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CHAPTER I

THE PROBLEM AND ITS SETTING

This chapter discusses the introduction, background of the study, rationale, theoretical

framework, conceptual framework, statement of the problem, research objectives, hypothesis,

significance of the study, scope and limitations, review of related literature and studies, and

research methodology.

Introduction

According to Ludwig Wittgenstein, our language defines the boundaries of our

understanding, emphasizing the crucial role of language competence in shaping one's cognitive

landscape. Language competence, as defined, denotes the ability to proficiently employ language

in both oral and written forms across diverse settings. It's evident that insufficient language skills

can hinder learning opportunities. English language proficiency is especially significant in

school, enabling individuals to engage in scholarly discourse, comprehend intricate texts, and

express ideas with precision. This holds true not only for language-related disciplines but also for

fields like Mathematics, where English serves as the primary medium of communication and

instruction. Most mathematical literature and textbooks are published in English, necessitating

proficiency for students in this discipline. Moreover, educators, particularly those in teaching

roles, must possess adequate English proficiency to effectively convey complex mathematical

concepts in the classroom setting.

Recognizing the pivotal role of language proficiency in academic success, it becomes

imperative to understand the relationship of language proficiency on academic reading

comprehension among BSEd Math students at NOrSU Bais Campus II. This study aims to

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illuminate the current proficiency levels and identify areas for enhancement, thereby facilitating

the development of strategies to strengthen English language competence among Mathematics

majors.

Background of the Study

Research across linguistics, psychology, and education has long explored the connection

between language proficiency and academic reading comprehension. This includes investigations

into grammar, vocabulary, spelling, pronunciation, reading comprehension, word recognition and

language skills as grammar plays a crucial role in language acquisition, providing patterns for

communication. Knowledge of grammar rules helps students form correct sentences, aiding both

written and spoken communication. Understanding grammar is essential for effective language

use. Vocabulary is another vital component of language. Students need a rich vocabulary to

express themselves. Lack of vocabulary can hinder students' ability to communicate effectively,

impacting their academic performance. Spelling proficiency also correlates with language

competence. Proficient spellers tend to excel in written expression and reading comprehension.

Targeted interventions addressing spelling skills can enhance overall language development and

literacy.

Despite extensive research on language components, limited literature explores the

implications of language proficiency in Mathematics education. This study aims to bridge this

gap by examining the relationship of language proficiency and academic reading comprehension

among BSEd Math students. By contributing to our understanding of language competence, this

research informs educational practices and guides future studies in Mathematics education.

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Theoretical Framework

This research assumed on three theories namely: Krashen’s Monitor Model (five

hypothesis) and Canale and Swain’s Communicative Competence Theory.

Simple View of Reading (SVR)

theory Relationship of
English Language
Proficiency on
Academic Reading
Comprehension
Dual Coding Theory

Figure 1.0

Simple View of Reading (SVR) theory

Understanding the connection between English language proficiency and academic

reading comprehension is crucial, especially in diverse educational contexts. The Simple View of

Reading Theory, proposed by Gough and Tunmer in 1986, provides a valuable framework for

this relationship. According to this theory, reading comprehension relies on two main

components: decoding (converting written symbols into spoken language) and language

comprehension (understanding vocabulary, syntax, and background knowledge). English

language proficiency, crucial for decoding, involves the effective understanding and use of

English language structures. For English Language Learners (ELLs), mastering decoding in a

second language presents unique challenges, requiring explicit instruction and support to

enhance word recognition and fluency. Language comprehension, influenced by English

proficiency, includes vocabulary, syntax, and discourse understanding. ELLs may struggle with
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English syntax, idiomatic expressions, and academic vocabulary, hindering comprehension of

complex texts.

The interplay between English language proficiency and academic reading

comprehension is multifaceted. Proficiency in both decoding and language comprehension

determines reading outcomes. ELLs with strong decoding but limited language comprehension

may struggle with academic texts, while those with weak decoding and proficient language

comprehension may face difficulties decoding unfamiliar words. Educators can address these

challenges by implementing evidence-based practices, focusing on phonics, vocabulary, and

syntax instruction to enhance decoding and language comprehension skills. Providing

opportunities for language practice through authentic texts and academic discourse supports

language acquisition and comprehension.

