I NTERNATIONAL JOURNAL OF M ULTIDISCIPLINARY R ESEARCH AND A NALYSIS

ISSN(print): 2643-9840, ISSN(online): 2643-9875

Volume 06 Issue 03 March 2023
DOI: 10.47191/ijmra/v6-i3-50, Impact Factor: 7.022
Page No. 1301-1320

English Proficiency and Academic Performance of College Students

Helen T. Asio, Ph. D1, Michelle G Quijano, Ph.D2

ABSTRACT: The present study aims to identify the relationship of the Level of English Language Proficiency along
Stress/Intonation, Verbal Abilities, Correct Usage, Reading Comprehension, Spelling and Punctuation, Identifying Error and Lo gical
Organization and their Academic Performance of the 251 college students. Moreover, it aims to determine if their is a significant
difference of the respondents’ Level of English Proficiency when they are grouped according to their profile: course, age, se x and
dialect spoken.
The result reveals that in terms of profile course, there is no significant difference in stress and logical organization.
However, in Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Errors and Spelling and Punctuation, there is a
significant difference. As to profile age,there is no significant difference in Stress/Intonation, Verbal Abilities, Correct Usage,
Spelling and Punctuation, Logical Organization. But in Reading Comprehension and Identifying Errors, there is a significant
difference. Respondents aging 18 are better than the rest in Reading comprehension and Identifying Errors. Along profile sex,
there is significant difference. Female are better than male in Reading Comprehension, Correct Usage and Identifying Errors. In
terms of profile Dialect Spoken, there is no significant difference in English Proficiency Level of the respondents. As to the
Academic Performance of the respondents, they are within the average level with 176 or 70.1%.
The result reveals that there is significant relationship between the respondents’ Level of English Proficiency and their Level of
Academic Performance.

KEYWORDS: English Proficiency, Academic Performance, English Language

INTRODUCTION
English language is one of the most dominating languages of the world which having its impact on every field work. As the world’s
lingua franca, it is the most-used language of the internet, accounting for more than half of all websites. For many people, learning
English is a way to get access to a broader range of information, connections, and opportunities.
English as a foreign language in many countries, it becomes a compulsory subject taught in formal school from the lowest
level to university level. Even though English is a foreign language, teaching English as a language in school to university must be
congruent with the function of language itself that whatever language, a language is means of communication that is not only
used in written form only, but also oral performance communicatively and contextually.
The Philippines is recognized globally as one of the largest English-speaking nations with majority of its population having
at least some degree of fluency in the language. English has always been one of the official languages of the Philippines and is
spoken by more than 14 million Filipinos. It is the language of commerce and law, as well as the primary medium of instruction in
education.
Filipinos learn English in school as not just an ordinary requisite subject, but with a curriculum that is highly applicable to
the Filipinos’ daily lives. Most of the private schools in the Philippines offer Language and Reading subjects, speech classes, English
aptitude exams, oratorical exams, and essay-writing activities. Not to mention, regular film-showing activities that exposed
Filipinos not just to the proper use of the language, but also to slang, and the way native speakers speak it. And beyond the
classroom, Filipinos are constantly exposed and are able to experience using the language firsthand, in real, actual situations.
However, in a recent round table discussion organized by the British Council, key stakeholders from the government,
academe, private, and non-government sectors agreed that the country needs to step up its efforts in improving the teaching and
learning of English, developing it as a vital skill of the workforce. This is an initiative that could potentially strengthen the
Philippines' distinct advantage in this part of the world, particularly with the upcoming ASEAN economic integration.
De Leon (1999) is convinced that measures must be taken to promote English in all levels of education because he believes that
English is not a hindrance to becoming nationalistic rather the key to Filipinos’ success in life, here and abroad.

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English Proficiency and Academic Performance of College Students
It is generally conceived that intelligence is more closely and consistently related to all kinds of academic performance tha n any
other variables yet identified. It is known, however, that academic performance can vary even among individuals of similar
intelligence or similar ability for that matter. Scholastic aptitude and intelligence are necessary for academic success, but above
these, success is dependent upon some non-intellectual factors.
Philippine Education has made some changes. One of the defining changes in the Philippine education system in the past
decade is the adoption of the K-12 policy, which mandates the addition of two years in the traditional 10-year pre-university
program. One of the salient features of the K-12 program provides senior high school graduates (grades 11 and 12) the option to
choose a track aligned with their interest and competence.
Since this subject is still new in the Higher Education, availability of textbook or Instructional Material in teaching the
subject is one of the problems at the moment. The proponents believe that authentic materials are preferred to teach the language
of the target profession.
Many studies have been made in order to find out the factors that may affect the academic performance of the students.
However, there is a very limited studies as to the significant relationship of English Proficiency Level of the students and their
academic performance.
Hence, this research aims to conduct a survey on the level of English Proficiency of the graduates of k12 curriculum who
are also the incoming freshman of the university and try to find out if it has something to do with their Academic Performance in
English. The result of the study will be the basis in designing syllabus and formulating module in teaching GEC 4: Purposive
Communication subject in order to enhance the English Competence of the graduates of Higher Education Institutions in the
Philippines, specifically, the Isabela State University.

