CHAPTER I

INTRODUCTION

Throughout the world, there’s been an unspoken agreement that

English is the universal language. Within the United Nations, it is the co-official

language along with the European Union and with other regional international

organizations. Most countries have an ESL (English Second Language)

programs that allow children to develop the ability and knowledge of how to

speak English at an early age. In some countries, it’s also seen as a prestigious

skill if you can speak the English language fluently making it extremely popular

to learn as a second language (most widely learned second language). Now,

we can explore different reasons on how this came to be, but that can take

quite some time. Instead, we’ll stick to some basic ideas as to how the

evolution of the English language came to be with its’ lifespan of 1,400 years.

“It is possible to try giving a strictly linguistic explanation; it could be

that English is a simple language which is relatively easy to pick up. English

has no noun genders, no complicated morphology, no tone system, it is

written in the Roman alphabet which is pretty good at accurately mapping

sounds to symbols, and the prevalence of English-language films, TV, and

music makes it readily accessible and easy to practice. However, English also

has an extensive vocabulary, a highly inconsistent spelling system, many

irregular verbs, some problematic sounds such as “th”, and a large inventory

1
of vowels which can make it difficult for non-native speakers to tell words

apart. Arguments about which languages are easy or difficult to learn are

ultimately circular, as the perception of what is easy and what is difficult to

learn depends on the person doing the learning (Constantino, Lockwood,

Bangel, 2018).

According to Maleki & Zangani (2007) pointed out that having

difficulties fully grasping the contents and concepts of the course given in the

target language, which is English, seems to be one of the most serious

problems that students face in their course of study. This might be due to their

weaknesses in general English, which may have drastically affected their

academic success.

When they began to study, they are not proficient enough to understand

English language use and usage. Maleki and Zangani think that when students

have difficulties comprehending the concepts and contents their academic

performance would be affected in a negative way. On the other hand, less

capable language students who have some degree of capability in language

use and its components may be weak regard with their academic performance

and academic achievement too. Being able to understand and to communicate

with a language such as English seems very challenging to the students.

Having the ability to comprehend with English means so much since it is also

2
useful in different areas of learning and subjects, it can help the students to

acquire more knowledge and to have a big advantage.

English and Mathematics ability or proficiency are sometimes correlated with

each other, people think that there is a relationship between the two abilities.

There is a relation between math and language, one needs a language to

express math but that can be any language understood by the people.

Mathematics, the science of structure, order, and relation that has

evolved from elemental practices of counting, estimating, and describing the

shapes of objects. Mathematics has developed far beyond basic counting. The

importance of a solid mathematics education goes much beyond the current

conversation of improved proficiency on test scores. New and innovative

learning programs need to be implemented, integrating available technology

to stimulate students' creativity, imagination and confidence. They need more

hands-on and effortful learning in order to spark their curiosity and enjoyment

of learning (Lotha, 2019).

Mathematical abilities that are correlated with various life outcomes vary

across individuals. One approach to improve mathematical abilities is by

understanding the underlying cognitive functions. Theoretical and

experimental evidence suggest that mathematical abilities are sub served by

“core” and “noncore” skills. Core skills are commonly regarded as the “innate”

capacity to attend to and process numerical information, while non-core skills

3
are those that are important for mathematical cognition but are not exclusive

to the mathematical domain such as executive functions, spatial skills, and

attention (C.Y. Looi, R. Cohen Kadosh, 2016).

As mentioned by (Timothy J. Cleary, Peggy P. Chen 2009) The current

study examined grade level, achievement group, and math-course-type

differences in student self-regulation and motivation in a sample of 880

suburban middle-school students. Analysis of variance was utilized to assess

group differences in student self-regulation and motivation, and linear

regression analysis was used to identify variables that best predicted students'

use of regulatory strategies.

This investigation was directed to decide the English and Mathematics capacity

and level of capability of the Junior High School Students in St. Augustine and

the relationship of the capacities to one another. This examination will likewise

decide the impact of English and Mathematics capacity to their scholastic

execution. The findings of this study will not only determine the relationship

between the English and mathematics ability of the students, but also the

reasons why one of these affects the other and how to resolve the problems

regarding the two areas of learning. This study was conducted to determine

the relationship between the English and Mathematics ability of the students

in St. Augustine. The condition of this research is to ensure that the students

4
will have a way to cope with the possible conflicts that they might encounter

in relation to their academic performance.

5
 STATEMENT OF THE PROBLEM

This study was pursed the ability of Junior High School students in

English and Mathematics.

Specifically, this study aimed to answer the following questions:

1. What are the demographic profile of the students in St. Augustine

International School in terms of:

a) age; and

b) gender?

2. What is the level of proficiency in English of the Junior High School

students in St. Augustine International School in terms of:

a) listening;

b) speaking;

c) writing; and

d) reading?

3. What is the level of proficiency in Mathematics of the Junior High School

students in St. Augustine International School in terms of:

a) conceptual understanding;

b) procedural fluency;

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 c) strategic competence; and adaptive reasoning?

4. Is there a relationship between the English and mathematics ability of

the students?

7
 SIGNIFICANCE OF THE STUDY

This study was conducted for junior high school students, for teachers,

for the students and for the future researchers who will expand the study

about a correlational study of English and Mathematics ability of the junior

high school students. This research is beneficial to the following individual:

For the St. Augustine Junior High School Students. This study can

serve as a reference for them to have an awareness or knowledge about the

relationship of English and Mathematics. And its impact to their academic

performances.

For the Teachers. The findings of this study would be a great help to

the teachers so they can know how the students cope up in English and

Mathematics, and how these subjects related from each other. Teachers can

get more knowledge and some teaching strategies for their students.

For the Students. This study will not only benefit the students in

junior high school department but also the students that are in the other grade

levels such as senior high school students with different tracks and college

students. They will be able to get information and be aware about the

connection of English and Mathematics.

For the Administration. This research will help the institution to

include and or engage student’s ability in both English and Math learning area

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and by accessing that, they can help improve the student’s learning

proficiency.

For the Future Researchers. This research can help them to gain

different information and ideas that they can improve. It can serve as a good

source and useful information for them as a guide on how English and

Mathematics are correlated and to expound the methodologies and scope of

the research into a bigger scale of gathering.

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 OBJECTIVES OF THE STUDY

The study generally and hypothetically aimed to have a successful

outcome, and by having that, it must answer and evaluate all the following

inquiries:

1. to determine the student’s demographic profile;

2. to determine the student’s level of proficiency in English;

3. to determine the student’s level of proficiency in Mathematics; and

4. to analyze the relationship between English and Mathematics ability of

the students; and

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 THEORETICAL FRAMEWORK

In this area of a study, the researchers gathered information and

theories from common individuals that will help to give us an understanding

about the English and Mathematics ability of the students.

Figure 1.

Communication Theory

Communication theory was proposed by S. F. Scudder (1980). It states

that all living beings existing on the planet communicate although the way of

communication is different. The universal law of communication theory says

that all living beings whether they are plants, animals, human beings

communicate through sound, speech, visible changes, body movements,

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gestures or in the best possible way to make others aware of their thoughts,

feelings, problems, happiness or any other information. Communication is a

means of survival, existence and being and does not need another to

acknowledge its presence. Animals communicate by sounds, some moments

to indicate that they are hungry or unwell. Like animals, human beings also

communicate among themselves through gestures and body movements.

Communication Theory Framework

 Mechanistic - The mechanistic viewpoint says that communication is

simply the transmission of information from the first party to the second

party. The first party being the sender and the second party being the

receiver.

 Psychological - According to the psychological viewpoint, communication

is simply not the flow of information from the sender to the receiver but

the thoughts, feelings of the sender which he tries to share with the

recipients. It also includes the reactions, feelings of the receiver after

he decodes the information.

 Social - The social viewpoint considers communication as a result of

interaction between the sender and the receiver. It simply says that

communication is directly dependent on the content of the speech. “How

one communicates” is the basis of the social viewpoint.

 Systemic - The systemic viewpoint says that communication is a new

and a different message which is created when various individuals

12
 interpret it in their own way and then reinterpret it and draw their own

conclusion.

 Critical - The critical viewpoint says that communication is simply a way

with the help of which an individual expresses his power and authority

among other individuals.

Approach, Method, and Technique

Edward Anthony (1965) an American applied linguist, defines language

learning theories, approaches, methods and techniques as follows:

 Approach is a set of correlative assumptions dealing with the nature of

language (i.e. linguistic) and the nature of language teaching and

learning; it describes the nature of the subject matter to be taught; it is

more theoretical and forms the basis of any method to be formulated.

 Method is an overall plan for the orderly presentation of language

material; no part of the method evolved contradicts the principles of the

approach on which it is based; a method is more procedural; within any

approach, there can be several methods.

 Technique represents implementation, it is the actual implementation of

a method in the classroom. It is the way of doing things to accomplish

an immediate objective. Techniques must be consistent with a method,

which in turn must be in harmony with an approach.

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Four Sequential Stages

According to Jean Piaget (1979), human intellectual development

progresses chronologically through four sequential stages. The order in which

the stages occur have been found to be largely invariant, however the ages

at which people enter each higher order stage vary according to each person's

hereditary and environmental characteristics.

Piaget defined intelligence as the ability to adapt to the environment.

Adaptation takes place through assimilation and accommodation, with the two

processes interacting throughout life in different ways, according to the stage

of mental development.

(Piaget, 1968) The stages of cognitive development that Piaget distinguished

are four:

 Sensorimotor (0-2 years of age) - children begin to use imitation,

memory and thought. They begin to recognize that objects do not cease

to exist when they are hidden from view. They move from reflex actions

to goal-directed activity.

 Preoperational (2-7 years) - Children gradually develop language and

the ability to think in symbolic form. They can think operations through

logically in one direction and they have difficulty seeing another person's

point of view.

 Concrete operational (7-11 years) - Children can solve concrete (hands-

on) problems in a logical fashion. They understand the laws of

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 conservation and can classify and seriate. They also understand

reversibility.

 Formal operational (11-15 years of age) - Children can solve abstract

problems in a logical fashion. Their thinking becomes more scientific,

they develop concerns about social issues and about identity. Piaget

proposed that when children do not understand or have difficulty with a

certain concept, it is due to a too-rapid passage from the qualitative

structure of the problem (by simple logical reasoning -e.g. a ball existing

physically) to the quantitative or mathematical formulation (in the sense

of differences, similarity, weight, number, etc.). Conditions that can help

the child in his search for understanding according to Piaget is the use

of active methods that permit the child to explore spontaneously. He

also pointed out that the role of the teacher is that facilitator and

organizer who creates situations and activities that present a problem

to the student. The teacher must also provide counterexamples that lead

children to reflect on and reconsider solutions. Piaget argued that a

student who achieves a certain knowledge through free investigation

and spontaneous effort will later be able to retain it. He will have

acquired a methodology that serves him for the rest of his life and will

stimulate his curiosity without risk of exhausting it.

A third type of knowledge that Piaget suggests is social or conventional

knowledge. He said that it is always through the external educational action

15
 of family surroundings that the young child learns language, which Piaget

(1973) called is an "expression of collective values." Piaget pointed out that

without external social transmission (which is also educational) the

continuity of collective language remains practically impossible.

Krashen's theory of second language acquisition consists of five main

hypotheses:

 the Acquisition-Learning hypothesis;

 the Monitor hypothesis;

 the Natural Order hypothesis;

 the Input hypothesis;

 and the Affective Filter hypothesis.

The Acquisition-Learning distinction is the most fundamental of all the

hypotheses in Krashen's theory and the most widely known among linguists

and language practitioners. According to Krashen there are two independent

systems of second language performance: The Acquired System and The

Learned System. The “acquired system” or “acquisition” is the product of a

subconscious process very similar to the process children undergo when they

acquire their first language. It requires meaningful interaction in the target

language - natural communication - in which speakers are concentrated not

in the form of their utterances, but in the communicative act.

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 The "learned system" or "learning" is the product of formal instruction

and it comprises a conscious process which results in conscious knowledge

'about' the language, for example knowledge of grammar rules. According to

Krashen learning is less important than acquisition (Krashen, 1980).

Any theory of thinking or teaching or learning rests on an underlying

philosophy of knowledge. Mathematics education is situated at the nexus of

two fields of inquiry, namely mathematics and education. However, numerous

other disciplines interact with these two fields, which compound the

complexity of developing theories that define mathematics education

(Sriraman 2009). We first address the issue of clarifying a philosophy of

mathematics education before attempting to answer whether theories of

mathematics education are constructible.