In conclusion, the Simple View of Reading Theory offers a concise framework for

understanding the relationship between English language proficiency and academic reading

comprehension. By recognizing the interaction between decoding and language comprehension,

educators can implement targeted interventions to support ELLs' linguistic development and

academic success.

Dual Coding Theory

Dual Coding Theory (DCT) proposes that our minds process information via two

cognitive pathways: verbal and visual. In academic settings, effective comprehension relies on

both linguistic proficiency and the capacity to create mental imagery. English Language

Proficiency serves as the gateway to deciphering textual content, while DCT underscores the

efficacy of amalgamating verbal and visual modalities to augment comprehension. English

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Language Proficiency plays a pivotal role in academic reading, enabling individuals to decode

vocabulary, syntax, and discourse structures. Proficient English speakers’ exhibit enhanced

verbal processing skills, facilitating the extraction of meaning from written texts. Moreover,

higher levels of proficiency correlate with a deeper grasp of textual subtleties, fostering critical

thinking and inference-making capabilities crucial for academic achievement.

Dual Coding Theory elucidates how the simultaneous presentation of information in

verbal and visual formats enhances comprehension. Visual representations, such as diagrams and

illustrations, act as cognitive aids, elucidating complex concepts and furnishing additional

contextual cues. When integrated with verbal content, visual aids fortify comprehension by

engaging multiple cognitive processes concurrently. This integration proves particularly

advantageous for learners with diverse levels of English Language Proficiency, accommodating

varied linguistic backgrounds and learning preferences.

The symbiosis between Dual Coding Theory and English Language Proficiency

underscores the significance of instructional strategies tailored to meet the needs of all learners.

Educators can leverage visual aids alongside textual material to scaffold comprehension and

accommodate learners with diverse linguistic proficiencies. Furthermore, assessment instruments

can be designed to evaluate both verbal and visual comprehension skills, offering a

comprehensive assessment of academic reading abilities.

In conclusion, the connection between Dual Coding Theory and English Language

Proficiency elucidates how the fusion of verbal and visual modalities enriches academic reading

comprehension. By harnessing this theoretical framework, educators can cultivate inclusive

learning environments conducive to the success of all learners in their academic pursuits.

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 CONCEPTUAL FRAMEWORK

Inputs: Process: Output:

 Profiles
 Conducting of  Recommendation
1. Age
Questionnaire s
2. Sex
 Collecting of Data
 Acquired Language
 Organizing of
1. Grammar
Data
2. Vocabulary
 Analysing of Data
a. Simple
 Interpreting of
b. Moderate
Data
c. Advance
 Findings
3. Language Difficulties
 Results
a. Spelling
 Conclusion
b. Pronunciation

c. Reading

Comprehension

Figure 2.0

Statement of the Problem

The study aimed to determine the Relationship of English Language Proficiency on

Academic of 1st year BSED Mathematics Students of Negros Oriental State University Bais

Campus 2 of S.Y. 2023-2024.

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 Specifically, this study attempted to answer the following questions:

1. What are the profiles of the respondents?

1.1. Age

1.2. Sex

2. What is the language competence of the respondents when it comes to English?

2.1. Grammar Skills

3. What is the vocabulary level of the respondents?

3.1. Simple English

3.2. Moderate English

3.3. Advance English

4. What are the encountered language difficulties of the respondents?

4.1. Spelling

4.2. Pronunciation

4.3. Reading Comprehension

Research Hypothesis

Ho1 English Language Proficiency does not have effect on the Academic Reading
Comprehension among 1st-year BSED Mathematics students at Negros Oriental State University-
Bais Campus II

Ho2 English Language Proficiency has a significant effect on the Academic Reading
Comprehension among 1st-year BSED Mathematics students at Negros Oriental State University-
Bais Campus II.

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Significance of the Study

This research is significant to all people in the institution. This research study focuses on

assessing the relationship of language proficiency and academic reading comprehension among

first-year BSED mathematics students at Negros Oriental State University-Bais Campus II.

Specifically, this study will benefit the following:

Instructors. The findings of this research study will provide valuable insights for

mathematics teachers in Negros Oriental State University-Bais Campus II regarding the

relationship of language proficiency and academic reading comprehension among BSEd Math

students at NOrSU Bais Campus II. Understanding the language proficiency of students can help

instructors tailor their instructional strategies to address any language-related challenges that

may hinder effective teaching and learning. The instructors can modify their lesson plans,

incorporate appropriate language support techniques, and employ student-centered activities that

promote language development alongside mathematical understanding.

