samples, both males and females

independently exhibited the correlation between learning gain and mathematics skill.

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These results suggest that students’ initial level of physics concept knowledge might be

largely unrelated to their ability to make learning gains in an interactive-engagement

course; students’ reinstruction algebra skills might be associated with their facility at

acquiring physics conceptual knowledge in such a course; and between-class differences

in normalized learning gain may reflect not only differences in instructional method, but

student population differences (“hidden variables”) as well.

Abedi and Lord (2010) investigated the importance of language in student test

performance on mathematics word problems. Students were given released items from

the National Assessment of Educational Progress mathematics assessment, along with

parallel items that were modified to reduce their linguistic complexity. Students who

were English language learners (ELLs) scored lower on the math test than proficient

speakers of English. There were also differences in math performance with respect to

socioeconomic status (SES) but not gender. Linguistic modification of test items resulted

in significant differences in math performance; scores on the linguistically modified

version were slightly higher. Some student groups benefited more from the linguistic

modification of items-in particular, students in low-level and average math classes, but

also ELLs and low SES students.

Furthermore, the findings of Meece and Wigfield (1990) indicated that math

anxiety was most directly related to students’ math ability perceptions, performance

expectancies, and value perceptions. Students’ performance expectancies predicted

subsequent math grades, whereas their value as per Eccles, options predicted course

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enrollment intentions. Math anxiety does not have significant direct effects on either

grades or intentions. The findings also suggested that the pattern of relations is similar for

boys and girls. The results are discussed in relation to expectancy-value and self-efficacy

theories of academic achievement.

Possible Factors Affecting Student’s English Language Proficiency

According to Crookall & Oxford (1991) (as cited by Humphries, 2011) one of the

factors affecting the level of proficiency in English language among university students is

language anxiety. Students who faced language anxiety often fear of negative evaluation

by their educators or native speakers. Humphries stated in her paper that fear of negative

evaluation greatly affected students when they tried to practice their target language. A

little anxiety can be motivating and gives benefit for the students, however if it passes a

certain limit that will affect students’ focus towards language learning which caused

poorer performance.

Wong, Lee and Azisah (2010) (as cited in Rahman, n.d.) stated that one of the

reasons of lack of proficiency in the target language is cultural stereotypes. Some culture

in Malaysia considered people who speak a foreign language as an outcast as they

embraced another culture. Malaysia have 3 different major races such as Malay, Indian,

and Chinese, each race have their own perception and stereotypes towards foreign

language. Malays who speak English are known as ‘less Malay’ and sometimes they are

being ‘othered’ by their own society because of their high proficiency in the language.

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Chinese who speak English are viewed as educated than those who speak mandarin. One

of the studies conducted in the Indian society, their utmost respect to someone who can

speak their own language rather than foreign language. All of these cultural and society

stereotypes does not affect learners who have high motivation and spirit to increase their

proficiency in the target language.

Furthermore, Spolsky (1969) (as cited by Peter, 2013) noted that the other factor

affecting the level of proficiency in English language among university students is the

attitudes of students towards bilingual education. The use of English in the education

process is aimed to help students fulfilled the demand in job sectors in the future. Despite

learning English for a long period many local graduates still encounter problems to use

the language effectively. Consequently resulting them to be unemployed due to the lack

of proficiency in English language. The students’ attitudes towards bilingual education

become a major concern. Attitude is regarded as one of the main contributing factors to

second language learning achievement. Negative attitudes are associated with feelings

such as anxiousness which resulting in excessive stress on the learners during second

language learning.

Mathematics in Correlation to English

According to Quentin (2017), just like mathematics, language can also be

manipulated by exchanging words and the structure of the sentence can be changed, and a

person can already form new sentences. Mathematics itself is a language. It uses symbols

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and numbers when arranged using a correct rule can interpret anything. Math and English

have both of its own way of explaining things, thus the dictionary of its own.

Mathematics is not the only subject that requires problem solving, language can also be

it. In language, a person needs to solve on how he or she is going to edit his or her work.

On a research by Henry, Nistor, and Baltnes (2014), several studies stated that

English proficiency controls English language learners in carrying out mathematical

problems. According to the findings of the study conducted by Barton, et al. (n.d.), EAL

(English as an added language) students experience difficulties in mathematics by a

disadvantage of 10-15 percent. The study also stated that vocabulary was not really a big

problem but it was included in the reasons why students have difficulty in fully grasping

mathematics.

Conceptual Framework

The researchers will acquire the learners’ raw scores in Math and English test,

which will serve as the data to be collected. Stratified sampling will be used to determine

how many samples the researchers will get. Statistical treatment, which is Spearman’s

rho, will be applied to interpret the relationship of Math and English. After the data are

interpreted, the relationship between Math and English will be determined.