In the beginning, constructivism envisioned the goals of mathematics

instruction along the lines of Piaget ‘s epistemology. At the end of the 1980s,

Cobb argued that the goal of instruction ― is or should be to help students

build (mental) structures that are more complex, powerful, and abstract than

those that they possess when instruction commences (Cobb, 1988).

The pedagogical problem was then to create the classroom conditions

for the development of complex and powerful mental structures. The

constructivist research was oriented to a great extent to the study of the

17
development of the students ‘mental arithmetic and other mathematical

structures and to the investigation of the students ‘difficulties in developing

them. Particular attention was paid to the students ‘counting types and

construction of arithmetic units (see e.g., Cobb, 1985; Steffe and von

Glasersfeld, 1983; Steffe, von Glasersfeld, Richards, and Cobb, 1983).

18
 CONCEPTUAL FRAMEWORK

In this area of the study, we, the researchers, will present all the ideas,

information, and concepts that we gathered and used. We will also illustrate

how each gathered information was conducted and used.

Figure 2.

Based on the Figure 2 presented, the researchers show the relationship of

level of proficiency between English and Mathematics and how it greatly

affects the Academic Performance of the Junior High School Students in St.

Augustine. The figure is illustrated in that manner, because it clearly shows

how the level of proficiency of the students in both subjects affect their

Academic Performance. It is also shown above how relatively English and

Mathematics are connected in terms of influence in the performance of the

students.

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 SCOPE AND DELIMITATION OF THE STUDY

This study aims to determine the correlation of English and

Mathematics ability of the Junior High School Students in St. Augustine on

their Academic Performance in the S.Y. 2019-2020.

This study is limited and focused only about the ability in both subjects,

English and Mathematics. It is also centred about the correlation of English

and Mathematics only and not with other learning areas and platforms. This

study is also focused only about their Academic Performance and not in any

other non-academic performances and activities. This study is also limited to

focus only on its respondents, the Junior High School students of St.

Augustine.

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 HYPOTHESIS OF THE STUDY

In this part of the study the researchers assume that there is a

correlational between English and Mathematics ability of the junior high school

students in St. Augustine.

H :
O

There is a significant relationship between the English and Mathematics

ability of the students.

H:
I

There is no significant relationship between the English and Mathematics

ability of the students.

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 OPERATIONAL DEFINITION OF VARIABLES

In this part of the study the researchers define the terms according

to how it is used in the research.

Academic performance. It refers to how a student performs academically

and their status in terms of their grades and abilities.

Assimilation. It is the process on how the students extract or digest and

understand all the knowledge and information.

Cognition. It is what the students left in their brains after discussion and

learning interaction, it is the acquisition of knowledge through the use of their

past knowledge and new knowledge.

English ability. Is the ability of the students to communicate and to

comprehend using the English language.

Linguistics. It is the how the students understand and study language,

phonetics and even the structure of different languages.

Mathematics ability. It is the mathematical status of the students or the

level of how students comprehend with mathematics.

Pedagogical. It is a strategic way of how the teachers instruct their students.

Pedagogical is anything related to teaching.

Proficiency. It is how good the students are in something.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In this bit of the assessment, pros picked up and searched for the

changed examinations and proficiencies about their subject. They clarified

each article and give some better understanding about it. At the last part of

this piece, they additionally condensed about its articles, studies, revelations

and hypotheses that was led and demonstrated by these various individuals.

It has 2 Sections every point; Local and Foreign.

Local Literatures and Studies

Importance of English Ability

Pepper Marcelo (2010) expressed that English capability is vital to

finding an occupation. It used to be that the Philippines' greatest upper hand

in the worldwide activity market is the capability of our gifted laborers in the

English language. An ongoing language test outcome discharged by the IDP

Education Pty. Ltd. Philippines, an authorized bunch that manages the

International English Language Testing System (IELTS) to Filipinos trying to

work and relocate abroad, demonstrated that the Philippines is never again

the top English-talking nation in Asia. During a gathering on English sorted

out by the Center for International Education (CIE) in Manila, Andrew King,

nation executive of IDP Education Pty. Ltd. Philippines cautioned that the

nonstop decrease in Filipinos' English capability could influence the

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development of the call focus industry which gives a huge number of

employments at home and abroad.

It is stated that one's capability in English Language, plays a big role in one’s

country's development and growth. In some past conventions here in the

Philippines, it was explained and encouraged to topnotch the statistics

regarding Filipinos' ability in English Language.

Carlos Conde (2007) of Davao City Philippines in his article Erosion of

English Skills Threatens Growth in the Philippines expresses that the crumbling

of English capability has been connected to a general decrease in Philippine

instruction. Likewise, there's an ongoing government study that shows just

seven (7) percent of secondary school graduates can appropriately peruse,

talk or get English, and inadequately prepared educators are somewhat to

fault. Instruction is a key to progress. We ought to float along with change

and skill, tossing our best resources; Ourselves. In this universe of rivalry, it

is us that we stick to. Be viable. Try not to be the rearward in people. Being

capable in English language can cause anyone to be in wherever, to can thrive

a business and has an edge to anybody.

This article revealed how impede Filipinos are in terms of English Proficiency.

Teachers may be a factor in this issue, they should be trained well so they can

be efficient to the students. It is also stated here that Filipinos themselves will

be the only one that will help them, and English can be that way to success.

24
 Mike Cabigon (2015) the Philippines is perceived universally as one of

the biggest English-talking countries with dominant part of its populace having

probably some level of familiarity with the language. English has consistently

been one of the official dialects of the Philippines and is spoken by in excess

of 14 million Filipinos. It is the language of trade and law, just as the essential

vehicle of guidance in training. Capability in the language is likewise one of

the nation's qualities that has helped drive the economy and even made the

Philippines the top voice re-appropriating goal on the planet, outperforming

India in 2012. The deluge of remote students of English is likewise on the

ascent due to the moderately progressively reasonable however quality

English as a Second Language (ESL) programs being offered locally. In any

case, in an ongoing roundtable discourse sorted out by the British Council, key

partners from the administration, academe, private, and non-government

divisions recognized that regardless of whether the Philippines is doing fine as

far as English competency, worries on the amount of an upper hand despite

everything it is for the nation were raised. The partners concurred that the

nation needs to venture up its endeavors in improving the instructing and

learning of English, creating it as a fundamental aptitude of the workforce.

This is an activity that could conceivably reinforce the Philippines'

unmistakable preferred position in this piece of the world, especially with the

up and coming ASEAN financial coordination.

25
English has been a great part of Philippines mass communication, especially

in Government and Education purposes. It also helps the country's economy

to grow this large, and so, they should be dedicated to practice this language.

Expressed by Roda S. Jimenez (2018), the Department of Education's

absence of appropriate accentuation for English in the guidance of our

students is the primary issue. Rather than enabling English to develop related

to the educating of Filipino, our national language, the subsequent situation

was advancing Filipino in schools to the detriment of English, when the perfect

yet in addition feasible situation could be the common improvement of both

English and Filipino as dialects of instruction.

Maybe Philippines DepEd can greatly help to promote and empower the

importance of English instruction here in the Philippines. The importance of

English in Philippines is as important as their national language, Filipino and

so, they should expand their knowledge more also with these both literatures.

Robelle Millie Ann B. Racca and Ronald Candy S. Lasaten (2016) in a

report distributed by called Business English Index (BEI), Philippines was

labeled as the world's best nation in business English capability, in one as well

as two successive years. Considering the Business English Index Report in

2012, just the Philippines achieved a score above 7.0, putting the nation inside

scope of a high capability that demonstrates a capacity to lead business

exchanges and perform complex undertakings. Additionally, in 2013 BEI

report, the Philippines earned 7.95 score, an improved BEI score over the

26
earlier year. This might be the motivation behind why the Philippines has

assumed control over India as a center point for call focuses in Asia.

It was reported that Philippines topped the statistics about the English

proficiency among all the other countries around the world and it’s very

overwhelming to hear that and it is also a challenge for the Filipinos to

maintain that position every year, and they can do that by starting to

themselves, by studying more about English language.

Charisse M. Tocmo (2008) proficiency, as characterized in the word

reference, is the state or nature of being capable; ability; skill. It could be an

edge to anyone's application letter or resume. Being capable is being a

specialist in a field. English language is generally utilized. Truth be told, it's

the all-inclusive language. Being capable in English language may prompt

entry ways of chance and achievement. That is the reason a portion of the

individuals are purchasing and perusing English papers, books or any writings

to improve their English capability. With this, people should ace our English in

schools, work environments just as in correspondence as a major aspect of

our drive for worldwide competitiveness.

Being proficient in English will be one of their advantages in their credentials

that they can present whenever they will apply for a position in a company.

Being proficient in something is very good but being proficient in English will

be the best because it has many benefits and uses. Expanding their own

vocabulary in their own different techniques will be helpful, and it will not only

27
benefit them as a proficient individual but also their country because when

they will be employed in a company, they will have a quality of work.

Butch Hernandez (2015) the accessibility of value Human Resources is

one of the Philippines' key preferences, as indicated by the Board of

Investments, "Our kin are profoundly taught. The education rate is 94 percent

and 70 percent of the populace are conversant in English, making us one of

the biggest English-talking nations on the planet. Filipinos likewise have solid

client administration direction and are exceptionally trainable. In view of

different studies, the Philippines is anyplace from the third to the 6th nation

on the planet with the biggest English-talking populace. We can't profess to

be cEnglish speakers as much as we might want to, however our ability pool

can talk, read and write in this language even at a simple level.

Philippines is known by their quality human resources and they should use

that as an edge to improve their knowledge more and don’t just be contented

on what they have. Some Filipinos are good in speaking in English and they

are using that skill and advantage now as their edge in the growing trend of

Business Process Outsourcing Companies that caters customer service

representative. Also, here in the Philippines, English is widely used and

sometimes they consider it as their second language.

Leandro N. Opetina and Marian Jeanette G. Laxa (2019) the Philippines

has been known as one of the English-talking nations in Asia. With such a

favorable position, numerous Filipinos have a great deal of chances here and

28
abroad. Be that as it may, there's a developing worry on the English capability

of the understudies and graduates alike. This examination utilized a survey in

gathering information. It is connected to Pearson r in the examination of the

information. It is likewise utilized International English Language Testing

System talking, tuning, recorded as a hard copy and perusing appraisal

materials. The information wellspring of this examination were understudies

tried out English 113, second semester, school year 2007-2008. Five

segments of English 113 understudies were chosen at random.

Filipinos are good English speakers, but how about the next generation that is

about to graduate in some time, they should be encouraged as early as now

to study and expand their knowledge and vocabulary in English, because it

will be a big help when they finish their studies.

Audrey Morallo (2018) the English capability level of school graduates

in the Philippines is lower than the capability target set for secondary school

understudies in Thailand and the competency prerequisite for assessment

drivers in Dubai, the fundamental aftereffects of a two-year study showed.

It shows that the curriculum and standard in Education in the Philippines is

very low and incomparable with other countries. The standard capability of

Secondary level in Thailand is higher than the standard capability of College

graduates in the Philippines and it’s very shameful, and moving forward, it’s

never too late to improve for the better, so they should start improving and

29
studying right now so that they can reach or more better if surpass other

countries.

Stated by Amamio (2000) on frames of mind of understudies, educators

and guardians toward English and Filipino as media of guidance gave a

fascinating examination. Understudies and educators incline toward the

utilization of English as the mechanism of guidance with the instructors

discovering English as an increasingly agreeable language for clarifying

thoughts and ideas. Educators further noticed that English is an

intellectualized language and an important instrument to source data

innovation. Notwithstanding, the guardians favored Filipino since "it is a

language where they can think and convey what needs be" and it is a language

that they comprehend and through which they themselves are better

comprehended.

English is effective and easily understood also in communicating and guiding

understudies by their teachers and parents. But here in the Philippines, for

Filipinos, they will of course be more comfortable in using Filipino language

because it is their national language. Hence, they are also open in using

English language especially when the person that they are talking to is a

foreigner or and English proficient individual.