REVIEW OF RELATED LITERATURE

The trend towards globalization and interconnectedness demands not only improving communication technology, but also, at a
personal level, such as the ability to communicate with the rest of the world. Hence, the teaching of the English language es pecially
in countries where English is not the mother tongue, is an urgently needed preparation for life in the next century.
Peficiano (1998) in her keynote speech during the Second Joint Congress of the Council of the Department Chairpersons
of English and College English Teachers’ Associations said that “almost all the leading futurists agree that we face a world with a
less defined physical borders with even less barriers to moving and exchanging ideas”.
Relevant to the functions of language is the focus given to the teaching of English in most parts of the world as Sinha and
Sadorna, (1991) pointed. The teaching of English is a worldwide activity. In countries where educational leaders realize that English
has become a necessity for international survival, English as a second language/foreign language are offered.
Today, there is a spirited debate over the rapid deterioration of the English Language as used by the Filipino students.
Some columnists in the daily newspapers suggest that something must be done to reverse the trend of the “poorer and poorer
use of English”. Indeed, English today is still alive but most teachers observed that even after graduation in College, many of the
students could not even express themselves fluently in English. An evidence that our English today is seriously ill (Seroy, 1982).
Seroy also said that students who have difficulties on how to communicate a given concept in English possess a
monumental problem so much so that what he wanted to say must often be subordinated by what he can say.
Meanwhile, Soriano (1986) found out that 12 years after the policy of Bilingual Education was implemented in
Department Order No. 9/s 1973 and 10 years after its implementation in the schools, the problem of developing the Filipinos’
competence in both English and Filipino is still the subject of so much controversy. It is just a clear indication that while Filipino
had been gaining headway, English has been lagging behind. The consensus is that, English language as used by the Filipinos h as
deteriorated, comparison are often made between the kind of English used in the past and that what is employed today. This
deterioration is manifested in several ways such as: incorrect grammar, the inability to use English in connected discourse o r the
lack of fluency in the language, poor reading comprehension skills and lack of interest in reading, and poor disorganize d writing.
Measures and strengthening are timely due to the growing awareness of the low proficiency in English of Filipinos as
proven by the results of Test in English as Foreign language (TOEFEL) between July 2000 and June 2001 where Filipino examinee s
obtained 45.7 percent and a study made by Cervantes which showed that graduate students of nursing and education had
mediocre English proficiency (Pinoy’s English Proficiency ranked low worldwide, 2002).
While there is no doubt that great difference in levels of possible achievement in any given learning field do exist between
individuals, it must be admitted that there is yet nothing but very crude instruments for measuring the individual’s capacity and
level of achievement in any given field. By the use of objective measuring devices, such as controlled observation and recording,
through the maintenance and utilization of cumulative recording supplemented by needed administrative reorganization, it is
entirely possible to develop sufficient high degree of understanding of the maturation level of each student so that the adjustment

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English Proficiency and Academic Performance of College Students
of the learning situation to these students is a distinct possibility. In short, modern educators need to become more and mor e
conscious of the need for careful evaluation both of individual learner’s progress and of the total situation (Beaumont and
Macomber, 1989).

RELATED STUDIES
A number of studies have been carried out to identify and analyse the numerous factors that affect students’ academic
performance in various centres of learning. Their findings identify Attitude of the learners, Shortage of Resources, Parental
Involvement, are the causes of poor performance of learners in ESL (Nkandi, 2015); students’ attitudes towards bilingual education
affect the learner’s level of proficiency towards the language(RAHMAN,2016).
Reyes’ study also revealed that the parents’ socio-economic status is significantly related to the pupils’ academic
achievements.
Alparo (1982) stated that the student factor which contributed to the failure of English language learning included the
rampant use of the dialect in the campus, socioeconomic status, educational attainment of parents, negative attitude toward s
English, lack of interest in the subject, poor English grammar foundation, and unreadiness or college English subje cts. The
teacher factors which contributed to the poor English proficiency level of students were poor methods of instruction, l ack of
interest towards teaching, lack of curriculum preparation and teacher’s inefficiency and ineffectiveness. The other factors that
contributed to the difficulty were the lack of audio-lingual facilities and minimum utilization of library.
Agullo (1985) looked into the “English Performance of Freshman College Students in Relation to their Study Habits within
the School Year 1984-1985 at the Philippine Normal College (PNC), Agusan Campus, Prosperidad, Agusan Del Sur”. Based on the
findings, the researcher arrived at the following conclusions: the English performance of students were only average, students
with very good and good ratings, possess very good study habits, study habits of students as to parent factor showed no correlation
at all and no correlation existed for study habits as to the teacher factor and study habits, as to community factor.
Abon (1998) looked into the English proficiency level of freshman students as related to some variables. In this study,
Abon used the Normative Survey Method and documentary analysis. Using sixty freshman students to answer a questionnaire
with 100 item test in grammar, idioms, sentence construction and vocabulary, she highlighted the following: College freshmen’s
performance in the English Proficiency Test is average because majority got average scores in the four categories considered:
availability of reading materials at home helped in improving their communication skills; the type of high school graduated from,
educational attainment of parents, socio- economic status of the family, frequency of use of the English language in
communication with parents, siblings, schoolmates, classmates, sex, and civil status do not have bearing in their English
proficiency.
Carag (1997) studied the level of grammar proficiency of College Freshmen of St. Louis College of Tuguegarao, and he
found out that majority (77.92%) of the students failed in the communicative written language test. She also discovered that the
students’ grades in English 1-A is significantly related to their English Grammar Proficiency. The students’ grammar proficiency is
not significantly affected by the high school they graduated from, and the language spoken at home. Based on the findings, he
concluded that the reading habits, course enrolled in, reading interest and reading materials at home influenced the stud ents’
grammar proficiency in English while the high school graduated from, and the language spoken at home have no bearing to the
English grammar proficiency of the students.
Rayos (1984) in her study on the language skills in English utilized the Diagnostic Test in English as the main instrument,
which was prepared by the South Asian Ministry of Education Regional Language Center in Singapore. After subjecting the data to
descriptive and inferential analysis, she concluded that of the four language skills included in the test, i.e., vocabulary,
organization, reading comprehension and grammar, the reading comprehension is the easiest, vocabulary, next; grammar, third;
while organization is the most difficult.
Reyes (1988) pointed out the significant factors affecting the difficulties of English language or communication arts of the
Grade VI pupils of Bataan. His findings are the following:
a.) Lack of vocabulary understanding
b.) Lack of reading comprehension
c.) Inability to write correct words.
d.) Inability to pronounce the words correctly.