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Research Paradigm

INPUT PROCESS OUTPUT

-Learners’ raw -Statistical -Determine the

score in Math and treatment relationship
English tests (Spearman’s between Math
rho) will be and English
applied to
interpret the data
collected

Hypothesis

The following are the null hypothesis of this research:

Hypothesis 1: There is no significant relationship between Math and English.

Hypothesis 2: There is a significant relationship between Math and English.

Significance of the Study

This study will be significantly beneficial to the following:

Students:

The students will be informed on how Math and English are correlated to each

other. With this study, they can assess themselves on where they truly excel.

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Teachers:

The teachers will be informed about the students’ limitations on the two subjects,

Mathematics and English.

Parents:

They will be aware on the areas where their children truly excel at.

Scope and Delimitation

This study mainly focused on determining the relationship between a student’s

mathematical skills and English language proficiency. Grade 7 students, school year

2019-2020, from Calayan Educational Foundation, Inc. are the only respondents of the

study. The minimum and, also, the maximum number of the respondents of the study had

been enclosed to 30.

Definition of Terms

 Mathematical Skills- it is a person’s ability to solve problems which involves

numbers and calculations (Collins Dictionary, Retrieved from

https://www.collinsdictionary.com/dictionary/english/mathematical)

 English Language Proficiency- it is a person’s ability to use English as a form of

communication, verbally and in writing (University of Southern Queensland,

Retrieved from https://policy.usq.edu.au/documents/161460PL).

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  ELL (English-language Learner) - is a person who studies English in addition to

his or her native language (The Glossary of Education Reform, Retrieved from

https://www.edglossary.org/english-language-learner/).

References

 Abedi and Lord (2010) The Language Factor in Mathematics Tests Retrieved

from

https://www.tandfonline.com/doi/abs/10.1207/S15324818AME1403_2

 Abu Bakar, Kamaruddin and Tan (2009) as cited by Mokhtar, Yusof, Misiran in

2012 in Factors Affecting Students' Performance in Mathematics 1. Retreived

from

https://www.researchgate.net/publication/233815184_ORIGINAL_ARTICLES_F

actors_Affecting_Students'_Performance_in_Mathematics_1

 Bagceci, Kutlar, and Cinkara (2014) The Relationship Between English and Math

Success and some Variables at Freshmen Level. Retrieved from

https://www.academia.edu/8752324/The_Relationship_between_English_and_Ma

th_Success_and_some_Variables_at_Freshman_Level

 Barton, et al. (n.d.) The Relationship Between English Language and Mathematics

Learning for Non-native Speakers. Retrieved from

http://www.tlri.org.nz/sites/default/files/projects/9211_summaryreport.pdf

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 Crookall & Oxford (1991) (as cited by Humphries, 2011) Factors affecting the

Level of English Proficiency by Rahman, Nazura. Retrieved from

https://m.grin.com/document/383545

 Bursal and Paznokas (2006) as cited by Mokhtar, Yusof, Misiran in 2012 in

Factors Affecting Students' Performance in Mathematics 1. Retreived from

https://www.researchgate.net/publication/233815184_ORIGINAL_ARTICLES_F

actors_Affecting_Students'_Performance_in_Mathematics_1

 Eccles, Meece and Wigfield (1990). Predictors of math anxiety and its influence

on young adolescents' course enrollment intentions and performance in

mathematics Retrieved from

https://scholar.google.com.ph/scholar?q=possible+factors+affecting+students+ma

thematical+skills&hl=en&as_sdt=0,5&as_vis=1#d=gs_qabs&u=%23p%3D3Yki

X_idMWAJ

 Hame, Bahari and Abdullah (2008) as cited by Mokhtar, Yusof, Misiran in 2012

in Factors Affecting Students' Performance in Mathematics 1. Retreived from

https://www.researchgate.net/publication/233815184_ORIGINAL_ARTICLES_F

actors_Affecting_Students'_Performance_in_Mathematics_1

 Heinze, Reiss, Rudolph and Augsburg (2005) as cited by Mokhtar, Yusof,

Misiran in 2012 in Factors Affecting Students' Performance in Mathematics 1.