30
Foreign Literatures and Studies

English Ability

As per Mark Robson (2012), English makes a huge commitment to

economical worldwide improvement. It facilitates exchange between nations

that don't share a typical language. It is utilized as a language of comfort,

encouraging discourse and building trust where a comprehension of various

positions is critical – outstandingly in peacekeeping and compromise, where

security powers and other formally dressed administrations progressively

address each other in English. A more attractive, progressively prosperous

world is a more secure and increasingly secure world, and English is

progressively the most widely used language that holds together the global

discussion and discussion in territories, for example, environmental change,

psychological oppression and human rights. It is the United Kingdom's most

noteworthy blessing to the world and the world's normal language.

English is commonly titled as business language. It is also the language that

they can use all over the world to communicate with other people in different

nationalities. It is also used in wide world discussion, and in that case, as a

person, speaking English language is probably a requirement.

As per Casteel as cited by Camero (2008), the understudies and

educators in substance subjects must be similarly arranged to play out their

assignment by acing their very own subject as well as by accomplishing

capability in the utilization of the vehicle of guidance.

31
Teachers and students must compass a fruitful knowledge about a specific

own subject area, and they must master at least one owned subject.

J.C. Richards (2006) states that the regularly developing interest for

good relational abilities in the English language has made a colossal interest

for training English and a tremendous interest for quality language showing

materials and assets. Students today set themselves the requesting objective

of having the option to ace English at a high capability level. Indeed, even

managers request that individuals from the workforce display great English

language aptitudes, both oral and composed. The interest for a fitting

instructing system is along these lines an objective.

In order to study effectively English language, they must be interested in it.

The regular interest in developing their skills in English is very good because

their knowledge will not stay there only, nor it will expand. It is also good that

not only the higher positioned workers must compass English language

fluently, but also their workers and agents, because it makes the work easier

and quality because it results to good communication.

Racca and Lasaten (2016) depicted understudies with high English

language capability will in general perform well in Science, Mathematics and

English subjects. Like learning English, composing and talking abilities are

esteemed fundamental as it includes understudies to deliver results dependent

on their capacities to test their understanding that understudies should be

capable in English for a superior handle of information in Technology, Science

32
and Mathematics. The authority of the objective language Mathematics in is

by all accounts pervasive since it works as the significant component in critical

job in helping the understudies' learning procedure. Also, persuade them to

the learning of Science and English. and All of these language aptitudes play

an investigation hard and eventually opens to more readily profession

prospects.

Students must perform well in these subjects; Science, English and

Mathematics. These subjects are somehow connected, especially the English

subject with these both Science and Math, because English is always used

when delivering information. Math is also connected with them, by producing

step by step procedures.

Expressed by Kornwipa Poonpon (2017), one of the most fundamental

issues in teaching and learning English at tertiary level in Thailand is

understudies' nonappearance of adequate language establishment to finish

endeavors required in considering English. The assessment investigated

understudies' decisions about the use of endeavor-based learning in a

language study corridor to ask understudies to apply their language aptitudes

and data of their specific field of concentrate to complete an endeavor, and

how adventure-based learning may improve their four capacities of English.

Studying hard or working hard on something is always worth it. As well as in

English language, they must try and try until they meet the knowledge that

they want to acquire. All the hard work and efforts of college students will be

33
worth it when they finish their studies, because they can use all that

knowledge and learnings when they start to have a work.

As expressed by J. J. Melody (2011) for Koreans, English is barely

utilized in everyday discussions except if they experience outsiders. The job

of English in Korean culture has been unequivocally subsidiary to social capital

and economic wellbeing. Confirmation from a college. Moving on from a

renowned college in Korea ensures a high caliber of life as it ends up simpler

to secure desk expert positions with focused pay rates. It additionally speaks

to societal position and family pride; henceforth, numerous guardians

unequivocally wish for their kid to prevail in 'Suneung'. Furthermore, huge

organizations in Korea have been trying impressive endeavors to boost

worldwide aggressiveness as Korea had been monetarily falling behind other

Asian nations, particularly on account of the absence of gifted English-talking

laborers in earlier years. Hence, English language capability has turned into a

key factor.

In Korea, English language is barely used, it will only be used when there are

other people with different nationalities. English capability in Koreans, is a big

deal, it is also serving as an advantage when a Korean can speak English well.

Some companies and jobs there require English capability to hire a worker,

and it seems that English there is very important.

Kovalik (2012) researched the relationship between multilingualism and

scholastic achievement estimated by Grade Point Average among 305 college

34
understudies. The specialist controlled a review to find the quantity of dialects

that the members were conversant in and their general evaluation point

midpoints. The discoveries uncovered no connection among multilingualism

and GPA. Curiously, the individuals who spoke more than one language got

lower GPA. In any case, in the investigation, the example size speaking to

those who communicated in at least two dialects was excessively little (i.e.,

just 12.43% out of all out example), which may have slanted the outcomes

(Kovalik, 2012).

There was a study about the connection of Multilingualism and GPA. They

proved that multilingual individuals have lower average grade than

monolingual individuals. They also observed that the number of monolingual

individuals is only small than multilingual.

Trice (2007) announced that frail English language abilities were one

reason why global understudies were disconnected from nearby understudies

and employees. These discoveries show that English capability is by

implication related with scholastic execution of worldwide understudies

through its effect on different factors in the socio-social and mental

measurements.

It was stated that English is one of the key components in applying for a job

or being employed in a company. These proves that their ability in English is

related to their scholastic attainment.

35
 Significantly, the socio-social and mental change of universal

understudies may be affected by their English capability, which may affect

their scholastic achievement. For instance, Yang, Noels, and Saumure (2006)

featured the job of English fearlessness during the time spent socio-social and

mental change in accordance with an English-talking scholastic condition.

It was also stated here that English capability affects greatly one’s quality of

knowledge. Many studies and evidence have proven this theory.

It is accepted that universal understudies from non-English talking

foundations (NESB) who live briefly in a host nation to get a degree may take

considerably longer to get scholastic abilities in the subsequent language, and

their constrained language aptitudes may be one of the determinants

straightforwardly or by implication impacting their scholarly achievement.

Subsequently, their language capability may be a key factor in their scholastic

achievement (Daller and Phelan, 2013).

It was explained here that wherever they go and whatever they do, there is

always an English capability requirement and so, they better study their ability

in English well and concise.

36
Local Literatures and Studies

Correlation between reading comprehension skills and students’

performance in Mathematics

The breaking down execution of Filipino understudies in the national and

universal arithmetic tests for the most recent decade has turned into a

noteworthy test to Philippine training. While perusing appreciation abilities

were irrelevantly associated to non-public school understudies' arithmetic

execution, the case is diverse in state funded schools wherein three aptitudes

understanding jargon in setting, getting principle thought, and making

surmising surfaced to have association with science. What's more, the poor

arithmetic presentation could be clarified by different elements not identified

with perusing cognizance abilities. (Ombra A. Imam, Maripaz Abas-Mastura,

Hazri Jamil, 2013)

Results of national tests regarding Mathematics in the Philippines is

noteworthy and good. Hence, the importance of reading and language in the

schools in the Philippines, was quite not seen than other subject areas have.

In addition, Mathematics’ inabilities were being solved by other strategies, and

they did not know that reading and English language can be a big help and

part of it to improve.

37
Foreign Literatures and Studies

The relationship between Mathematics and Language: Academic

implications for children with specific language impairment and

English language learners

The present investigation inspected the connection among science and

language to more readily comprehend the idea of the shortage and the

scholarly ramifications related with explicit language hindrance and scholastic

ramifications for English language students. Interestingly, the gathering with

specific language impairment was less precise than the gatherings with native

monolingual English and English language learners on language-substantial

undertakings and some language-light assignments. There were no gathering

contrasts between kids with specific language impairment and companions

without specific language impairment on language-light science assignments

that included visual working memory for numerical images. (Mary Alt, Genesis

D. Arizmendi, Carole R. Beal, 2014)

Students tend to easily comprehend and understand the use of English as their

medium of language in terms of Academics. It was observed also that the

language that being used by the students and their companions does not

matter on their different school tasks that has illustrations. Maybe,

illustrations and visuals aids are enough for them to understand and analyze

what to do.

38
Local Literatures and Studies

Mathematics Ability

Despite the low execution of the Filipino students and the decent variety

of the Philippine study hall circumstances, a few looks into uncover the positive

side of the poor performing Filipino understudies, for example, that Filipino

understudies have the most abnormal amount of delight in learning science

(Shena and Tamb, 2008) that Filipino understudies are formatively prepared

to learn skills allocated by educational plan producers (Felipe, 2006); and that

the exertion of Filipino understudies to learn can expand their scientific

capacity (Sangcap, 2010).

It was revealed that some Filipino students are more interested in

studying Science subject rather than Mathematics. But, also the perseverance

of other students to go to school and to learn is so much appreciated, and it

also helps them in their ability in Mathematics.

Leongson (2003) uncovers that Filipino understudies exceed

expectations in learning securing however toll significantly low in exercises

requiring higher request thinking abilities. This disillusioning condition is

apparent in the presentation of understudies in national and universal reviews

on arithmetic and science capabilities. Execution of pre-administration

educators and arithmetic instructors in the Professional Board Examination

uncovers a similar picture of poor skills The Third International Mathematical

39
Science Study (TIMMS,2000) analyzed examples of understudies

accomplishment in science and discovered that the school viability and

educators competency effect learning and advance larger amount of

accomplishments.

It was explained that students here in the Philippines are better in memorizing

question and answer and poor in analyzing concepts. It also proves here that

school's motivation and encouragement, and teacher's competency has a big

factor in the excellence of the students.

Peter Giovanni Araña Sangcap (2010) the primary reason for the

investigation revealed in this paper was to decide Filipino understudies' certain

and negative convictions about science and numerical critical thinking by

regulating the 36-thing self-report survey through stratified arbitrary

examining. The examination was additionally planned for breaking down

conceivable noteworthy contrasts in science related convictions identified with

sexual orientation, year level, and field of specialization. Measurable tests

uncovered that sexual orientation distinction in positive convictions that

exertion can increment numerical capacity and in the convenience of science

is noteworthy. This sexual orientation distinction in the convictions referenced

reflected additionally in all year levels and in different fields of specializations.

College students answered questionnaire to determine their stand about their

different beliefs in Mathematics and when solving problems about this. Their

aim is also to look if demographic profile of the respondent has a bearing in

40
terms of beliefs about Math. And they found out that gender difference affects

beliefs and abilities in this subject.

As referred to by Benito in the investigation of Cabatay et.al (2011) that

science is found out due to numerous reasons. Initially, the dominance of

fundamental scientific aptitudes is required to adapt to the requests of life.

Such requests incorporate being numerically proficient, picking up

instruments for future work, building up the requirements for further

instruction, and valuing the connection among arithmetic and innovation.

Furthermore, arithmetic is the language of technical studies, and numerous

orders rely upon this subject as an emblematic method for correspondence.

Thirdly, science training can have a significant impact in building up

understudies' general basic leadership and critical thinking skills.

It is explained that Mathematics plays a big role in their daily life. There is no

such work or profession that don’t have Math related topic on it. Math is also

connected in so many things, especially in technology, and in their time now,

technology becomes bigger and bigger as well as Mathematics, and so they

should study more about this subject platform, so they can deal with today’s

challenges.

Silva et al (2006) researched the elements related with non-performing

Filipino understudies in arithmetic in chose licensed schools in the Philippines

(private and open foundations from Metro Manila and areas). Results

demonstrated that, however the understudies have normal mental capacity,

41
they experience challenges ascribed to perusing insufficiencies and learning

styles.

Analyzation is very much needed when solving Math problems, when they

analyze the concept and the problem, they can easily solve that. By reading

and understanding efficiently each problem, they can easily identify what topic

and concept is that, and after that they can now answer it progressively.

Reading is very important, even in solving Mathematical problems.

Cañete's (2002) study decided the educator and understudy elements

influencing critical thinking challenges in arithmetic. It presumed that

understudies had tasteful presentation in essential aptitudes test and

reasonable frame of mind toward Mathematics yet low execution in problem

unraveling accomplishment test. A noteworthy relationship existed between

students' critical thinking abilities in Mathematics and some educator factors,

specifically, instructive capability, and ownership of ace's units/degree,

preparing, execution rating and methodologies in educating math. Insufficient

proof supposedly showed noteworthy connection between students' abilities

in Mathematics and the under study factors, moms' instructive

accomplishment and family yearly income.