Darbin (1990) in her study, concluded the pupil-respondents have poor comprehension of words and are weak in detecting
coherence in sentences. She recommended that English teachers should acquire the habit of checking pupils’ error in

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English Proficiency and Academic Performance of College Students
pronunciation, choice of words, articles, prepositions and other components of language instruction not only during English class
but also in other classes.
The above studies have similarities to the present study because their focus was on determining the various factors that
affecting the English Proficiency of the respondents. Moreover, they also studied the relationship of English Proficiency of the
respondents with their Academic Performance. However, they failed to identify as to what aspect of English Proficiency that have
direct relationship with the respondents; profile such as course, age, sex and dialect spoken which is the main focus of the present
study.

RESEARCH PARADIGM
INPUT PROCESS OUTPUT

A. Respondents’ Demographic Analysis on the Enhanced

Profile:
relationship between Syllabus in GEC 4:
a. Course Respondents’ Purposive
b. Age Demographic Profile Communication
c. Sex and their English
d. Dialect spoken
Proficiency Level and
B. Respondents’ English Proficiency: Analysis on the
a. Stress/intonation relationship between High Level of
b. Verbal Ability
Respondents’ English English Proficiency
c. Correct Usage
d. Reading Comprehension Proficiency and their and Academic
e. Spelling and Punctuation Academic Performance
f. Logical Organization Performance

C. Respondents’ Academic
Performance in GEC 4:Purposive
Communication Subject

STATEMENT OF THE PROBLEM

The present study aimed to investigate the English Proficiency level of the freshman students who are graduates of K-12 curriculum
as a tool in the development of Instructional Material in teaching Purposive Communication.
Specifically, it aimed to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
a. course
b. age
c. sex
d. dialect spoken?

2. What is the English Proficiency Level of the respondents in terms of: Stress/Intonation, Verbal Abilities, Reading
Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation and Logical Organization?

3. Is there a significant difference in the English Proficiency Level of the respondents in terms of: Stress/Intonation, Verbal
Abilities, Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation and Logical Organization when
they are grouped according to profile?

4.What is the level of Academic Performance of the Respondents?

5. Is there a significant relationship between the Level of Academic Performance and Level of English Proficiency of the
respondents?

NULL HYPOTHESES:
1. There is no significant difference in the Level of English Proficiency of the respondents when they are grouped according to
their profile.

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English Proficiency and Academic Performance of College Students
2. There is no significant relationship between the Level of English Proficiency and the Academic Performance of the
respondents.

SIGNIFICANCE OF THE STUDY

English is one of the international languages. Being the language used for socioeconomic mobility and for educational and
professional advancement, it is considered as the windows to the world. Hence it should be preserved, and it should be
strengthened. The ill effect of the lack of knowledge of English must, therefore, be looked into.
With the result of the study, the students could find essential feedback and
information on their weaknesses and strengths in the use of English language. They may be able to find ways in order to improve
their weaknesses and enhance their strengths. The results could also guide the teachers in determining the students’ level of
English Proficiency. Being well knowledgeable on student English competence, particularly on their weaknesses, teachers could
then device approaches and strategies on how to integrate learning content with the students’ current deficiencies. Moreover ,
this study could also be beneficial to parents for the upcoming grade levels since results will guide them in choosing the
opportunities and interventions that should be provided to their children so as to enhance their language proficiency and aca demic
performance.
Furthermore, insights may also be provided to textbook writers in coming up with books and other relevant materials
that could address the deterioration of English competence of students.
In addition, the result could be used as eye-opener to the administration to revisit their school policies and programs,
consequently, formulate a more responsive and learner-centered policies and programs. The curriculum planners to come up
with effective measures, policies that can respond to the needs of students, teachers and the entire educational system especially
in the enhancement of the English competence of students.

METHODOLOGY
Research Design
This study made use of the descriptive method using quantitative approach.

Respondents of the Study

The respondents of the present study are the 251 freshman students enrolled during the 1st semester, S.Y 2018-19 at Isabela
State University-Ilagan, Philippines They were enrolled in the four programs: Bachelor of Secondary Education (BSE), Bachelor of
Technological and Livelihood Education (BTLED), Bachelor of Technical Vocational Teacher Education (BTVTED) and BS Industrial
Technology (BS Ind. Tech) broken down as follows:

Course Population
Bachelor of Secondary Education 86
Bachelor of Technical Livelihood Education 44
Bachelor of Technical Vocational Teacher Education 37
Bachelor of Science in Industrial Technology 84
TOTAL 251

Research Instrument
In getting the English Proficiency Level of the respondents, a questionnaire prescribed by CHED (English Proficiency Test), was
utilized by the researchers. It contained 100 items broken down as follows:

Type of Test No. of Items

I. Stress/Intonation 10
II. Verbal Ability 10
III. Reading Comprehension 20
IV. Correct Usage 20
V. Identifying Errors 20
VI. Spelling and Punctuation 10
VII. Logical Organization 10
Total 100

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English Proficiency and Academic Performance of College Students
Aside from the questionnaire, the researchers also utilized the respondents’ grade in GEC 4:Purposive Communication subject t o
determine their Academic Performance.