Students. This research study directly benefits 1 st-year BSED mathematics students at

NOrSU-Bais Campus II. By assessing the relationship of language proficiency and academic

reading comprehension among BSEd Math students at NOrSU Bais Campus II, students gain

awareness of their language strengths and weaknesses, which can guide their learning strategies

and self-improvement efforts. This study also aims to identify specific language areas that may

require additional support or intervention. Conversely, students can utilize targeted language

enhancement activities to improve their overall language proficiency, enabling them to more

effectively communicate mathematical concepts, participate in classroom discussions, and

articulate their ideas both orally and in writing.

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 School. The findings of this research study hold implications for Negros Oriental State

University as an institution dedicated to providing quality education. By recognizing the

relationship of language proficiency and academic reading comprehension among BSEd Math

students at NOrSU Bais Campus II, the university can evaluate the effectiveness of its language

instruction programs and curricula.

Future Researchers. This study can serve as a basis for future research endeavours in the

field of language competence in education, specifically in Mathematics. Researchers can build

upon the findings of this study to explore additional factors that may influence language

acquisition among BSEd Mathematics students. Further investigations may include the impact of

different teaching methods, cultural and linguistic backgrounds, or the use of technology in

enhancing language competencies in Mathematics education. This research sets a foundation for

an on-going dialogue on the importance of language proficiency within the context of

Mathematics learning.

Scope and Limitations of the Study

This study investigated the Relationship of English Language Proficiency on Academic

Reading Comprehension among 1st-year BSED Mathematics students at Negros Oriental State

University-Bais Campus II during the academic year 2023-2024. The scope of the study was

limited to Education students in their first year who had chosen Mathematics as their area of

specialization. Education students in their first year who were not majoring in Mathematics were

excluded from participating in the survey.

Definition of Terms

English language proficiency – in the context of this research, English language proficiency
refers to a student’s skill level in English.
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Academic reading comprehension – refers to a student’s ability to understand and interpret
academic texts.

Simple View of Reading (SVR) Theory – developed by Philip B. Gough and William E.
Tunmer in the 1980s, proposes that reading comprehension is a product of two key components:
word recognition (decoding) and language comprehension.

Dual Coding Theory – it is a psychological model that suggests humans process and understand
information through two separate but connected systems: verbal language and non-verbal
objects such as images.

1st year Mathematics Major Students – are undergraduate students at Negros Oriental State
University – Bais Campus 2 who are pursuing a Bachelor of Secondary Education (BSED)
program with a focus on mathematics.

CHAPTER II

Review of Related Literature

Vocabulary knowledge

The importance of reading is especially emphasized nowadays with the majority of

information primarily accessed through reading therefore effective reading and reading

comprehension is important not only in everyday life but in the academic setting as well

(Mikulec, 2019).

According to Nagy (1988), vocabulary instruction is not as simple as teaching the

students new words. Effective methods of vocabulary instruction go far beyond giving

definitions and contexts. Furthermore, Nagy presented three properties of vocabulary instruction

effective for increasing reading comprehension: (1) integration, which follows the concept of the

Schema Theory wherein students associate a new word into their prior or background

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knowledge, (2) repetition which refers to the multiple encounters of students with the new words,

and (3) meaningful use requires a deep and meaningful processing of the words which would

increase the chances of the students remembering the words.

Additionally, Israel & Duffy suggested that reading aloud can improve the students

vocabulary and reading comprehension. Morrow (1989) as cited in Israel & Duffy (2009),

reported that there are evidence that show kindergartens’ comprehension were enhanced by adult

read-alouds and that it is more effective when conducted in small group formats (Morrow &

Smith, 1990 as cited in Israel & Duffy, 2009).

With the increase of vocabulary knowledge and word recognition, reading comprehension is also

likely to increase. Research found that word recognition efficiency is important in the

development of English language proficiency and comprehension (Fender, 2008).

In a research conducted by Obguia & Labad, results suggests that when the students

vocabulary knowledge in context clues, synonyms, antonyms, definitions, idioms, and literary

device increase, their performance in noting details, predicting outcomes, finding the main idea,

and overall comprehension skills will increase as well.

Grammar Knowledge

Grammar skills and reading comprehension correlates in its association with the reader’s

ability to generate coherence and meaning during the reading process (Fender, 2001; Grabe &

Stoller, 2012 as cited in NCBI, 2023).