It was stated that instructor’s credentials and educational attainment has a

big factor in terms of learning of the students. School and their government

must also offer some skills training for the improvement of the teachers, so

that when they teach the students, they can be more effective enough. It was

42
explained also that family background, especially financial status, has no

factor in this situation because in the discussion in school, students and

teacher’s relationship only is needed and observed.

In numerous nations, science courses are believed to be "guardian"

courses that decide one's future achievement and acknowledgment into

schools and colleges (Gates and Vistro-Yu, 2003; Te College Board, 2000,

1990). Such isn't the situation locally - Filipino understudies are not banned

from going to a decent college straightforwardly because of the absence of

explicit courses in their secondary school transcript. When all is said in done,

our understudies don't pick their very own science electives; rather, most

Philippine schools spread in any event a standard arrangement of scientific

courses expected of all alumni important to set them up for life after

fundamental instruction. In a nation where just about 19.1% of the populace

gets any instruction past that in the secondary school level (NSO, 2003),

information of arithmetic courses offered at the essential training level can be

thought of as a "watchman" for employability and an effective and profitable

citizenship.

Mathematics related courses is one of the best programs to take in

College because if they have a degree of it, they can use that as a good edge

and advantage in applying for a position in some companies. The high school

curriculum here in the Philippines is also good, because electives in

43
Mathematics is included mandatorily, in both public and private schools, and

it helps a lot on the student’s proficiency and ability in this subject platform.

On a national level, learning arithmetic is an important apparatus for

social improvement and worldwide intensity in our evolving world. As we build

up the numerical capability and education of individual Filipino understudies,

they, thusly, add to the aptitudes, qualities and aggregate scholarly assets of

the Philippines, expanding our country's assets of learning. (Sei-Dost and

MATHTED 2011).

Mathematics has a great contribution in improving their world. Expanding their

skills and knowledge in Mathematics will be the first step to the country's

economic success. It can help them a lot especially in the corporate world and

business wise.

Samuel P. Medenilla (2017) landing great, popular occupations in the

following three years may rely upon a candidate's capability in Mathematics,

as per the Department of Labor and Employment (DOLE). Referring to the

Future of Jobs Report of the International Labor Organization (ILO), DOLE's

Bureau of Local Employment (BLE) chief Dominique Tutay said there will be

more openings for work in fields which depend intensely on doing the math.

ILO's Future of Jobs Report contains the anticipated worldwide activity

patterns from 2015 to 2020.

Based on past statistics that was conducted for the past 3 years, majority of

the jobs that was in demand is related in Mathematics, and so they are

44
encouraged to take programs and courses that is related in Mathematics,

because they are foreseeing that in the future, Mathematics-related work will

be more in demand.

As expressed by Sulit (2012) educating and learning through genuine

issues tracks with the National Council of Teachers of Mathematics (NCTM)

standards of learning and appraisal. Understudies are assembling new

scientific information through critical thinking. The understudy is utilizing

thinking to take care of genuine issues. They will make associations through

what they had realized in class and the issue before them. It is the objective

of each instructor to have the option to give the children the information they

must work. More critically, it is our definitive objective to have our

understudies go out and take care of issues they might not have been

illuminated previously. To do this, they need the capacity to utilize and

extraordinary methods for thinking of arrangements. Giving understudies new

kinds of issues will give understudies the solace should have been a devoted

issue solver. Structure in arithmetic uncovers both the control and the

requirement for steady principles and request just as for the imaginative

capacities to create and develop such structures of express purposes and

targets.

One of the goals and aim of the instructors is to state problems to the students

that they never encounter before, so that they will be more challenged to

45
solve it. It is also good for them because they will more discover themselves

as what and where are their strengths and weaknesses. Instructors also wants

to test the understudies on how they will answer and solve problems using

their own strategies and knowledge only, and it also teaches them on how to

develop and deal each problem by their skills only. In arithmetic topic, stock

knowledge is not always enough to solve problems, they should know how to

create and develop their own techniques to solve it.

Foreign Literatures and Studies

Mathematics Ability

Affects and Mathematics Achievement, it is all around revealed in the

writing that emotional factors have solid impact on arithmetic learning and

accomplishment. Such factors incorporate faith in self, conviction on

arithmetic and conviction on science learning (McLeod, 1992).

Attitude and belief in self is always needed because even in studying

Mathematics, it will be observed, and it will be seen. Persons who truly

believes in themselves, was the one who go further in learning this subject

because they will observe that by looking the perseverance and willingness of

a student to learn.

In Hong Kong, science accomplishment was observed to be firmly

identified with emotional factors, particularly frame of mind towards

arithmetic and self-idea, which thusly were identified with self and parental

desire. Measure of schoolwork, tutoring of the guardians and private size had

46
nothing to do with demeanor, learning propensities and scholarly

accomplishment (Cheng and Wong, 1991a; Wong, N.Y., 1992; Wong and

Cheng, 1991).

Perseverance to learn will drive them to success, no excuses will be valid if

they’re not really interested and willing to learn and study. Behavior will be

seen in a student especially when he/she is now dealing with plenty of

schoolwork, and how he/she will comply and accomplish it all in a short span

of time only.

Manju Krishna (2004) had led "an examination on the viability of

techniques including numerous insight hypothesis on the accomplishment in

arithmetic at higher auxiliary level". The reason for the examination was to

think about the viability of procedures including various knowledge hypothesis

on science at auxiliary school level with reference to instructional goals. The

scientist received trial strategy for the present investigation and chose the

pre-test and post-test nonequivalent gathering plan for the examination. The

apparatuses utilized were exercise transcript numerous insight hypothesis is

more successful than present techniques for educating on accomplishment on

science and systems including different knowledge hypothesis were more

viable than the present strategy under instructional goals.

This study and experiment proved that traditional apparatuses, equipment

and strategies are more viable and dependable in terms of instructing and

47
giving knowledge hypothesis on Science than today’s or present time’s

techniques.

Lawrence Praveen Kumar (2007) had led "an examination on the

connection among nervousness and scholastic accomplishment of B.Sc. math

understudies. '' The targets of this investigation were to discover the degree

of uneasiness of B.Sc. arithmetic understudies; to discover the degree of

scholastic accomplishment of B.Sc. science understudies; to discover the

connection among tension and scholastic accomplishment of B.Sc. arithmetic.

The discoveries of the examination were the degree of uneasiness of B.Sc.

science II years understudies is normal; the degree of tension of B.Sc.

arithmetic III years understudies is normal; there are noteworthy relationship

between B.Sc. arithmetic understudies of ladies' school and co-training school

in their scholastic accomplishment; there are huge connection among

uneasiness and scholarly accomplishment of B.Sc. arithmetic understudies as

to sex; there are critical connection among nervousness and scholarly

accomplishment of B.Sc. science understudies as to area of school.

The study that they conducted was about identifying the connection and

effect of gender and schools’ location to the commotion of undergraduate

college students specifically in their programs that they are taking in BS

Arithmetic and BS Science. They discovered that students who are in the BS

Science are affected in the location of the school and on the other hand,

students who are in the BS Arithmetic is connected in their different Gender.

48
These observations were used to determine how these 2 factors affect their

scholastic accomplishment.

In New Zealand, Barton et. al (2005) led a progression of concentrates

under a sociolinguistics system with the point of researching understudies who

were learning arithmetic utilizing English as a subsequent language. The

examination which illustrated the interchange between the language capability

level and the understudies' presentation at the college level found that,

because of language problems, this class of understudies encountered a

detriment of around 10 and 15 percent in arithmetic. These analysts

additionally found that understudies learning science through English medium

as a subsequent language experienced more prominent challenges with

content than foreseen, and all things considered they wrongly depended more

on emblematic methods of working. Shockingly, it was discovered that these

second language arithmetic students were uninformed of their impediment.

They observed that language that being used by the students affects their way

of understanding and learning lessons in Mathematics. Similarly, in the

Science subject area, they tend to experience more significant challenges

because of the language medium that the students know.

Benbow, Camilla P. (1992) had conducted “A study on Academic

achievement in mathematics and science of students between ages 13 and

23”. There are differences among students in the top one percent of

mathematical ability. Among students in the top 1% of ability, those with SAT-

49
M scores in the top quarter, in comparison with those in the bottom quarter,

achieved at much higher levels through high school, college, and graduate

school. Of the 37 variables studied, 34 showed significant differences favoring

the high SAT-M group which were substantial. Some gender differences

emerged; these tended to be smaller than the ability group differences; they

were not observed in the relationship between mathematical ability and

academic achievement. The predictive validity of the SAT-M for high-ability

7th and 8th graders was supported.

They discovered that will never know what will happen to a student when

they proceed with their next level of education, because it shows that some

students that are on the top in a specific time, suddenly, they were being

surpassed by the students who are on the bottom level. Also, gender factor

was more observed than their different group differences factor.

Dursun and Dede (2004), Mathematics is seen by numerous individuals

as the most ideal approach to get a decent life and a decent vocation. It is

additionally thought as a right hand to get life and the world and to create

thoughts regarding them. In this way, new change studies are being held to

build another framework that helps understudies to learn science in an

exhaustive way.

Some people observed and believed that Math is the way to success in life

because for them, if they know it, they can create more impressive thoughts.

50
Because of this idea from them, basic education curriculum plans to add some

topic in Math about appreciating it more well.

The significance of Mathematics exercises and how to train Mathematics

are expanding a result of its capability to create logical speculation as per the

contemporary conditions and to actualize these capacities into understudies'

day by day life (Yildiz and Uyanik, 2004). Notwithstanding these examinations,

most of the understudies see Mathematics as a troublesome exercise and get

low reviews from Mathematics tests.

Day by day, they will learn so many things, as well as in Mathematics, they

will expand their knowledge in that area by the simple math struggles that

they are dealing in their everyday life.

Abrams (2008) specifies that PC games are solid inspiration devices for

math exercises. At the point when the advancement of math is inspected as

far as game innovation, there are some related zones between PC games and

math; for instance, hereditary calculations, knowledge games and man-made

consciousness ideal models. It is believed that if instructive PC games are put

to educational plans suitably, it would help arriving at the points of the

instructing.

Nowadays, technology grows bigger and bigger, and better and better. Even

some Math simple exercises are now part in some modern device’s games and

entertainment, and it is good in some hand because they will not only get the

51
entertainment of playing that game but also new knowledge from the

exercises that is part of the game.

Deborah Loewenberg Ball (2003) an unmistakable need exists for

significant improvement in arithmetic capability in U.S. schools. While the

government and the country's educational systems have made noteworthy

speculations toward improving science training, the information base

supporting these endeavors has by and large been powerless. The RAND

Mathematics Study Panel was gathered as a component of a more extensive

exertion to educate the U.S. Branch of Education's Office of Educational

Research and Improvement on approaches to improve the quality and

convenience of training innovative work (R&D). The board has proposed a vital

R&D program supporting the improvement of science capability, and value in

capability, among U.S. school understudies. The board recognized three

territories for centered R&D-improvement of educators' numerical information

utilized in instructing, instructing and learning of aptitudes required for

scientific reasoning and critical thinking, and instructing and taking in of

polynomial math from kindergarten through twelfth grade. The board likewise

suggests that the underlying phases of the program incorporate three key

investigation regions: gathering proof to help choices concerning gauges of

numerical capability, making logical portrayals of current instructional practice

and educational plan in U.S. study hall, and creating proportions of numerical

capability.

52
 After so many discoveries and studies that proved that Mathematics is

very important and useful, the U.S. Government, wants to add and change

their traditional curriculum for basic education into a more complex and

efficient for the students to benefit. Maybe they realized that they will also

benefit from it, when they produced individuals that is proficient in this

learning area because the demand of it, grows larger and so their economic

development will also grow higher.

53
 SYNTHESIS

The summary of this Review of Related Literature and Studies about

English and Mathematics Ability is all about the importance and uses of English

and Mathematics ability to an individual. Firstly, English is very important

because it is widely used all over the world, and so wherever an English

proficient individual go, he/she will easily communicate and understood by the

people there because if this language. It also proves here that not only the

English proficient individual will benefit that knowledge, but also, it's country's

economic development and growth. Starting right now, they must expand

their skills in speaking English and train well in speaking fluently because in

the coming near future, it will be more needed and required to use, and in

addition, overall, ability in English is very important even in finding a job and

applying a position in a company, it is always a requirement. Community must

be encouraged to be interested to know and be well in this language because

nowadays, it becomes an advantage as an individual if he/she is an English

proficient person. Teachers and instructors must be also more knowledgeable

in terms of this subject platform so that when they teach the understudies,

they will be efficient enough to share their skills and masteries to them.