Data Gathering Procedure

The researchers administered English Proficiency Test with the students enrolled in GEC 4: Purposive Communication Subjects.
The result of the test was the basis in to determining the respondents’ Level of English Proficiency. At the end of the semester,
the researchers took the grades of the respondents in their GEC 4: Purposive Communication subject which was used to determine
the Level of Academic Performance of the respondents. To ensure the accuracy of the data, the grading sheets submitted to the
registrar office were also used.

Statistical Treatment of the Study

1. To determine the Level of the English Proficiency and Academic Performance of the respondents, ranking and frequency counts
was used.
The English Proficiency Level of the respondents was interpreted using the scale below:
Score Descriptive Rating
68-100 High
34-67 Average
0-33 Low

As to the academic performance in GEC 4 Purposive Communication Subject, the scale below was used:
Score Descriptive Rating
1.0-1.75 High
2.0-2.5 Average
2.75 Low

2. To determine the significant difference of English Proficiency Level of the Respondents as to Stress/ Intonation, Verbal Abil ities,
Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation and Logical Organization when the
respondents are grouped according to their profile, Analysis of Variance (ANOVA) was used.
3.To determine the relationship between the English Proficiency Level and Academic Performance of the respondents, Pearson’s
r was performed.

RESULT AND DISCUSSION

1. What is the demographic profile of the respondents in terms of: course, age, sex and dialect spoken?
Table 1: Distribution of the Respondents According to Course
Courses Frequency Percent
BSE 86 34.3
BTLED 44 17.5
BTVTED 37 14.7
BS IND TECH 84 33.5
Total 251 100.0

As shown in Table 1, there is a total of 251 respondents. Most of them are coming from the Bachelor of Secondary Education, 86
or 34.3%; Bachelor of Science in Industrial Education, 84 or 33.5%; Bachelor of Technological and Livelihood Education, 44 or
17.5%; and Bachelor of Technical Vocational Teacher Education, 37 or 14.7%.

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English Proficiency and Academic Performance of College Students
Table 2: Distribution of the Respondents According to Age

Age Frequency Percent

17 8 3.2
18 136 54.2
19 92 36.7
20 11 4.4
21 4 1.6

Total 251 100.0

As to the age of the respondents, most of them are aging 18, with 136 or 54.2% while the least, aging 21, with 4 or 1.6%
respondents.The result shows that the respondents are on the expected age for their level. It implies that they started their
elementary at the age of 7 which is the required age.

Table 3: Distribution of the Respondents According to Sex

Sex Frequency Percent
Male 85 33.9
Female 166 66.1
Total 251 100.0

Table 3 shows that the respondents are dominated by females, with 166 or 66.1%. This supports the statement of the Commissi on
on Higher Education (CHEd) Chairperson Patricia Licuanan in the Philippine Inquirer, (2012):
“The difference between female and male graduates was even greater in previous years: 56.8 percent female graduates against
43.2 percent male graduates in 2006 and 61 percent female graduates against 39 percent male graduates in 2001”
The result also conforms with the findings of the PSA(2008) that:
“Seven out of ten females six years old and over completed at least elementary education. This figure is higher compared to that
for males (65.1%)” …
“On the other hand, 38.7 percent of population six years old and over completed at least high school education. This figure is
higher among females compared to males (41.1% vs. 36.4%)”.

Table 4: Distribution of the Respondents According to Dialect

Dialect Frequency Percent
Ilocano 133 53.0
Ibanag 79 31.5
Tagalog 36 14.3
Paranan 3 1.2
Total 251 100.0

As to the dialect spoken by the respondents, most of them are Ilocano with 133 or 53%; followed by Ibanag with 79 or 31.5%.
There are 36 or 14.3% Tagalog and 3 or 1.2% Paranan. The data reveals the reality that Ilocano dominated not only in the City of
Ilagan but also in Northern Luzon as described in the Ethnic Groups Philippines, (2008):

“Ilocanos make up the 3rd largest ethnolinguistic group in the Philippines. Large populations are found in Ilocos Norte, Ilocos Sur,
Cagayan, Abra, La Union, Nueva Vizcaya, Pangasinan, Tarlac, and Benguet. There is, in fact, a diaspora of Ilocanos; they are found
all over the country, as far south as Mindanao. The language has become the lingua franca of Northern Luzon”.

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English Proficiency and Academic Performance of College Students
2. What is the English Proficiency Level of the respondents in terms of: Stress/Intonation, Verbal Abilities, Reading Comprehension,
Correct Usage, Identifying Error, Spelling and Punctuation and Logical Organization?

Table 5. English Proficiency Level of the Respondents in Terms of Stress/Intonation

Stress/Intonation Frequency Percent
0 - 3 (Low) 5 2.0
4 - 7 (Average) 139 55.4
8 - 10 (High) 107 42.6
Total 251 100.0

It shows that in terms of Stress/Intonation, most of the respondents are rated average with 139 or 55.4%

Table 6. English Proficiency Level of the Respondents in Terms of Verbal Ability

Verbal Abilities Frequency Percent
0 - 3 (Low) 29 11.6
4 - 7 (Average) 201 80.1
8 - 10 (High) 21 8.4
Total 251 100.0

As to Verbal Ability, most of the respondents have an average proficiency level with 201 or 80.1%

Table 7. English Proficiency Level of the Respondents in Terms of Reading Comprehension

Reading Comprehension Frequency Percent
0 - 8 (Low) 135 53.8
9 - 14 (Average) 116 46.2
Total 251 100.0

Along Reading Comprehension, the level of proficiency of most respondents is low with 135 or 53.8%. No one among the
respondents gets a high level of proficiency.The result concurs the findings of Magbanua, (2016) under her study, “The Englis h
Proficiency of College Students.In terms of reading comprehension, the result of her study show that out of 305 respondents, 77
(25%) was satisfactory; 58 (19%) was unsatisfactory; 56(18%) was conditional; 46(15%) failed; 28(9%) was very satisfactory an d
passed; 7(3%) was good and 5(2%) was very good. Data implies that the English proficiency of the students in terms of reading
comprehension was satisfactory. Similar to her findings, none among the respondents got the rating of outstanding.