Retreived from

12
 https://www.researchgate.net/publication/233815184_ORIGINAL_ARTICLES_F

actors_Affecting_Students'_Performance_in_Mathematics_1

 Henry, Nistor, and Baltnes (2014) Examining the Relationship Between Math

Scores and English Language Proficiency. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1118452.pdf

 Leng (2006) as cited by Mokhtar, Yusof, Misiran in 2012 in Factors Affecting

Students' Performance in Mathematics 1. Retreived from

https://www.researchgate.net/publication/233815184_ORIGINAL_ARTICLES_F

actors_Affecting_Students'_Performance_in_Mathematics_1

 Maleki and Zangani (as cited in Bagceci, et al., 2014) The Relationship Between

English and Math Success and some Variables at Freshmen Level. Retrieved from

https://www.academia.edu/8752324/The_Relationship_between_English_and_Ma

th_Success_and_some_Variables_at_Freshman_Level

 Meltzer, D. (2002) The relationship between mathematics preparation and

conceptual learning gains in physics: A possible “hidden variable” in diagnostic

pretest scores Retrieved from

https://scholar.google.com.ph/scholar?hl=en&as_sdt=0,5&as_vis=1&q=possible+

factors+affecting+students+mathematical+skills#d=gs_qabs&u=%23p%3DWSz9

_y9JN1AJ

 Nordin (1992) as cited by Mokhtar, Yusof, Misiran in 2012 in Factors Affecting

Students' Performance in Mathematics 1. Retreived from

13
 https://www.researchgate.net/publication/233815184_ORIGINAL_ARTICLES_F

actors_Affecting_Students'_Performance_in_Mathematics_1

 Quentin (2017) 5 Reasons why Math and English are Related. Retrieved from

https://easymathapp.com/2017/11/14/5-reasons-why-math-and-english-are-

related/

 Spolsky (1969) (as cited by Peter, 2013) Factors affecting the Level of English

Proficiency by Rahman, Nazura. Retrieved from

https://m.grin.com/document/383545

 Suthar, Tarmizi, Midi and Adam, 2009).

 Tin (2003) as cited by Mokhtar, Yusof, Misiran in 2012 in Factors Affecting

Students' Performance in Mathematics 1. Retreived from

https://www.researchgate.net/publication/233815184_ORIGINAL_ARTICLES_F

actors_Affecting_Students'_Performance_in_Mathematics_1

 Wong, Lee and Azisah (2010) (as cited in Rahman, n.d.) Factors affecting the

Level of English Proficiency. Retrieved from

https://m.grin.com/document/383545

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 RESEARCH METHODOLOGY

Research Design

This study will utilize correlational design of research, where in the researchers

will conduct a study between Math performance and English language proficiency of

randomly selected grade 7 students.

Respondents

The researchers will randomly select grade 7 students from Calayan Educational

Foundation Incorporated. Thirty (30) respondents will be participating in this study,

which were randomly selected from grade 7 classes.

Sampling

The researchers used stratified random sampling, since this study aims to

determine the relationship between the learner's Math performance and English language

proficiency. The collected data are concentrated to the section randomly selected. This

was done using the stratified random sampling. Stratifying the respondents made the data

collection well organized by specifying the numbers of respondents in every sections,

hence the data were not concerted because every response came from evenly divided

respondents.

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The respondents came from Grade-7 Junior High School of Calayan Educational

Foundation Incorporated. Using the stratified sampling formula, the researchers will have

30 respondents.

Data Gathering

After determining the number of samples that will be used, the gathering of data

will be next. The researchers will give each sample or student an examination, both in

Math and in English. After the examination, the researchers shall check the papers of the

students. Subsequent to the checking, the raw scores that the students will get from the

examination will undergo statistical treatment, which is Spearman’s rho. This will

determine the correlation between Math and English.

Statistical Treatment

After collecting all the data, the researcher interpret the data by using the Spearman's Rho

formula. This refers to the strength of association between two variables

(Stangroom,2019). The formula of Spearman's Rho is as follows

Formula

Where:

P = the probability value

d = difference between ranks

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d2= difference between ranks (squared)

n = total number of respondents

n² = total number of respondents (squared)

Questionnaire

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 Mathematics 7

Name:
Section:
GENERAL INSTRUCTION: Answer the following questions. Encircle the letter
of the correct answer.
1. It is a well-defined collection of objects.
A. ordered pair B. set C. element D. relation

2. Which of the following is an example of a finite set?

A. the set of whole numbers C. A = {x|x is the set of rational numbers}
B. B = {-10, -9, -8, …8, 9, 10} D. C = {… -10, -9, -8, … 8, 9, 10, …}

3. Which of the following is an example of an infinite set?

A. the female presidents of the Philippines C. the sands in the beach
B. the cities in Metro Manila D. the letters in the English alphabet