Teachers must also be required to undergo trainings and classes about

studying more complex and profound English. Many statistics and surveys also

were conducted that some Filipinos are very good in speaking English because

54
in the Philippines, it was considered as their second language and mostly in

Business related topics.

On the other hand, Mathematics ability also is very useful because it

sometimes affects their own self development and attitude, it teaches them

sometimes to be independent in solving problem and to be resourceful in

creating and discovering their own techniques and strategies on how they will

solve it. There are also studies that states that Mathematics related programs

and courses are in demand in the past few years and in the futures as they

studied. Also, they indicate there that in their daily life and in their day by day

routines, skills in Mathematics is always observed and necessary. There are

also numerous factors that was tried to experiment if it affects its ability in

Mathematics, and only gender differences occurred. Working hard and

perseverance and willingness to learn is always the key to success, same thing

in Mathematics, practicing solving problems will make the ability of the

student grows higher. Instructors' competence in this learning area is a big

factor in the growing excellence of the understudies, and so, their knowledge

must be concise for them to be effective. Some countries also want to change

and improve their curriculum of basic education into a more complex and

profound because they realize that their economic growth will also benefit

from producing Mathematics proficient individuals. All of that greatly shows

the significance of Mathematics in one's life.

55
 It also proves that English and Mathematics ability are connected and

related in a way when English is used by the instructors and understudies as

their medium of subsequent language when learning some Mathematics

related topics. It states that English is considered as the language of every

learning area and subject platforms because of its widely use and its easiness

to be well at it.

56
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This section introduces the whole perspective in which data were

accumulated. It consist the discussion of research design that was used,

methods and technique, the population and samples of the study, the

instruments being employed, the method on how the data were gathered and

the statistical treatment used in answering the research problems.

The quantitative method was used in the study. This method was used

to answer the research questions. It employed the use of questionnaires as

the research instrument. The data collection was based on questionnaires

distributed to the respondents and this served as the primary instrument. The

questionnaire was designed in order to gather enough information relating to

the objectives of the study. The main goal in using this study is to determine

the relationship of English and Mathematics ability.

57
 METHODS AND TECHNIQUES USED

The researchers used Correlational Method to answer the questions and

describe the data and characteristics of the subject being studied. It is used in

many fields of investigation to determine the relationship between variables

using statistical analyses. The correlational strategy includes connections

between at least two factors. However, it does not look for cause and effect.

Therefore, this study mostly observational in terms of data collection. This

method was used to answer the research questions by employing the use of

Questionnaires as the primary research instrument. The data collection was

based on questionnaires distributed to the respondents.

POPULATION AND SAMPLES OF THE STUDY

This study involved 40 Junior High School Students from St. Augustine.

The researchers utilized a random sampling technique in gathering the data,

in order to meet the confinement and would have a greater degree of

accuracy. The whole procedure of testing is done in a solitary advance with

each subject chose freely of different individuals. The researchers utilized this

method in the accumulation of information, so as to get information to find

solid answers.

58
 INSTRUMENTS OF THE STUDY

In this part of the study, test questionnaires as their primary

instrument to gather enough data are being constructed, validated, conducted

and reviewed by the help of the researchers, teachers, and respondents. After

constructing, validating and conducting the questionnaires, data was gathered

and reviewed by the researchers to filter the significant and the non-significant

information that they need.

Construction. The researchers used different English and Math exercise

books and materials as their reference to get some ideas in constructing

the questionnaire. They also used the Internet in checking their

construction of directions if it is correct and understandable. They also

seek for the mastery of the teachers for them to correct and improve

their work to become better and efficient.

Validation. Different subject teachers exerted their effort in checking

and validating their questionnaires for them to correct possible errors

that may possibly committed by the researchers when constructing it.

Multiple corrections in directions, difficulty of problems, choice of topic

of problems and order of type of exercise was advised to change and

revise to improve the questionnaire to become more correct, easy to

understand, and to get their desired results after conducting it.

59
Administration. After they distributed and conducted the survey, the

researchers gathered, totalled, and discovered that in the English

questionnaire, the scores of the students are failed in the listening part,

passed in the reading and speaking part, and average in the last part

which is the writing part. On the other hand, in the Mathematics

questionnaire, the scores of the students are passed in the multiple-

choice part and failed in the word problem part.

Therefore, after performing this survey, we observed and proved that

the ability in English are connected and related to the ability in

Mathematics, based on the total scores of each part of the

questionnaire that was distributed and answered by the Junior High

School students of St. Augustine International School.

60
 DATA GATHERING PROCEDURE

In line with the research design, methods and techniques, questionnaire

was the primary instrument used in gathering the data. The researchers

gathered the results of questionnaires by getting the tally of the scores of the

answered questionnaires and determining where part of the questionnaire did

the scores of the students become low and high and so, after determining it,

we proved that it has a definite relationship between these two subjects;

English and Mathematics.

First, the researchers asked a permission to the principal of St.

Augustine International School for them to distribute and conduct their

prepared questionnaire as their instrument for their research that they are

working right now. Subsequently, after the permission was granted, they were

endorsed by the principal to the different teachers per grade level so they can

be assisted and accommodated properly, after that the researchers presented

the permission letter to the teachers of the students who were the faculty

members of St. Augustine International School. Then, the researchers started

to explain their purpose to the students and after that they started also to

hand over the questionnaires to the participants. Lastly, the researchers

collected the questionnaires immediately after the respondents finished

answering the questionnaires.

61
 The researchers requested an authorization letter from the Junior High

School principal of St. Augustine International School to the faculty

members for them to conduct their survey to the Junior High School

students.

The researchers explained their purpose while distributing their letter of

consent to the target respondents, then after that they started to

distribute their questionnaires.

The researchers collected the questionnaires right after the students

finished it answering.

The researchers tallied the total scores per part, per topic, per grade level

and per subject learning area, and after tallying all the scores, they studied

and proved that it has a relationship between English and Mathematics

based on the outcome of the survey.

Figure 3. Data gathering flow

62
 DATA PROCESSING AND STATISTICAL TREATMENT

In this piece of the exploration, the researchers will present what sort

of measurable device they will use on the following part to exhibit, investigate

and translate the information that they amassed by the assistance of polls

that they utilized as their information social event instrument.

Frequency Distribution Table

5-4 Excellent
2-3 Average

0-1 Poor
Table 1.

The tabular above shows the rates of the scores of the students per exam,

consisted of listening, speaking, reading, and writing. It defined the level of

proficiency in English in every student.

10 Excellent
7-9 Above Average
5-6 Average
3-4 Below Average
0-2 Poor

Table 2.

The tabular above shows the rates of the scores of the students per exam,

consist of conceptual understand, procedural fluency, strategic competence,

and adaptive listening. It defined the level of proficiency in Mathematics in

every student.

63
 Responses to the questionnaire by Junior High School students were

statistically analyzed with the data requirements of the study. Students were

statistically analyzed with the data instruments of the study. Frequency

Distribution Table to compare the two subjects. To know the percentage to

rate the number, or amount in each hundred and to know the frequency the

number of times that a periodic function repeats the same sequence of values

used this formula of:

𝑓
P= 𝑁(100)

P = Percent

f = frequency

N = number of respondents

Pearson’s correlation coefficient is the test statistics that measures the

statistical relationship, or association, between two continuous variables. It

is known as the best method of measuring the association between variables

of interest because it is based on the method of covariance. It gives

information about the magnitude of the association, or correlation, as well as

the direction of the relationship.

𝒏(∑𝒙𝒚) − (∑𝒙)(∑𝒚)
𝒓=
√[𝒏(∑𝒙𝟐 ) − (∑𝒙)𝟐 ][𝒏(∑𝐲 𝟐 ) − (∑𝒚)𝟐 ]

64
Where:

𝒏 = number of pairs of scores

∑𝒙𝒚 = sum of the products of paired scores

∑𝒙 = sum of 𝑥 scores

∑𝒚 = sum of 𝑦 scores

∑𝒙𝟐 = sum of squared of 𝑥 scores

∑𝒚𝟐 = sum of the squared of 𝑦 scores

Two Sample Z-Test. According to www.solver.com, the z-test: Two

sample for means tool runs a two sample z-test means with know variences

to test null hypothesis that there is no difference between the means of two

independent populations. This tool can be used to run a one sided or two sided

test z-test.

(𝑥1 − 𝑥2 ) − (𝜇1 −𝜇2 )

𝑧=
𝜎1 2 𝜎2 2
√ +
𝑛1 𝑛2

Where

𝑥1 , 𝑥2 = sample mean of the scores of group 1 and group 2

𝑛1 , 𝑛2 = sample size of group 1 and 2
𝜎1 2 , 𝜎2 2 = variance of both population
𝜇1 , 𝜇2 = population mean of group 1 and 2

65
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the gathered data the results of the statistical analysis

done and interpretation of findings. The data are presented in bar graphs and

pie graphs following the sequence of the specific research problem regarding

the correlational between English and Mathematics of the Junior High School

Students in St. Augustine. The purpose of this study is to know the relationship

between the two variables as well as how does it affect their academic

performances.

Demographic Profile of Respondents

Age of the Respondents

7.50% 12.50%

15%
20%
25%
20%

12 years old 13 years old 14 years old

15 years old 16 years old 17 years old

Figure 4. The pie graph above illustrate the ages of the participants.

The students ages 12 years old are 6 students and it is equivalent to

15%, while the students ages 13 years old are consist of 8 students and

equivalent to 20%. The students ages 14 years old are 8 students are

66
equivalent to 20%. While the students ages 15 years old are consist of 10

students and are equivalent to 25%. And the students ages 16 years old are

5 that is equivalent to 12.5%. Lastly the students ages 17 years old are 3 and

it is equivalent to 7.5%. Consequently, most of the students are 15 years old

that are consist of 10 students.

Gender of the Respondents

30%

12 28 Male
Female

70%

Figure 5. The gender of the participants.

The pie graph above shows the gender and the number of the

participants. The female participants are consist of 12 students and the male

participants are consist of 28 students. It shows that the most of the

respondents are male and just a some of the female respondents.

67
 Participants

12%
Grade 7
40% Grade 8
25%
Grade 9
Grade 10
23%

Figure 6. Distribution of the respondents according to their Grade Level

The pie graph above shows the number of respondents by grade level.

Grade 7 has a 5 students, Grade 8 has a 10 students, Grade 9 has 9 students

and Grade 10 has a 16 students. Most of the respondents are in the Grade 10

year level. Grade 8 and 9 in half and the rest are in the Grade 7.

68
 English Proficiency of the Students

LISTENING

8
7
6
5
4
3
2
1
0
Poor Average Excellent

Grade 7 Grade 8 Grade 9 Grade 10

Figure 7. English proficiency in terms of listening

The table above shows the English Proficiency of the Junior High School

Students in listening. Grade 7 students who have a poor level consists of 4

students and there is a student who got the average level. 7 students in Grade

8 who have a poor level, one student who got the average level and one

student also got the excellent level. Grade 9 students who have a poor level

are consist of 3 students and 6 students are in the average level. Lastly, Grade

10 students who have a poor level are consist of 6 students, 4 students got

the average level and 5 students got the excellent level. Therefore, majority

of the students who got the excellent level are Grade 10 students which

consist of 5 students.

69
 SPEAKING

12

10

0
Poor Average Excellent

Grade 7 Grade 8 Grade 9 Grade 10

Figure 8. English proficiency in terms of speaking

The graph above shows the gathered data in the Junior High School

Students in terms of speaking. Grade 7 who are in poor level are consist of 3

students, one student is in the average level and the 2 students are in the

excellent level. One student in Grade 8 is got the poor level and 7 students

got the excellent level. Moreover, Grade 9 who are in poor level are consist of

one student only and 7 students are in the excellent level. The highest level

are in Grade 10 who are in the poor level that consist of 5 students and 11

students who got the excellent level. Therefore, the Grade 10 students got

the higher level when in terms to speaking.