Table 8. English Proficiency Level of the Respondents in Terms of Correct Usage

Correct Usage Frequency Percent
0 - 8 (Low) 98 39.0
9 - 14 (Average) 136 54.2
15 - 20 (High) 17 6.8
Total 251 100.0

As to correct usage, most of the respondents are within average proficiency level with 36 or 54.2%.
Table 9. English Proficiency Level of the Respondents in Terms of Identifying Errors
Identifying Errors Frequency Percent
0 - 8 (Low) 195 77.7
9 - 14 (Average) 55 21.9

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English Proficiency and Academic Performance of College Students
15 - 20 (High) 1 .4
Total 251 100.0

In terms of Identifying Errors, most of the respondents are within low proficiency level with 195 or 77.7%. There is only one or .4%
who is within high level.

Table 10. English Proficiency Level of the Respondents in Terms of Spelling and Punctuation
Spelling and Punctuation Frequency Percent
0 - 3 (Low) 64 25.5
4 - 7 (Average) 158 62.9
8 - 10 (High) 29 11.6
Total 251 100.0

As to Spelling and punctuation, most of the respondents are within the average level. This contradicts the result of the study of
Magbanua (2016), when she studied the English proficiency of 305 respondents in terms of spelling, it was found that out of 3 05
respondents, 77 (25%) failed in spelling; 39(13%) was conditional; 37(12%) was satisfactory; 32 (10%) was good; 31(10%) was very
satisfactory; 26(9%) was very good; 13(4%) was outstanding and only 1(1%) was highly outstanding. The result shows that
freshmen college students are not proficient in English in terms of spelling.

Table 11. English Proficiency Level of the Respondents in Terms of Logical Organization
Logical Organization Frequency Percent
0 - 3 (Low) 250 99.6
4 - 7 (Average) 1 0.4
8 - 10 (High) 0 0.0
Total 251 100.0

In terms of Logical Organization, almost all of the respondents are within low level with 250 or 99.6%. There is only one or .4%
within average level. No one gets a high level.
The result of the present study conforms with the findings of Rayos (1984) in her study on the language skills in English
utilized the Diagnostic Test in English as the main instrument which was prepared by the South Asian Ministry of Education
Regional Language Center in Singapore . After subjecting the data to descriptive and inferential analysis, she concluded that of the
four language skills included in the test, i.e., vocabulary, organization, reading comprehension and grammar, the reading
comprehension is the easiest, vocabulary, next; grammar, third; while organization is the most difficult.

Table 12. English Proficiency Level of the Respondents

English Frequency Level Frequency Percent
68 – 100 (High) 0 0.0

34 - 67 (Average) 193 76.9

0 - 33 (Low) 58 23.1
Total 251 100.0

As shown in Table 11, the overall English Proficiency level of the respondents is within average with 193 or 76.9%. None amon g
the respondents gets a high level.

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English Proficiency and Academic Performance of College Students
Table 13: Summary of the English Proficiency Level of the Respondents

Components of English Proficiency Level Frequency Percentage

low 5 2.0
Stress/ Intonation average 139 55.4
high 107 42.6
low 29 11.6
Verbal Ability average 201 80.1
high 21 8.4
Reading low 135 53.8
Comprehension average 116 46.2
low 98 39
Correct Usage average 136 54.2
high 17 6.8
Identifying Errors low 195 77.7
average 55 21.9
high 1 0.4
Spelling low 64 25.5
and Punctuation average 158 62.9
high 29 11.6
Logical Organization low 250 99.6
average 1 0.4

Table 12 shows the Summary of the English Proficiency Level of the respondents. Out of 251 respondents, most of the responden ts
are rated Average on the following: Stress /Intonation 139 or 55.4%; Verbal Ability, 201 or 80.1%; Correct Usage, 136 or 54.2%;
and Spelling and Punctuation, 158 or 99.6%.
However, on the areas such as Reading Comprehension, Identifying Errors and Logical Organization, most of them are
rated Low with 135 or 53.8%, 195 or 77.7%; and 250 or 99.6% respectively.
The result of the present study concurs the study of Abon’s (1998). Her study revealed that the most difficult part
encountered by the students in the test given to them was on “Logical Organization”. Moreover, Darbin (1990) in her study,
concluded the pupil-respondents have poor comprehension of words and are weak in detecting coherence in sentences.

Table 14. The English Proficiency Level of the Respondents

English Frequency Level Frequency Percent
68 – 100 (High) 0 0.0

34 - 67 (Average) 193 76.9

0 - 33 (Low) 58 23.1
Total 251 100.0

As shown in Table 14, the English Proficiency Level of the respondents is average with 193 or 76.9%. The result of this study
confirms the finding of Rabacca and Lasaten (2016) on their study titled, “English Language Proficiency and Academic Performance
of Philippine Science High School Students”. The result of their study indicates that the students have average English langua ge
proficiency level. This further implies that the students have typical skills in grammar, vocabulary and reading comprehensio n.
Thus, the students have to be exposed to more reading and writing activities to further enhance their English language proficiency
level.
3. Is there a significant difference in the English Proficiency Level of the respondents in terms of: Stress/Intonation, Verbal Abilities,
Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation and Logical Organization when they are
grouped according to profile?