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 As an important foundational knowledge and linguistic skill, grammatical knowledge

could potentially influence reading fluency, accuracy and comprehension and could further

extend its influence into discourse comprehension (Zheng et. al., 2023).

Some authors argue that as learners progress in their acquisition of the second language,

grammar knowledge plays a smaller role in comprehension compared to knowledge in

inferencing, schema and contextual knowledge while other authors assert that grammar

knowledge still remains to be crucial even in advanced levels of reading comprehension since it

is an important foundation in L2 reading (Steinlen, 2017).

In the study of Hu et.al., (2022) provides further evidence of the inconsistency of results

about the relationship of grammar knowledge and reading comprehension wherein some studies

determined that grammar can have a strong impact on comprehension whereas some studies

reveal that when the effects of vocabulary knowledge were removed, grammar knowledge played

only a minor role when it comes to reading comprehension.

Review of Related Studies

Vocabulary Knowledge

It has long been accepted that vocabulary knowledge is indispensable in reading

comprehension (Qian, 2002).

According to Qian (1999), Wesche & Paribakht (1996), Read (1989) as cited in Hasan

and Shabdin (2016), vocabulary knowledge encompass two features: the size of the vocabulary

which refers to the quantity of words a learner knows, and the depth of knowledge a learner has

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regarding vocabulary, i.e., how much information a learner knows about a word (Qian & Schedl,

2004; Qian, 2005 as cited in Hasan & Shabdin, 2016).

Research with children has revealed that both breadth and depth of vocabulary

knowledge are predictive of a learner’s ability in reading comprehension (Oakhill & Cain, 2012;

Ouellette, 2006;Roth, Speece, & Cooper, 2002; Tannenbaum, Torgesen, & Wagner, 2006 as cited

in Oakhill & Cain, 2014).

In a study conducted by Golkar & Yazimi (2007), results have shown that participants

with a higher vocabulary size were more proficient and were able to read with comprehension

compared to participants with a lower vocabulary repertoire.

In the context of second language research, findings has consistently shown the

significant contributions of vocabulary knowledge to a better reading comprehension

performance (Zhang & Annual, 2008).

Lack of spelling knowledge (a facet of vocabulary depth) can also impact a learner’s

word recognition skills (Fender, 2008) which was also found to be essential in the development

of reading proficiency and comprehension (Koda 1996, 2005 as cited in Fender, 2008).

Catherine Snow et. al. summarized the importance of spelling for reading stating that spelling

and reading both require a mental representation of a word. When a person knows the spelling of

a word, the mental representation that he can conjure will be sturdier resulting to a more fluent

reading (Moats, 2005).

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Grammar knowledge

Successful reading requires continual extraction and integration of textual information

that necessitates the use of linguistic knowledge and skills for construction of meaning. Two of

the many types of linguistic knowledge that support reading comprehension have received

particular attention: vocabulary knowledge and grammatical knowledge ( Zhang, 2012).

In order to communicate effectively and make sense of each sentence, it is important to

learn the grammar of the target language (Yuliawati, 2018) especially that grammar does not only

affect the units within sentences, it also affects the meaning (Ur, 1991 as cited in Yuliawati,

2018).

In a survey that has been conducted in Indonesia, the biggest concern of students in

learning English is understanding grammar rules and reading comprehension attributed to the

difference between the target language and the native language of the learners. The lack of

grammatical knowledge among the students apparently impacted their capability to understand

and comprehend text (Negara, 2016).

In the Philippines, interventions were made to address similar issue. Vilbar (2012),

presented a prototype courseware designed for high school students learning English as Second

Language. This courseware promotes language skills such as listening, reading, and grammar.

Synthesis

According to Mikulec (2019), reading is crucial in both everyday life and academic

settings while Qian (2002) asserts that vocabulary is indispensable for successful reading

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comprehension. Nagy (1989) puts emphasis on the effectiveness of vocabulary instruction in the

classroom, enumerating three properties of effective vocabulary instruction: integration,

repetition, and meaningful use while Israel & Duffy (2009) suggested that reading aloud

improves vocabulary and comprehension and that it works best in small group formats. With

increase vocabulary knowledge, word recognition efficiency also increases thereby improving

the reading comprehension of students as cited in Fender (2008), stating that word recognition

efficiency is important for a successful reading comprehension. This was supported by the study

of Obguia & Labad in the Philippines, showing that increase in vocabulary knowledge i.e.