70
 WRITING

16

14

12

10

0
Poor Average Excellent

Grade 7 Grade 8 Grade 9 Grade 10

Figure 9. English proficiency in terms of writing

The graph above shows the gathered data in the Junior High School

Students in St. Augustine in terms of writing. 2 students got the average level

in Grade 7 and 3 students are in the excellent level. The Grade 8 students got

the excellent level and are consist of 10 students. And Grade 9 got the

excellent level and are consist of 9 students. Lastly, Grade 10 students who

got the average level are consist of 2 students and 14 students got the

excellent level. Consequently, the Grade 10 students got the highest level and

are consist of 14 students in terms of writing.

71
 READING

16
14
12
10
8
6
4
2
0
Poor Average Excellent

Grade 7 Grade 8 Grade 9 Grade 10

Figure 10. English proficiency in terms of reading

The table above shows the gathered data of the Junior High School

Students in reading comprehension. 2 students in the Grade 7 are in poor

level, a student is in the average level and 2 students are in the excellent

level. 10 students in 8th Grade got the excellent level. Grade 9 students who

are in excellent level consist of 9 students. Lastly, in Grade 10, one student

who got the average level and 15 students who got the excellent level.

Therefore, Grade 8 students are the highest among all grade level in Junior

High School in reading.

72
 The researchers used two different theories. The first one is

Communication theory in English ability. All living beings existing on the planet

communicate, although the way of communication is different.

Communication is a means of survival, existence and being.

The data shown are related to the Communication theory in English in

terms of listening, speaking, writing and reading. This theory is related to the

students, for them to have enough knowledge and share more information

with other people they need to communicate and pass a specific information

through verbal and non-verbal.

The second theory was the Approach Method, and Technique. The

Approach is a set of correlative assumptions dealing with nature language and

how students learn in general. Method is an application of an approach in the

context of language teaching. Also, an overall plan for the orderly

presentation. Technique is the actual implementation of a method in the

classroom. It must be consistent with a method, which in turn must be in

harmony with an approach.

This theory is related to the students and the teachers because it

involves approaches that would lead to methods, methods that are broken

down into procedures, and procedures that are collection of technique. This

theory can help the students to cope up and understand the teaching

strategies of the teachers.

73
 Mathematics Proficiency of the Students
Conceptual Understanding

14

12

10

0
Poor Below Average Average Above Average Excelent

Grade 7 Grade 8 Grade 9 Grade 10

Figure 11. Mathematics proficiency in terms of conceptual understanding

The table above shows the data gathered from the Junior High School

Students in terms of conceptual understanding. The Grade 7 students got the

below average, are consist of 5 students. The Grade 8 students also got the

below average is one student only and 9 students got the average level. The

Grade 9 students got below average and consist of 6 students. In average

level it is consist of 5 students. Lastly, 13 in the Grade 10 students got the

below average and 5 of them got the average level. Therefore, no one got the

above average and excellent level however Grade 8 students got the most

average level among other grade level. Second is the Grade 9 students and

Grade 10 students.

74
 Procedural Fluency

14

12

10

0
Poor Below Average Average Above Average Excellent

Grade 7 Grade 8 Grade 9 Grade 10

Figure 12. Mathematics proficiency in terms of procedural fluency.

The table above shows the data of the Junior High School students in

procedural fluency. The Grade 7 got the poor level, are consist of 2 students

and students who got the below average are consist of 3 students. The Grade

8 students got the below average are consists of 9 students and one of them

got the average level. 2 of the Grade 9 students got the poor level and 7 of

the students got the below average. Grade 10 students who got the poor level

are consist of 2 students, 9 students who got the below average lastly 2 of

the students got the average level. Therefore, no one got the above average

and excellent level however Grade 10 students got the highest average level

that are consist of 12 students among Grade 9 that is consist of 1 student.

75
 Strategic Competence and Adaptive Reasoning

12

10

0
Poor Below Average Average Above Average Excellent

Grade 7 Grade 8 Grade 9 Grade 10

Figure 13. Mathematics proficiency in terms of strategic competence and

adaptive reasoning
The table above shows the gathered data of the Junior High School

students in terms of strategic and adaptive reasoning. All of the Grade 7

students got the poor level that are consist of 5 students. Grade 8 students

who got the poor is consist of one student, 2 students in below average level,

5 students in average level and one student in excellent level. Grade 9 student

who got the poor level is consist of one student, 2 students below average, 5

students in average and one student who got the excellent level. Grade 10

students go the poor level are consist of 2 students. One student got the below

average, 2 students got the average level, one student in above average and

10 of the students got the excellent level. Therefore, grade 10 students got

the excellent level that are consist of 10 students.

76
 The researchers used two theories in Mathematics ability. The first one

is Acquisition-Learning it has two independent way, the acquisition system

and learning system. It is stated that acquisition is more important than

learning. Acquisition system is the product of a subconscious process and the

students is unaware of the process taking place. The learning system involves

formula instruction and is a conscious process which results in conscious

knowledge “about” the language.

The data shown is related to the Acquisition-Learning in Mathematics

ability in terms of Conceptual Understanding, Procedural Fluency, Strategic

Competence and Adaptive Reasoning. This theory is related to the teachers to

maximize the students opportunities to acquire knowledge. Teaching and

learning has always been of a highly important matter. It is related to the

students for them to understand well the teachers.

The second theory was also the Approach Method, and Technique. This

theory is the same and connected to the English ability. It is also related to

the students and how the students approach the mathematical equations,

what method and technique the students will used to finish the mathematical

equation.

77
 Total Scores
20
18
16
14
12
Scores

10
8
6
4
2
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39
Students

English Mathematics

Figure 14. Total scores in English and Mathematics

The indicators on the left side, that are the scores of each respondent.

Out of 20 items, the indicators below, there are the individual respondent. The

orange line represents the scores in Mathematics, and the blue one is the

scores in English. As researchers observed, the strokes and movement of each

line is also like each other, but some respondents are better in English and

some are better in Mathematics. Therefore, it presents that it really has a

similarity between their scores that almost each movement of the line of each

subject are the same.

78
 The researchers gathered the Four Sequential Stages, a human

intellectual development progress chronologically through four distinct stages.

Intelligence as the ability to adapt to the environment. This theory focuses not

only on understanding how children acquire knowledge, but also on

understanding the nature intelligence.

This theory is related to the total scores of the respondents, as the

students interact, make observations, and learn about the world. When the

students begin to interact with other people around them, they continually

add new knowledge, build existing knowledge and gather new information.

79
 Hypothesis Testing
This section of the research is all about tabulating and presenting all the

data that was totalled from the raw scores to perform the statistical tools

given. This part also, it will prove if it has a significant relationship between

two variables by observing and interpreting the result.

Table 3. Total Scores of the respondents in English and Math

Ability N 𝛴xy 𝛴 Σx 2 and Σy 2 Null and

Alternative
Hypothesis
English (X) 544 7960 𝐻𝑜 : 𝑝 = 𝑜
40 7848 Accept
Mathematics 554 8472 𝐻𝐼 : 𝑝 ≠ 𝑜
(Y) Reject

The table above shows and illustrates the number of respondents which

is 40. The sum of the total product of each score in both subject is 7848, the

individual total scores of the respondents in English is 544, and their total

scores in Mathematics is 544 and the total squared scores in English is 7960

and in Mathematics is 8472 and the final result of the hypothesis, which is in

English it was Accepted but in Mathematics, it was Rejected. In addition to

this, based on the result, by using the statistical tool, researchers came up

with an answer that corresponds and interprets that it has a significant

relationship between these two variables which is in this case, it is English and

Mathematics and it affects their academic performance by them being

80
 informed that when their ability in English is good, their ability in Mathematics

also is somehow good. But for the teachers, they will also be more aware that

if a student is performing good in English or Mathematics, there is a possibility

that he/she is also performing well in either of that two subjects also, because

of the discovery that the researchers proved, that these two learning areas;

English and Mathematics has a concise correlation to each other.

Table 4. Two Sample Z-Test

Ability 𝑥 𝜇 𝜎 n Level of 𝐻𝑜 𝑎𝑛𝑑 𝐻𝐼

Significance

English (𝑥1 ) 13.6 10.98 5 40 𝐻𝑜 : 𝑥1 = 𝑥2

Mathematics (𝑥2 ) 13.85 10.98 6.09 40 0.05 𝐻𝐼 : 𝑥1 ≠ 𝑥2

81
Distribution of the Scores in English and Mathematics

Normal Distribution

Figure 15. Normal distribution

The z = −0.16 , is within the 95% accepted range which is the -

1.960000 and 1.960000. This implies that the null hypothesis or 𝐻𝑜 : 𝑥1 = 𝑥2 , is

accepted and the average score of the two groups are considered to be equal

and showed no significant difference between each other.

82
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter is all about the summary of all the studies, discoveries,

computation and finally, the final result of each part of the previous chapters.

In this section also, all the data that was gathered through all the instruments,

strategies, and studies of each chapter will now be concluded and expounded.

In addition, the researchers also will now recommend an efficient advice to all

the people that will benefit this study.

SUMMARY OF FINDINGS

This section of the study will answer all the research problem based on

what the researchers studied, accumulated, gathered and discovered data

through all the parts of each previous chapters. This part of the study

represent the Correlational of the English and Mathematics ability of the Junior

High School students in St. Augustine International School and how does it

affect their Academic Performance.

1. What are the demographic profile of the students in St.

Augustine International School in terms of:

Age: The range of the age of the respondents are between 12 - 17 years

old, and most of the students are between 13 - 15 years old and least

of them are 17 years old. The students ages 12 years old are 6 and it

is equivalent to 15%, while the students ages 13 years old are 8 and

83
 equivalent to 20%. The students ages 14 years old are 8 and it is

equivalent to 20% while the students ages 15 years old are 10 and is

equivalent to 25%. And the students ages 16 years old are 5 that is

equivalent to 12.5%. Lastly the students ages 17 years old are 3 and it

is equivalent to 7.5%. Therefore, most of the students are 15 years old.

Gender: The female participants are consists of 12 students and

equivalent to 30%. The male participants are consist of 28 students and

equivalent to 70%. Most of the respondents are male and some of

female.

2. What is the level of proficiency in English of the Junior High

School students in St. Augustine International School in terms

of:

Listening: Based on the English questionnaire that the researchers

gathered and used, in terms of listening part, scores of the Grade 7 and

8 students are poor while the scores of the Grade 9 students are just

average and surprisingly, the scores of the Grade 10 students are

divided into poor, average and excellent section.

Speaking: Based on the English questionnaire that the researchers

distributed and used, in terms of speaking part, scores of the grade 8

and 10 students are excellent while the scores of the grade 7 and 9 are

just average. Therefore, the Grade 10 students got the highest score in

84
speaking that are consist of 11 students.

Writing: Based on the English questionnaire that the researchers

gathered and distributed and used, in terms of writing, scores of all the

Junior High School students are all in excellent, but some of the scores

of Grade 7 and 10 are average. Therefore, no one got the poor level in

terms of writing.

Reading: Based on the English questionnaire that the researchers

distribute and used, in terms of writing, all of the scores of Grade 8 and

Grade 9 are in excellent level. 2 students in Grade 7 who got the poor

level, one students in average level and 2 students in excellent level. In

Grade 10, one student got the average level and 15 students got the

excellent level. Therefore, Grade 8 students are the highest that are

consist of 10 students.

3.What is the level of proficiency in Mathematics of the Junior

High School students in St. Augustine International School in

terms of:

Conceptual understanding: Based on the Mathematics questionnaire

that the researchers distributed and used, in terms of conceptual

understanding, no one got the poor level, above average level and

excellent level. The scores of Grade 7 are in below average, the Grade

8 one student got the average level and grade 9 students got the

85
 average level. The Grade 9 students also got the below average that are

consists of 6 students and 5 students got the below average that are

consists of 10 students and 5 of them got the average level. The

researchers concluded that the Junior High School students are just

between below average and average.

Procedural fluency: Based on the Mathematics questionnaire that the

researchers gathered and used, in terms of writing, scores of all the

Junior High School students are all below average and just a some of

average scores and that is the scores of Grade 8 and 10. Therefore, no

one got the above average level and excellent level.

Strategic competence and adaptive reasoning:

Based on the Mathematics questionnaire that we distributed and used,

in terms of strategic competence and adaptive reasoning, scores of

Grade 7 students are poor, and Grade 8 students are in between of

average and excellent and scores of the Grade 9 students are just

average, and lastly the scores of the Grade 10 students are excellent.

4. Is there a relationship between the English and Mathematics

ability of the students?