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English Proficiency and Academic Performance of College Students
Table 15. Significant Difference in the English Proficiency Level of the Respondents when Grouped According to Their Courses
ANOVA Table
Sum of Squares df Mean Square F Sig. Remarks

Between Groups (Combined) .674 3 .225 .795 .498

Stress/Intonation Within Groups 69.875 247 .283
* Courses Not Significant
Total 70.550 250
Between Groups (Combined) 2.504 3 .835 4.364 .005
Verbal Abilities Within Groups 47.241 247 .191 Significant
* Courses
Total 49.745 250
Between Groups (Combined) 10.412 3 3.471 16.493 .000
Reading
Comprehension Within Groups 51.978 247 .210 Significant
* Courses Total 62.390 250
Between Groups (Combined) 20.154 3 6.718 24.152 .000
Correct Usage * Within Groups 68.706 247 .278 Significant
Courses
Total 88.861 250
Between Groups (Combined) 2.290 3 .763 4.308 .006
.177 Significant
Identifying Within Groups 43.766 247
Errors * Courses Total 46.056 250
Between Groups (Combined) 5.864 3 1.955 5.870 .001
Spelling and Significant
Within Groups 82.255 247 .333
Punctuation *
Courses Total 88.120 250
logical Between Groups (Combined) .008 3 .003 .637 .592
Organization * Within Groups
Not Significant
Courses .988 247 .004
Total .996 250

Table shows the significant difference in the in the English Proficiency Level of the respondents in terms of Stress/Intonation,
Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation, and, Logical Organizatio n
when they are grouped according to their profile courses using ANOVA F – test at 0.05 level of significance.
The table presents that the computed significance F values of Stress/Intonation, and Logical Organization when group
according to their courses; were greater than the critical level of significance of 0.05 (F > .05) resulted to the acceptance of the
null hypothesis (H o). There is no significant difference in Stress/Intonation and Logical Organization when grouped according to
their profile courses.
For the Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, and Spelling and Punctuation; the
computed significance F values were less than the critical level of significance of 0.05 (F < .05), the null hypothesis (H o) is rejected.
There is significant difference in the Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, and, Spelling and
Punctuation when grouped according to their profile courses.
Results reveal that courses of the respondents do not influence their English Proficiency Level along Stress/Intonation
and Logical Organization. However, along Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, and, Spelling
and Punctuation; their courses showed significant role to it; wherein those who are BTVTED respondents were better in Verbal
Abilities, BSE students are in Reading Comprehension and Correct Usage, BTLED students in Identifying Errors, and BS Industrial
Technology students are in Spelling and Punctuation.

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English Proficiency and Academic Performance of College Students
Table 16. Significant Difference in the English Proficiency Level of the Respondents when Grouped According to Their Age
ANOVA Table
Sum of df Mean F Sig. Remarks
Squares Square
Between Groups
(Combined) 1.076 4 .269 .952 .434
Stress/Intonation *
Within Groups 69.474 246 .282 Not Significant
Age
Total 70.550 250
(Combined) 1.353 4 .338 1.719 .146
Not Significant
Between Groups .197
Verbal Abilities * Within Groups 48.392 246
Age Total 49.745 250
Reading Between Groups (Combined) 3.446 4 .862 3.595 .007
Comprehension * Within Groups 58.944 246 .240 Significant
Age Total 62.390 250
(Combined) .659 1.881 .114
Between Groups 2.638 4
Correct Usage * .350 Not Significant
Within Groups 86.223 246
Age
Total 88.861 250
(Combined) .488 2.723 .030
Between Groups 1.953 4
Identifying Errors .179 Significant
Within Groups 44.103 246
* Age
Total 46.056 250
Spelling and Between Groups (Combined) .494 4 .123 .346 .846
Punctuation * Age Within Groups 87.626 246 .356 Not Significant
Total 88.120 250
logical Between Groups (Combined) .003 4 .001 .209 .933
Organization * Within Groups
Age Not Significant
.993 246 .004
Total .996 250

Presented in the table above is the significant difference in the in the English Proficiency Level of the respondents in terms of
Stress/Intonation, Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation and Lo gical
Organization when they are grouped according to their profile age using ANOVA F – test at 0.05 level of significance.
As presented the computed significance F values of Stress/Intonation, Verbal Abilities, Correct Usage, Spelling and
Punctuation and Logical Organization when group according to their age; were greater than the critical level of significance of 0.05
(F > .05) resulted to the acceptance of the null hypothesis (H o). There is no significant difference in Stress/Intonation, Verbal
Abilities, Correct Usage, Spelling and Punctuation, and Logical Organization when grouped according to their profile age.
For the Reading Comprehension and Identifying Error, the computed significance F values were less than the critical level
of significance of 0.05 (F < .05), the null hypothesis (H o) is rejected. There is significant difference in the Reading Comprehension
and Correct Usage when grouped according to their profile age.
Results reveal that age of the respondents do not influence their English Proficiency Level along Stress/Intonation, Verbal Abilities,
Correct Usage, Spelling and Punctuation, and Logical Organization. However, along Reading Comprehension and Identifying Error;
their ages showed significant role to it; wherein those who are 18 years old are better than the rest of the students.