synonyms, antonyms, context clues, definition of words, and knowledge of idioms increase the

students’ capacity in noting details, predicting outcomes, and finding the main idea resulting to

an overall improvement in reading comprehension while Fender (2008) puts emphasis on the

importance of spelling knowledge on the development of word recognition skills which was

found to be crucial for reading proficiency and comprehension (Koda, 1996, 2005 as cited in

Fender, 2008) this is because spelling provides a sturdier visual representation that aids the

readers when reading (Snow et. al. as cited in Moats, 2005). Aside from the aforementioned

aspects of vocabulary knowledge, there are also the size and depth of vocabulary (Qian,1999;

Wesche & Paribakht,1996; Read,1989; Qian & Schedl, 2004; Qian, 2005 as cited in Hasan &

Shabdin, 2016) that also exerts a significant influence on reading comprehension (Oakhill &

Cain, 2012; Ouellette, 2006;Roth, Speece, & Cooper, 2002; Tannenbaum, Torgesen, & Wagner,

2006 as cited in Oakhill & Cain, 2014). In a study conducted by Golkar & Yazimi (2007), results

have shown that larger vocabulary size improves language proficiency and comprehension, while

in the context of second language education, results from the study of Zhang & Annual (2008)

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have shown that a higher vocabulary knowledge leads to improve performance in reading

comprehension.

Linguistic knowledge and skills are essential for constructing meaning. Two of these

linguistic knowledge have received much attention: vocabulary knowledge and grammatical

knowledge (Zhang, 2012). Grammar correlates with reading comprehension through the readers

ability to understand meaning of the text during the reading process (Fender, 2001; Grabe &

Stoller, 2012 as cited in NCBI, 2023) and could potentially influence reading and discourse

comprehension (Zhang et. al., 2023). Learning the grammar of the target language is important

for effective communication ( Yuliawati, 2018) for it affects the overall meaning of a text (Ur,

1991 as cited in Yuliawati, 2018). Students often struggle with understanding grammar rules,

especially when there are differences between their native language and the target language

leading to difficulties in reading comprehension (Negara, 2016). In the Philippines, efforts have

been made to address this issue. For instance, a prototype courseware designed for high school

students learning English as a Second Language focuses on language skills such as listening,

reading, and grammar.(Vilbar, 2012). However, with regards to the role of grammar in reading

comprehension, results of studies vary—with some emphasizing grammar’s impact, while others

downplay it when vocabulary effects are controlled or as the learners progress, replaced by skills

such as inferencing, schema, and contextual knowledge (Hu et. al., 2022; Steinlen, 2017).

CHAPTER III

RESEARCH METHODOLOGY

Research Design

This study used a quantitative research design to determine the relationship of language
proficiency and academic reading comprehension. It aims to identify and measure the

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relationship of these two variables or bivariate data without intervening in the process. In this
case, the study focuses on the relationship of language proficiency and academic reading
comprehension and the factors that affect the students’ language learning, language proficiency
and academic reading comprehension.

Respondents of the Study

The research respondents of this study were all the 1 st year BSED Mathematics students
of Negros Oriental State University-Bais Campus II. The total population size was comprised of
students. Furthermore, this study employed universal sampling to gain a thorough insight into the
traits and actions of the entire population under scrutiny. The inclusion of all 1 st year BSED
Mathematics students of Negros Oriental State University-Bais Campus II was intended to
reduce sampling bias and guarantee that the study's results faithfully reflected the entirety of the
college of teacher education students. 1st year BSED Mathematics students’.

Research Locale

The study took place at Negros Oriental State University-Bais Campus II, located on
Tavera Street, National Highway, Bais City, Negros Oriental 6206. NOrSU Campus II primarily
focused on offering education courses, including Bachelor of Secondary Education Majors in
English, Math, and Social Studies, as well as a Bachelor of Elementary Education Major in
General Education and few Business courses. Additionally, the university was conveniently
located just a three-minute walk from Bais City Pilot School, covering an approximate distance
of 200 meters. At the time of the study, there was an on-going construction project to develop the
school buildings to create a better learning environment.

Instrumentation

The researchers developed a questionnaire with 10-item questions as a data-gathering

instrument for this study. This tool consisted of multiple-choice questions with four response
options. Respondents were required to indicate their answers by selecting and/or putting a
checkmark on the most appropriate choice from the provided options.