Yes, there is a relationship between these two learning areas because

after computing and performing the Pearson r, the researchers obtained

86
a positive result that showed a significant relationship between the two

variables.

87
 CONCLUSION

This part of the study all the details, parts and steps that the researchers did

will all be concluded, including all the studies that they looked for from the

different references, experimentations, data gathering procedures,

discoveries and results that they had and have.

1. Age: The researchers conclude that most of their age are in between 13

to 15 years old and half of the rest of their age are in between of 12 and

16 years old and just a some of them are 17 years old.

Gender: The researchers conclude that most of the students are male

and just a some of female.

2. Listening: The researchers conclude that most of the Grade 7 and 8

students got the poor score, Grade 9 got the average, and Grade 10

excellent.

Speaking: The researchers conclude that most of the Grade 7 students

got the poor score, but the Grade 8 to 10 students got the excellent.

Writing: The researchers conclude that most of the Grade 7 to 10

students, all got the excellent scores.

Reading: The researchers conclude that most of the Grade 7 to 10

students also same as in the Writing part, all got the excellent scores.

3. Conceptual Understanding: The researchers conclude that most of

the Grade 9 students got average scores and the rest of the respondents

got below average scores.

88
 Procedural Fluency: The researchers conclude that most of the Grade

7 to 10 students, all got the below average scores and just a some of

them got the poor and average scores.

Strategic Competence and Adaptive Reasoning: The researchers

conclude that most of the Grade 7 students got the poor scores, Gradr

8 got between average and excellent scores, Grade 9 got the average,

and Grade 10 got the excellent scores.

4. Yes, it has a significant correlation between English and Mathematics

ability of the JHS students of St. Augustine International School.

The researchers got a result that these two variables; English and

Mathematics abilities of Junior High School students has a significant

relationship based on every study, every data and every result that they

gathered by the help of all the questionnaires and instruments that they used

and distributed to all their respondents to study all their raw scores using the

statistical tools that they come up by the help of the masteries, skills and

knowledge of all their teachers, validators, and statistician who helped them

correct and validate their work and after that, by computing and processing

these tools: Pearson R and Z – test; they come up with a successful and

desired result.

89
 RECOMMENDATION

This part of the research, the researchers will recommend ways and

strategies to all the people who will benefit their study so that they will be

aware and knowledgeable on how they can enhance and improve their English

and Mathematics proficiency by following and executing these ways.

For English, (Institute of International Education (IIE), 2014)

In the period of globalization, the significance of English language can't

be exaggerated. Capability in English is the most testing element in the

present training as it has been considered as one of the parameters to decide

an understudy's general scholastic capacity. English is one of the most

generally communicated in dialects on the planet and its worth has extended

gigantically in the previous decade because of expanding request of English

language in employments, developing social portability and worldwide

intensity.

English language capability alludes to the capacity of understudies to impart

productively, both in spoken and composed settings. Prior, the understudies

used to learn English as simply one more subject like Physics and Mathematics

and had next to no chance to utilize it inside the school just as outside the

school. Be that as it may, today there is a need to accomplish higher English

capability so as to satisfy the needs of worldwide intensity.

90
Improving capability in English ought to in a perfect world start with a solid

establishment in its sentence structure. Be that as it may, any place there are

lacuna or requirement for development there are different powerful advances

that an understudy can take or be instructed to improve their degree of English

understanding and composed and understanding aptitudes.

1. Self-study can likewise improve the perusing and perception abilities.

Some different techniques may incorporate connecting with

understudies in gathering dialogs, discusses, language capability tests,

and giving beneficial learning materials to improve their language

aptitudes.

2. Empowering READING, WRITING - A characteristic component to

improve any language aptitude is to peruse in the language however

much as could reasonably be expected. Urging understudies to

understand anything - books, papers, magazines even funnies - can

have a noteworthy effect in talking and composing better.

The more an understudy peruses in English, the better his language aptitudes

will be. Thus, the more an understudy writes in the language, the more

capable the person will turn into. Composing is seen inadequately today as a

result of the restricted canvas for certified composing yet a genuine

understudy can utilize email as letters, endeavor audits of books, movies or

music, keep up a journal or essentially duplicate intriguing instances of

91
composed English exposition from books to see an emotional distinction in

their capability.

3. Gathering DISCUSSIONS - Engaging understudies in gathering

exchanges can be a compelling method to improve jargon aptitudes.

Instructors can give more accentuation to informative methodology

instead of the talk mode and cause the understudies to take part in

correspondence in English both inside and outside the homeroom.

They can direct gathering talks where understudies should talk just in English.

Along these lines, the understudies will have the option to obtain satisfactory

direction over talking abilities and will turn out to be progressively certain. In

gathering talks, the understudies give their perspectives, thoughts and

considerations in English because of which they build up the propensity for

talking smoothly in English.

4. Discussions - Conducting banter rivalries at school level likewise

assume a significant job in improving the talking and jargon aptitudes

of the understudies. Discussions assemble certainty among

understudies to talk strongly and smoothly. It likewise encourages them

to arrange their contemplations and thoughts with a particular goal in

mind while talking.

5. LANGUAGE PROFICIENCY TESTS - Language capability tests that

survey the understudy's jargon aptitudes are a compelling method for

92
 checking progress. These tests can be led in the schools to pass

judgment on the capability of the understudies in the study hall setting

and give key contributions to progress. These evaluations tests can be

structured by the educators themselves.

6. Advantageous LEARNING TOOLS - Schools can give instructional and

valuable learning materials in English to the understudies which can

upgrade the enthusiasm of understudies to learn and improve their

language aptitudes.

Strengthening Learning materials will assist understudies with learning, widen

their learning background and meet distinctive adapting needs. It will likewise

assist the understudies with constructing information for themselves and

create viable learning methodologies.

The capable utilization of the English language can upgrade the profession

prospects of understudies since it gives them certainty of talking and

communicating their considerations consistently. Individuals who are familiar

with talking it are profoundly looked for after by organizations of worldwide

notoriety. Significance of English isn't limited to class level and capability

encourages them to convey viably, all things considered, and succeed

expertly, scholastically and socially.

93
For Mathematics, (Rachel Levy, 2018)

Fortunately understudies can have accomplishment in math class with the

correct exertion, mentality, and conduct, paying little heed to a characteristic

proclivity or being 'great at math,'" said Michelle Montgomery, venture

executive of the MathWorks Math Modeling (M3) Challenge at SIAM. "Utilizing

quantitative aptitudes to settle genuine, open-finished issues by utilizing the

scientific displaying procedure is an incredible method to begin.

1. Fabricate certainty. More than 66% of respondents (68 percent)

refered to absence of certainty as an issue that keeps their understudies

from prevailing in arithmetic.

2. Energize addressing and make space for interest. Sixty-six percent

of respondents said their best recommendation for understudies hoping

to do well in math was to focus in class as well as request explanation

when they have to more readily get something.

3. Stress calculated comprehension over method. Three out of four

respondents (75 percent) underscored that striving to comprehend

math ideas and when to apply them versus basically retaining recipes is

fundamental to progressing admirably.

4. Give bona fide issues that expansion understudies' drive to draw

in with math. Sixty-three percent of members indicated understudies'

longing, activity, and inspiration to prevail in math as being basic, and

94
 most of them (80 percent) said that applying math to true issues helps

increment both understudy intrigue and comprehension.

5. Offer uplifting demeanors about math. Educators recommend that

guardians abstain from speaking adversely about math, and particularly

abstain from saying that it is difficult or futile (74 percent) — rather they

ought to urge their children not to surrender, and help them discover

math guides when they're not ready to address questions (71 percent).

Capability is considerably more liable to create when a science homeroom

is a network of students as opposed to an accumulation of secluded people.

In such a homeroom, understudies are urged to create and share arrangement

techniques, botches are esteemed as open doors for everybody to learn, and

accuracy is controlled by the rationale and structure of the issue, instead of

by the instructor. Addressing and discourse that inspire understudies'

reasoning and arrangement systems and expand on those procedures lead to

more prominent clearness and exactness. A lot of class time is spent creating

numerical thoughts, not simply rehearsing abilities.

95
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=false

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bulletin/20170608/281565175732827

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9d617aca9e8e08062593ab8f6249c7b7f6d1b4036/Manuscript/5422.pdf

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%20Eng-pdf/chapter2.pdf

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MR1643.pref.pdf

103
 APPENDICES

VALIDATION OF THE RESEARCH INSTRUMENT

104
105
LETTER OF CONCENT

106
LETTER TO RESPONDENTS

107
 RESEARCH INSTRUMENT

Maximina Street, Villa Arca Subdivision, Barangay Baesa, Project 8, Quezon City

Name: ________________________ Age: ________

Grade level & Section: ____________ Gender: _____

A. Directions: Listen carefully to the words that will be dictated, and their
definition then spell each word. Please write your answers in CAPITAL
LETTERS on the space provided.

1.
2.
3.
4.
5.
B. Directions: Read carefully the context given, then place your answer
before each number and please use CAPITAL LETTERS in answering.

Bananas, rambutan and mangoes

Are all local fruits.
They keep us healthy and strong,
So, we don’t get sick.

Buy them at a stall,

Buy them at a supermarket,
The price is always fair,
And the taste is always good.

1. The poem is about

A. Food
B. Juice
C. Local food
D. Snack
2. Fruits keep us healthy and
A. Big
B. Tall
C. Strong

108
 D. Small
3. The price of fruits in stall & supermarket is
A. Fair
B. Expensive
C. Cheap
D. Valuable
4. Bananas, rambutan and mangoes are
A. Domestic fruit
B. Overseas fruit
C. Local fruit
D. Foreign fruit
5. The taste of local fruits are
A. Extravagant
B. Adequate
C. Good
D. Superior

C. Directions: Recite the Tongue Twister given, then encircle how many
times it was recited correctly.

Susie works in a (1) shoeshine shop. Where she (2) shines, she (3) sits,
and where she sits, (4) she (5) shines.
D. Essay: Who is the most important person in your life, and why? (3–5
sentences)

Criteria or Rubrics in grading the Essay:

Trait 2.5 2 1
Ideas Interesting and relevant Broad topic with general information. No specific
information on a specific topic. ideas about a
theme.
Organization Organization is logical and Ideas are loosely organized. No clear order
assists in communicating the Sequencing, connections, transitions to the content.
ideas. are not always apparent.

109
 Maximina Street, Villa Arca Subdivision, Barangay Baesa, Project 8, Quezon City

Name: ________________________ Age: ________

Grade level & Section: ____________ Gender: _____

A. MULTIPLE CHOICE / Directions: Read and analyze the following

questions. Choose and write the letter of the best answer in CAPITAL
LETTERS before the number.
1. If x = 7, y =? (x - 3 = y)
A. 3
B. 5
C. 4
D. 7
2. If x = 37, y =? (x - 24 = y)
A. 13
B. 18
C. 17
D. 16
3. If x = 20, y =? (x + 15 = y)
A. 25
B. 45
C. 55
D. 35
4. If x = 50, y =? (x - 25 = y)
A. 85
B. 25
C. 35
D. 22
5. Solve for x if y = 10, 2x⁴ - 6 = y
A. x = 7
B. x = 4
C. x = 2
D. x = 1
6. An algebraic expression that has three terms.
A. Binomial
B. Polynomial
C. Trinomial
D. Monomial
7. It is the numerical average of the data set.
A. Median
B. Mode

110
 C. Mean
D. Medium
8. A quadrilateral that all sides and angles are equal.
A. Rectangle
B. Square
C. Rhombus
D. Circle
9. An equation between two variables that gives a straight line when
plotted on a graph.
A. Linear Equation
B. Quadratic Function
C. Cube Function
D. Reciprocal Function
10. It is a 7-sided polygon.
A. Pentagon
B. Hexagon
C. Heptagon
D. Octagon
B. WORD PROBLEMS / Directions: Read and analyze the following
questions below. Please show your solution.
𝒙+𝟐
1. Evaluate the expression when x = 1
𝟐𝒙+𝟏