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English Proficiency and Academic Performance of College Students
Table 17. Significant Difference in the English Proficiency Level of the Respondents when Grouped According to Their Sex
ANOVA Table
Sum of Squares df Mean Square F Sig. Remarks
Between Groups (Combined) .042 1 .042 .149 .699
Stress/Intonation *
Not Significant
Within Groups 70.508 249 .283
Sex
Total 70.550 250
Between Groups (Combined) .052 1 .052 .260 .610
Verbal Abilities .200 Not Significant
*
Sex Within Groups 49.693 249
Total 49.745 250
Reading Between Groups (Combined) 6.614 1 6.614 .000
.224 Significant
Comprehension 29.529
* Within Groups 55.776 249
Sex Total 62.390 250
Between Groups (Combined) 3.276 1 3.276 9.530 .002
Correct Usage * Within .344 Significant
Groups 85.585 249
Sex Total 88.861 250
Between Groups (Combined) 1.226 1 1.226 6.811 .010
Identifying .180 Significant
Errors
* Sex Within Groups 44.829 249
Total 46.056 250
Between Groups (Combined) .609 1 .609 .189
Spelling and .351 Not Significant
Punctuation * 1.734
Sex Within Groups 87.510 249
Total 88.120 250
Between Groups (Combined) .002 1 .002 .511 .475
logical
Not Significant
Within Groups .994 249 .004
Organization * Sex
Total .996 250

Presented in the table above is the significant difference in the English Proficiency Level of the respondents in terms of
Stress/Intonation, Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation and Lo gical
Organization when they are grouped according to their profile sex using ANOVA F – test at 0.05 level of significance.
As presented the computed significance F values of Stress/Intonation, Verbal Abilities, Spelling and Punctuation and
Logical Organization when group according to their age; were greater than the critical level of significance of 0.05 (F > .05) resulted
to the acceptance of the null hypothesis (H o). There is no significant difference in Stress/Intonation, Verbal Abilities, Spelling and
Punctuation and Logical Organization when grouped according to their profile sex.
For the Reading Comprehension, Correct Usage, and Identifying Error; the computed significance F values were less than the
critical level of significance of 0.05 (F < .05), the null hypothesis (H o) is rejected. There is significant difference in the Reading
Comprehension, Correct Usage, and Identifying Error when grouped according to their profile sex.

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English Proficiency and Academic Performance of College Students
Results reveal that sex of the respondents do not influence their Stress/Intonation, Verbal Abilities, Spelling and Punctuation and
Logical Organization. However, along Reading Comprehension, Correct Usage, and Identifying Error; their sex showed significant
role to it; wherein those who are female are better than the male students on the said proficiency.
The result of the present study confirms the findings of Al-Otaibi (1996) when he examined the influence of gender on the
student’s performance, he found out that male students are not better than female students.

Table 18. Significant Difference in the English Proficiency Level of the Respondents when Grouped According to Their Dialect
ANOVA Table
df F Sig. Remarks
Mean
Sum of Squares Square
(Combi
ned) .530 3 .177 .623 .601
Stress/Intonation * Between Groups
Dialect Within Groups 70.020 247 .283 Not Significant

Total 70.550 250

(Combi 1.47
Between Groups ned) .873 3 .291 1 .223
Verbal Abilities * Not Significant
Within Groups 48.872 247
Dialect .198
Total 49.745 250
(Combi
Reading Between Groups ned) .374 3 .125 .496 .685
Comprehension * Within Groups 62.017 247 .251 Not Significant
Dialect Total 62.390 250
(Combi
Between Groups ned) .991 3 .330 .928 .428
Correct Usage * Not Significant
Within Groups 87.870 247
Dialect .356
Total 88.861 250
(Combi
Between Groups ned) .170 3 .057 .305 .822
Identifying Errors .186 Not Significant
Within Groups 45.886 247
* Dialect
Total 46.056 250
(Combi 1.62 .185
Between Groups ned) 1.701 3 .567 0 Not Significant
Spelling and
Punctuation * Within Groups 86.419 247 .350
Dialect Total 88.120 250
logical Between Groups (Combi .009 3 .003 .723 .539
Organization * Within Groups ned)
Dialect Not Significant
.987 247 .004

Total .996 250

Shown in the table above is the significant difference in the in the English Proficiency Level of the respondents in terms of
Stress/Intonation, Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation and Lo gical
Organization when they are grouped according to their profile dialect using ANOVA F – test at 0.05 level of significance.
As shown the computed significance F values for the English Proficiency Level of the respondents in terms of
Stress/Intonation, Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation and Logical
Organization when they are grouped according to their profile dialect; were greater than the critical level of significance o f 0.05

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English Proficiency and Academic Performance of College Students
(F > .05) resulted to the acceptance of the null hypothesis (Ho). There is no significant difference in English Proficiency Level of the
respondents in terms of Stress/Intonation, Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, Spellin g and
Punctuation, and Logical Organization when grouped according to their profile dialect.
These indicate that dialect of the respondents do not significantly affect the English Proficiency Level of the respondents i n terms
of Stress/Intonation, Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation, and,
Logical Organization.

4.What is the level of Academic Performance of the K12 Respondents?

Table 19. The Level of Academic Performance of the Respondents

Academic Performance Frequency Percent
1.0 - 1.75 (High) 49 19.5
2.0 - 2.5(Average) 176 70.1
2.75 - 5(Low) 26 10.4
Total 251 100.0

As shown in the table, out of 251 respondents, 176 (70.1%) are within the “Average” level; followed by “High” level with 49 (19.5
%); and the least, within “low” level, 26 (10.4%).
The present findings affirm the result of the study of Agullo (1985), “English Performance of Freshman College Students
in Relation to their Study Habits within the School Year 1984-1985 at the Philippine Normal College (PNC), Agusan Campus,
Prosperidad, Agusan Del Sur”.The researcher arrived at the conclusion that the English performance of students were only
average.Bacares(2001) also concluded in her study entitled ,”Performance Profile of Freshman of Partido State University in
English 1” that there is much to be done for students to fully acquire the skills in English.