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Data Gathering Procedure

The researchers formally sought approval from the college dean to initiate the study.
Following the dean's authorization, the researchers meticulously coordinated with the selected
participants. They distributed the questionnaire to the respondents during their most convenient
free periods, ensuring data validity. Subsequently, the completed questionnaires were collected.
The gathered data underwent tabulation, treatment, presentation, analysis, and interpretation
while maintaining strict confidentiality. Access to the data was restricted, preventing public
disclosure of any names or sensitive information to safeguard the privacy of the respondents.

Statistical Treatment of Data

The gathered data was collected, tallied, and correspondingly summarized by the
researchers. The data, which was gathered from the questionnaires, was subjected to statistical
treatment to ensure the reliability of the results.

The following statistical tool was used to answer the problems posed in this study. It was used
to determine and consider the importance of some data values to other values. Data elements
with high weight contributed to the understanding of the research study.

The formula for statistical values used in this study is as follows:

Since the study dealt with the relationship of language proficiency and academic reading

comprehension of the respondents, the research used frequency count and simple percentage as

statistical tools to gather the necessary data and in order to systematically arrange the profile of

the respondents.

Formula: Whereas:
% =. f x 100 % = Percentage
N f = Frequency
N = Number of respondents

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 Descriptive statistics will be used to present and measure the response of the students in a
more meaningful way. This tool will provide sample summaries of data in a descriptive pattern
of responses of the samples.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered. The discussion
primarily concerns the The Relationship of English Language Proficiency on Academic Reading
Comprehension Among BSED- Mathematics Major, students of NORSU Bais Campus II.
Appropriate tables were used to ensure a clear view of the study's outcome and their analysis and
interpretations.

GENDER 68.18% FEMALE

32.82% MALE

Table 3.1 (Gender of Respondents)

The data demonstrated that the majority of respondents were female, accounting for 68.18%
(30) of the 44 respondents. The remaining 32.82% (14) of the 44 respondents were male. The
data suggested that the population of the First years, who took Bachelor of Secondary Education
Major in Mathematics, was predominantly female as it outnumbered the males. However, while
the population supported this research, it was not a gender-based study.

Examining gender was a critical step in ensuring the quality and validity of research as it
emphasized the necessity of scrutinizing gender bias. The Program for International Student
Assessment (PISA) consistently finds gender differences in reading proficiency, with females
generally outperforming males in reading tasks across various countries. These findings suggest
that gender may play a role in language acquisition and comprehension skills (OECD, 2010).

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AGE 93.2% 18-23 YEARS OLD

2.3% 24-29 YEARS OLD

4.5% 30-35 YEARS OLD

Table 3.2 (Age of the Respondents)

The data depicted the distribution of the respondents' ages. It showed that 93.2% (41) of the
44 respondents were within the age range of 18-23 years old, 2.3% (1) is within the age range of
24-29 years old, while the remaining 4.5% (2) were within the age range of 30-35 years old. It
was apparent that the majority of the respondents were in their late teens to early twenties.

GPA 61.36% 1.00-1.50

38.64% 1.51-2.10

Table 3.3 (GPA)

The data illustrated that 61.36% (27) of the respondents had an average GPA falling
within the range of 1.00-1.50, while the remaining 38.64 % (17) had an average GPA within the
range of 1.51-2.10, indicating that these respondents had exceeded the minimum GPA
requirement of 2.3.

According to Tadese, Yeshaneh, & Mulu (2022), gaining knowledge, attitudes, values, and
skills through education is not a simple task; rather it is a long and challenging trip in life.
Students are expected to spend much of their time studying and need to graduate with good
academic results. They also stated that academic performance/achievement is the extent to which
a student, teacher, or institution has attained their short or long-term educational goals and is
measured either by continuous assessment or cumulative grade point average (CGPA).

S1. 9.09% Strongly Disagree

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 25% Disagree

52.28% Neutral

11.36% Agree

2.27% Strongly Agree

Table 4.1

(Statement 1: I feel confident in my English grammar skills.)