4-5 Refer to the Venn diagram below

4. Which among the students play volleyball, soccer and tennis?

A. Ali & Utter B. Casi, Drey and Jude C. Glen D.Drey

5. Which among the students don’t play sports?

A. Casi, Drey B. Glen C. Ali, Utter, Casi, Drey D. Bart, Franz, Eris,
Era

6. Find B ∩ C
A. {0, 2, 3} B. {0, 2, 3, 5, 6, 7, 8} C. { } D. { 8 }

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7. Find (B ∩ C)’
A. { 8 } B. {0, 1, 2, 3, 4, 5, 6, 7, 9} C. {0, 2, 3, 5, 6, 7, 8}
D. {0, 2, 3, 5, 6, 7}

8. Find A U U
A. {0, 1, 2, 3, 4} B. {0, 1, 2, 3, 4, 5, 6, 7, 8, 9} C. {5, 6, 7, 8, 9} D. { }

9. These are numbers which can be expressed in the form a/b, where a and b are integers
and b≠0.
A. natural numbers B. irrational numbers C. rational numbers D. decimals

10. Which of the following is an irrational number?

A. nonterminating decimal B. mixed number C. integer D. repeating
decimal

11. Which of the following is a rational number?

A. 0 B. √5 C. 4.121314… D. 13.56789

*For numbers 12 – 15, find the sum/difference of the following integers:

12. (-18) + 7
A. 25 B. -25 C. 11 D. -11
13. 18 + (-16) + 6 + (-4)
A. 4 B. -4 C. 12 D. -12
14. 12 – (-5)
A. -17 B. 17 C. -7 D. 7
15. -13 – (-15)
A. -28 B. 28 C. -2 D. 2

16-19. Evaluate each expressions

if a = 2 b=3 c=4

16. 5a
a. 9 b. 10 c. 11 d. 12

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17. 3a + 2b
a. 10 b.11 c. 12 d. 13
18. c (2a + b)
a. 30 b. 29 c. 28 d. 27
19. b2 + ac
a. 15 b. 16 c. 17 d. 18

20. It is an angle whose measure is less than the measure of a right angle.
a. Obtuse angle b. Acute angle c. Straight angle d. Right angle

21. These are lines that may never intersect.

a. Parallel lines b. Intersecting lines d. Vertical lines d. Double lines

22. It is represented by a dot.

a. Point b. Line c. Plane d. Polygon

23. An instrument used in measuring angles.

a. Compass b. Ruler c. Weighing scale d. Protractor

24. These are polygons whose angles are all equal.

a. Regular polygon b. Equiangular polygon c. Convex polygon
d. Equilateral Polygon

25. These are pairs of angles whose measures total 900

a. Supplementary angles b. Vertical angles c. Complementary
angles d. Adjacent angles

Questionnaire

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 English 7
Name:
Section:
GENERAL INSTRUCTION: Answer the following questions. Encircle the letter of
the correct answer.
1. You must not drink and then ....... a car.
A. lead B. drive C. take D. guide
2. Please be ....... when you cross this road.
A. careless B. carefree C. caring D. careful
3. Do what you like, I really don't ........
A. concern B. interested C. dislike D. mind
4. If you want to ....... that book remember to bring it back.
A. borrow B. lend C. loan D. owe
5. When your train arrives, I'll ....... you from the station.
A. take B. bring C. fetch D. remove
6. Can you hear what he is .......?
A. saying B. speaking C. telling D. talking
7. She hasn't come home ........
A. still B. already C. D. till
8. I ....... TV yesterday evening.
A. saw B.looked C. viewed D. watched
9. We live ....... the city centre.
A. near B. next C. by D. nearby
10. She looks ....... a famous film star.
A. as B. like C. similar D.same

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11. This television gives you the ....... news.
A. last B. latest C. least D. later
12. I only ....... one mistake in last night's test.
A. made B. done C. did D. make
13. I want you to tell me the ....... truth.
A. all B. exact C. real D. whole
14. He is looking ....... a present to buy his girlfriend.
A. for B. at C. in D. on
15. That's what I would like ....... Christmas.
A. for B. at C. in D. on
16. My uncle died ....... the war.
A. while B. during C. for
17. The phone rang ....... I was eating brunch.
A. while B. during C. for Q3
18. I lived in Denpasar ....... several years.
A.while B.during C. for
19. ....... I was in Geneva I made lots of friends.
A. While B. During C. For
20. Last week I was held up ....... four hours because of the traffic.
A.while B. during C.for
21. A salesman knocked on our door ....... we were watching a movie.
A.while B.during C. for
22. I hurt my leg ....... the third quarter of the basketball match.
A. while B. during C. for
23. A game of rugby usually lasts ....... eighty minutes.

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A. while B. during C. for
24. ....... my stay in hospital, the nurses looked after me very well.
A.While B. During C. For
25. I was traveling through Mumbai ....... six weeks last summer.
A. while B. during C. for

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