5.Is there a significant relationship between the Level of Academic Performance and Level of English Proficiency of the
respondents?
Table 20. Significant Relationship between the Level of Academic Performance and Level of English Proficiency of the
Respondents
Significance
Group Pearson’s Analysis Decision Remarks
r
Level of Academic Performance
(Average) .043 r < .05 Reject Ho There is
And Significant
Level of English Proficiency (Average) Relationship

Table presents the significant relationship between the Level of Academic Performance and Level of English Proficiency of the
respondents using Pearson’s r – test at 0.05 level of significance.
The table reveals that the computed significance r value was less than the critical level of significance of 0.05 (r < .05),
the null hypothesis (Ho) is rejected. There is significant relationship between the Level of Academic Performance and Level of
English Proficiency of the respondents.
Thus, Level of Academic Performance (Average) and Level of English Proficiency (Average) are dependent with each other.
A student who had a better proficiency in English will result to have a better academic performance.
The result of the study concurs with the findings of Sahragard. R, et al, (2011) “A closer look at the relationship between
academic achievement and language proficiency among Iranian EFL students.” Based on the findings, the study found out that a
significant relationship between language proficiency and academic performance exists.
Moreover, in the study of (Aina,J..K, et.al. 2013) “Students’ proficiency in English language relationship with academic
performance in science and technical education,” and (Garnace,L.,2001) “Correlates of English performance among fourth year
high school students in Philippine Science High School-Eastern Visayas Campus, Science and Technology streams,” , which aimed
at finding the relationship between academic achievement and language proficiency, the results of their studies showed that t here
is a significant relationship between English language proficiency and academic achievement.

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English Proficiency and Academic Performance of College Students
Further, Carag (1997) studied the level of grammar proficiency of College Freshmen of St. Louis College of Tuguegarao, she
discovered that the students’ grades in English 1-A is significantly related to their English Grammar Proficiency.
Results on language proficiency and academic performance were consistent with previous research that reported that
there was indeed a relationship between self-perceived English language proficiency and academic performance as measured by
GPA, according to Martirosyan (2015).
The results of the above studies of Sharagard, Aina , Garnace and Carag conform with the result of the present study that the
English Proficiency has a significant relationship with the academic performance of the students.

FINDINGS
1. The following findings are revealed in the present study as to the significant difference of English Proficiency Level of the
respondents when they are grouped according to profile:
a. Course
1)There is no significant difference in stress and logical organization. However, in Verbal Abilities, Reading Comprehension, Correct
Usage Identifying Errors and Spelling and Punctuation, there is a significant difference.
2)BTVTED students are good in Verbal Abilities; BSE in Reading Comprehension; BTLED in Correct Usage; and BS Industrial
Technology in Spelling and Punctuation.

b. Age
1)There is no significant difference in Stress/Intonation, Verbal Abilities, Correct Usage, Spelling and Punctuation, Logical
Organization.
2) There is significant difference in Reading Comprehension and Identifying Errors.
3)Respondents aging 18 are better than the in Reading comprehension and Identifying Errors.

c. Sex
1)There is significant difference in Reading Comprehension, Correct Usage and Identifying Errors.
2)Female respondents are better than male in Reading Comprehension, Correct Usage and Identifying Errors.

d. Dialect Spoken
There is no significant difference in English Proficiency Level of the respondents in terms of Stress/Intonation, Verbal Abilities,
Reading Comprehension, Correct Usage, Identifying Error, Spelling and Punctuation, and Logical Organization when grouped
according to their profile dialect.
2. As to the Academic Performance of the respondents, they are within the average level with 176 or 70.1%.
3.The result reveals that there is significant relationship between the respondents’ Level of English Proficiency and their Level of
Academic Performance.

CONCLUSION
From the above findings, the English Proficiency Level and Academic Performance of the freshman students are within average
level. The results are dependent with each other. A student who had a better proficiency in English will result to have a better
academic performance. Among the seven components of English Proficiency Test, none was performed within high level among
the respondents. It is concluded that such findings confirm the general observation that our students’ proficiency of the En glish
language is not quite good. The incoming freshmen who are graduates of K12 curriculum have a limited competency in English
language.

RECOMMENDATION
In the light of the findings and conclusions, several recommendations are offered to English teachers, students , school
administrators, curriculum designers and developers, and other research enthusiasts.
The English teachers of Isabela State University are encouraged to continuously update themselves with new approaches,
methods, strategies and techniques in teaching the English subject. This can be done by attending seminars, trainings and
workshops related to language and literature teaching. Through this, they can bring out innovations in their teaching and that the
proficiency of the students in the English language will be heightened.
The freshman students of Isabela State University should realize the importance of English language. They must
understand the English language as a system and of the role of its components so as to understand its demands on academic tasks
and eventually gain skills to address the role of academic language in their learning.

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English Proficiency and Academic Performance of College Students
The school administrators of ISU should have concrete plans to develop and monitor their students’ English language proficien cy
throughout their stay in the institution. Also, they should establish bases and standards for allocating resources that contr ibute to
the students’ English language proficiency. Further, they should provide professional development assistance for the faculty to
equip them relevant approaches, methods, strategies and techniques in English language teaching.
The curriculum designers and developers should revisit the existingcurriculum programs of the system, particularly
English, by taking into consideration the result of the study.
Lastly, other research enthusiasts are encouraged to conduct a similar study on a wider scope to va lidate the results and findings
of the present study. Likewise, they are encouraged to investigate other factors that may contribute to students’ English lan guage
proficiency and academic performance such as learning styles, teaching strategies, technologies used in teaching and learning,
exposure to English language, as well as other environmental and contextual variables.

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MEMORANDUM
CHED Memorandum Order No. 59, (1996) New General Education Curriculum. (Commission on Higher Education, Pasig City,
Philippines).

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English Proficiency and Academic Performance of College Students
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