𝒙+𝟏
2. Evaluate the expression when x = -2
𝟑𝒙+𝟓

𝒙+𝟑
3. Evaluate the expression when x = 3
𝟓𝒙+𝟑

𝒙+𝟗
4. Evaluate the expression when x = 4
𝟒𝒙+𝟐

𝒙+𝟕
5. Evaluate the expression when x = 7
𝟕𝒙+𝟕

111
X Y XY X^2 Y^2
13 7 91 169 49
10 5 50 100 25
10 9 90 100 81
10 6 60 100 36
7 4 28 49 16
9 9 81 81 81
15 17 255 225 289
15 19 285 225 361
14 14 196 196 196
16 15 240 256 225
11 14 154 121 196
12 19 228 144 361
18 19 342 324 361
14 14 196 196 196
16 19 304 256 361
11 13 143 121 169
15 10 150 225 100
16 18 288 256 324
16 11 176 256 121
14 13 182 196 169
12 11 132 144 121
16 13 208 256 169
14 13 182 196 169
16 13 208 256 169
8 15 120 64 225
10 7 70 100 49
19 14 266 361 196
18 18 324 324 324
18 7 126 324 49
9 18 162 81 324
10 15 150 100 225
9 19 171 81 361
15 20 300 225 400
19 14 266 361 196
13 11 143 169 121
16 18 288 256 324
18 18 324 324 324
17 19 323 289 361
15 18 270 225 324
18 18 324 324 324

112
 544 554 7896 8056 8472

Pearson R
(0.423732)

X - Mx Y - My (X - Mx)2 (X - Mx)2 (Y - My)2 (X - Mx)(Y - My)

-0.6 -6.85 0.36 0.36 46.922 4.11

-3.6 -8.85 12.96 12.96 78.322 31.86
-3.6 -4.85 12.96 12.96 23.522 17.46
-11.6 -7.85 134.56 134.56 61.622 91.06
-6.6 -9.85 43.56 43.56 97.022 65.01
-4.6 -4.85 21.16 21.16 23.522 22.31
1.4 3.15 1.96 1.96 9.923 4.41
1.4 5.15 1.96 1.96 26.523 7.21
0.4 0.15 0.16 0.16 0.023 0.06
2.4 1.15 5.76 5.76 1.323 2.76
-2.6 0.15 6.76 6.76 0.023 -0.39
-1.6 5.15 2.56 2.56 26.523 -8.24
4.4 5.15 19.36 19.36 26.523 22.66
0.4 0.15 0.16 0.16 0.023 0.06
2.4 5.15 5.76 5.76 26.523 12.36
-2.6 -0.85 6.76 6.76 0.722 2.21
1.4 -3.85 1.96 1.96 14.822 -5.39
2.4 4.15 5.76 5.76 17.223 9.96
2.4 -2.85 5.76 5.76 8.122 -6.84
0.4 -0.85 0.16 0.16 0.722 -0.34
-1.6 -2.85 2.56 2.56 8.122 4.56
2.4 -0.85 5.76 5.76 0.722 -2.04
0.4 -0.85 0.16 0.16 0.722 -0.34
2.4 -0.85 5.76 5.76 0.722 -2.04
-5.6 1.15 31.36 31.36 1.323 -6.44
-3.6 -6.85 12.96 12.96 46.922 24.66
5.4 0.15 29.16 29.16 0.023 0.81
4.4 4.15 19.36 19.36 17.223 18.26
4.4 -6.85 19.36 19.36 46.922 -30.14
-4.6 4.15 21.16 21.16 17.223 -19.09
-3.6 1.15 12.96 12.96 1.323 -4.14
-4.6 5.15 21.16 21.16 26.523 -23.69
1.4 6.15 1.96 1.96 37.823 8.61
5.4 0.15 29.16 29.16 0.023 0.81
-0.6 -2.85 0.36 0.36 8.122 1.71

113
 2.4 4.15 5.76 5.76 17.223 9.96
4.4 4.15 19.36 19.36 17.223 18.26
3.4 5.15 11.56 11.56 26.523 17.51
1.4 4.15 1.96 1.96 17.223 5.81
4.4 4.15 19.36 19.36 17.223 18.26
Mx: 13.600 My: 13.850 Sum: 561.600 Sum: 561.600 Sum: 799.100 Sum: 313.600

𝒏(∑𝒙𝒚) − (∑𝒙)(∑𝒚)
𝒓=
√[𝒏(∑𝒙𝟐 ) − (∑𝒙)𝟐 ][𝒏(∑𝐲 𝟐 ) − (∑𝒚)𝟐 ]

𝟒𝟎(𝟕𝟖𝟗𝟔) − (𝟓𝟒𝟒)(𝟓𝟓𝟒)
𝒓=
√[𝟒𝟎(𝟖𝟎𝟓𝟔) − (𝟓𝟒𝟒)𝟐 ][𝟒𝟎(𝟖𝟒𝟕𝟐 ) − (𝟓𝟓𝟒)𝟐 ]

(𝟑𝟏𝟓𝟖𝟒𝟎) − (𝟑𝟎𝟏𝟑𝟕𝟔)
𝒓=
√[(𝟑𝟐𝟐𝟐𝟒𝟎) − (𝟐𝟗𝟓𝟗𝟑𝟔)][ (𝟑𝟑𝟖𝟖𝟖𝟎) − (𝟑𝟎𝟔𝟗𝟏𝟔)]

𝟏𝟒𝟒𝟔𝟒
𝒓=
√(𝟐𝟔𝟑𝟎𝟒)(𝟑𝟏𝟗𝟔𝟒)

𝟏𝟒𝟒𝟔𝟒
𝒓=
√𝟖𝟒𝟎𝟕𝟖𝟏𝟎𝟓𝟔

𝟏𝟒𝟒𝟔𝟒
𝒓=
𝟐𝟖𝟗𝟗𝟔. 𝟐𝟐𝟒𝟖

𝒓 = 𝟎. 𝟒𝟐𝟑𝟕𝟑𝟐

114
 (𝑥1 −𝑥2 )−(𝜇1 −𝜇2 )
𝑧=
𝜎 2 𝜎 2
√ 1 + 2
𝑛1 𝑛2

(13.6−13.85)−(10.98−10.98)
= 2 2
√5 +6.09
40 40

(−0.25)−0
=
25 37.088
√ +
40 40

−0.25
=
√0.63+0.93

−0.25
=
√1.56

𝑧 = −0.16

115
Alano, Ma. Andrea Cole A.
 12-A Gen. Lim St,Brgy. Sta Cruz Quezon City
 0936 390 8535
 andreaalano16@gmail.com

Personal Background:
Age: 17 years old Religion: Roman Catholic

Birthday: January 4, 2002 Birthplace: Isabela

Civil Status: Single Nationality: Filipino

Educational Background:
Primary: Good Samaritan Christian School

915 Quezon Ave, Quezon City

2008 – 2014

JHS : Quezon City High School

Scout Ybardolaza St. Dilliman, Quezon City

2014 – 2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2019-2020

116
 INSERT FORMAL
Ancheta, Marco Lorenzo O. 2x2 PICTURE
 #2269, P. Conducto Street, Dr. Sixto Avenue, PRINTED HA
Barangay Caniogan, Pasig City
 09163797674
 anchetamarco13@gmail.com

Personal Background:

Age: 17 years old Religion: Roman Catholic

Birthday: March 13, 2002 Birthplace: Quezon City

Civil Status: Single Nationality: Filipino

Educational Background:

Primary: Pasig Catholic College

Justice Ramon, R. Jabson Street, Pasig, Metro Manila

208-2014

JHS : Pasig Catholic College

Justice Ramon, R. Jabson Street, Pasig, Metro Manila

2014-2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2018 – 2020

117
 INSERT FORMAL

Barnachea, Derick John A. 2x2 PICTURE

 Macapagal Street, Vet Ville, P.T., Quezon City PRINTED HA
 0939 627 7480
 derickbarnachea27@gmail.com

Personal Background:

Age: 17 years old Religion: Roman Catholic

Birthday: July 27, 2002 Birthplace: Tagudin, Ilocos Sur

Civil Status: Single Nationality: Filipino

Educational Background:

Primary: Culiat Elementary School

Culiat, Tandang Sora Avenue, Quezon City

2008 – 2014

JHS : Culiat High School

Culiat, Tandang Sora Avenue, Quezon City

2014 – 2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2018 – 2020

118
 INSERT FORMAL
Calumpang, Gessa Jean D. 2x2 PICTURE
 Bistek Bill, Old Balara, Quezon City PRINTED HA
 0912 661 5695
 Gessacute@gmail.com

Personal Background:

Age: 17 years old Religion: Jehovah’s Witness

Birthday: March 3, 2002 Birthplace: Quezon City

Civil Status: Single Nationality: Filipino

Educational Background:

Primary: Old Balara Elementary School

Dana Felicidad Street, Matandang Balara, Quezon City

2008 – 2014

JHS : Quezon City High School

Scout Ybardolaza Street, Dilliman, Quezon City

2014 – 2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2018 – 2020

119
 INSERT FORMAL

2x2 PICTURE
Ceniza, Joshua L.
PRINTED HA
 Pingkian 2, Barangay Pasong Tamo, Tandang Sora,
Quezon City
 0961 235 9963
 cenizajoshua06@gmail.com

Personal Background:

Age: 17 years old Religion: Roman Catholic

Birthday: December 23, 2001 Birthplace: Quezon City

Civil Status: Single Nationality: Filipino

Educational Background:

Primary: Culiat Elementary School

Culiat, Tandang Sora Avenue, Quezon City

2008– 2014

JHS : Culiat High School

Culiat, Tandang Sora Avenue, Quezon City

2014 – 2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2018 – 2020

120
Jalimao, Mariecris O.
 Bistek Bill, Old Balara, Quezon City
 0930 633 1340
 MezzieJalimao@gmail.com

Personal Background:

Age: 17 years old Religion: Jehovah’s Witness

Birthday: October 29, 2001 Birthplace: Quezon City

Civil Status: Single Nationality: Filipino

Educational Background:

Primary: Old Balara Elementary School

Dana Felicidad Street, Matandang Balara, Quezon City

2008 – 2014

JHS : Quezon City High School

Scout Ybardolaza St. Dilliman, Quezon City

2014 – 2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2018 – 2020

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Pagulayan, Kyle Rios D’Angelo D.S 2x2 PICTURE
 #29, Daisy Street, Del Nacia Ville, 1 Tandang Sora PRINTED HA
Avenue, Quezon City
 0919 278 3326
 kenkyle155@gmail.com

Personal Background:

Age: 17 years old Religion: Roman Catholic

Birthday: July 14, 2002 Birthplace: Malabon

Civil Status: Single Nationality: Filipino

Educational Background:
Primary: De La Salle Araneta University

Salvador Araneta Campus, 303 Victoneta Avenue, Portero,

Malabon 1475

2008 – 2014

JHS : Canaan Christian School

#139 Geronimo Drive, Tandang Sora Avenue, Banlat,

1100 Quezon City

2014 – 2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2018 – 2020

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Palileo, Angelo Luis P. 2x2 PICTURE
 28 – I, Project 8, Sitio Maligaya, Quezon City PRINTED HA
 0933 048 6683
 palileo_angelot@yahoo.com

Personal Background:

Age: 17 years old Religion: Roman Catholic

Birthday: November 13, 2001 Birthplace: Quezon City

Civil Status: Single Nationality: Filipino

Educational Background:

Primary: Toro Hills Elementary School

Barangay Bahay Toro, Project 8, Quezon City

2008– 2014

JHS : San Bartolome High School

San Bartolome, Novaliches, Quezon City

2014 – 2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2018 – 2020

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Salinas, Aeron G. 2x2 PICTURE
 B2L3, Titanium Street, Goldhill Homes, Bagbag, PRINTED HA
Novaliches, Quezon CIty
 0961 351 7575
 aeron.salinas@gmail.com

Personal Background:

Age: 17 years old Religion: Roman Catholic

Birthday: December 28, 2001 Birthplace: Quezon City

Civil Status: Single Nationality: Filipino

Educational Background:

Primary: Holy Child Academy - Main

10 London Drive, Gulod, 1117 Quezon City

2008 – 2012

Dr. Carlos S. Lanting College

16 Tandang Sora Avenue, Novaliches, 1116 Quezon City

2012 – 2013

Holy Child Academy - Main

10 London Drive, Gulod, 1117 Quezon City

2013 – 2014

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JHS : Holy Child Academy - Main

10 London Drive, Gulod, 1117 Quezon City

2014 – 2017

Colegio de San Bartolome de Novaliches

Holy Cross Road, Novaliches, Quezon City

2017 - 2018

SHS : AMA University and Colleges

Maximina St. Villa Arca Project 8, Quezon City

2018 – 2020

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