The majority of respondents, about 52.28% (25 out of 44), expressed a neutral stance on the
statement. This suggests that a significant portion of the sample neither agreed nor disagreed
with the statement. Additionally, 9.09% (4) of respondents strongly disagreed with the statement.
and 25% (11) of the respondents disagreed with the statement but not as strongly as the previous
group.. On the other hand, approximately 11.36% of respondents agreed with the statement to
some extent. Lastly, a small percentage, around 2.27%, strongly agreed with the statement. From
this analysis, we can infer the overall distribution of opinions or attitudes toward the statement.
The fact that the majority fell into the neutral category suggests that the statement may not
strongly elicit either agreement or disagreement from respondents. It's also worth noting the
relatively low percentages for both strong agreement and strong disagreement, indicating that the
statement may not be particularly devisive.

S2. 0% Strongly Disagree

13.64% Disagree

43.18% Neutral

34.09% Agree

9.09% Strongly Agree

Table 4.2

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 (Statement 2: I often make grammar mistakes when writing in English.)
A significant portion, approximately 43.18% (19), remained neutral, suggesting they
neither agree nor disagree about making grammar mistakes when writing in English. There were
no respondents who strongly disagreed with the statement, meaning none strongly believe they
do not make grammar mistakes when writing in English. About 13.64% (6) of respondents
disagreed, indicating a small portion of the respondents do not believe they make grammar
mistakes when writing in English. Around 34.09% (15) of respondents agreed, indicating a
considerable portion believe they do make grammar mistakes when writing in English. About
9.09% (4) of respondents strongly agreed, indicating a smaller portion believe they frequently
make grammar mistakes when writing in English.
From this data, it appears that a significant number of respondents agree or strongly agree
that they make grammar mistakes when writing in English, while a smaller portion disagree or
strongly disagree. The large neutral percentage suggests that a substantial portion of respondents
were unsure or didn't strongly hold an opinion either way.

S3. 0% Strongly Disagree

6.82% Disagree

40.91% Neutral

40.91% Agree

11.36% Strongly Agree

Table 4.3

(Statement 3: I can understand and use simple English vocabulary easily.)

There were no respondents who strongly disagreed with the statement, indicating that
none strongly believe they cannot understand and use simple English vocabulary easily.
Approximately 6.82% (3) of respondents disagreed, suggesting a small portion of respondents do
not find it easy to understand and use simple English vocabulary. A significant portion, around
40.91% (18), remained neutral, indicating they neither agree nor disagree with the statement.
This suggests uncertainty or a lack of strong opinion among this group. About 40.91% (18) of
respondents agreed, indicating a substantial portion believe they can understand and use simple

23
English vocabulary easily. Around 11.36% (5) of respondents strongly agreed, suggesting a
smaller but notable portion believe they have a strong grasp of simple English vocabulary.

This data suggests that a significant portion of respondents either agree or strongly agree
that they can understand and use simple English vocabulary easily. A notable percentage also
remained neutral, indicating uncertainty or a lack of a strong opinion. Only a small percentage
disagreed or strongly disagreed with the statement.

S4. 0% Strongly Disagree

11.36% Disagree

63.64% Neutral

13.64% Agree

11.36% Strongly Agree

Table 4.4

(Statement 4: I feel comfortable using moderate English vocabulary in everyday

conversations.)

There were no respondents who strongly disagreed with the statement, indicating none
strongly believe they feel uncomfortable using moderate English vocabulary in everyday
conversations. Approximately 11.36% (5) of respondents disagreed, suggesting a small portion
feel uncomfortable using moderate English vocabulary in everyday conversations. The majority
of respondents, around 63.64% (28), remained neutral, indicating they neither agree nor disagree
with the statement. This suggests a significant portion might feel unsure or not strongly about
their comfort level with moderate English vocabulary. About 13.64% (6) of respondents agreed,
indicating a modest portion feel comfortable using moderate English vocabulary in everyday
conversations. Around 11.36% (5) of respondents strongly agreed, suggesting a similar
proportion feel very comfortable using moderate English vocabulary in everyday conversations.

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 In summary, the data indicates that a significant portion of respondents remained neutral
regarding their comfort level with moderate English vocabulary in everyday conversations.
However, there is still a notable percentage that either agrees or strongly agrees with feeling
comfortable in this regard. Only a small percentage disagreed or strongly disagreed.

S5. 9.09% Strongly Disagree

34.09% Disagree

47.73% Neutral

6.82% Agree

2.27% Strongly Agree

Table 4.5

(Statement 5: I can understand and use advanced English vocabulary without difficulty.)

A total of 9.09% (4 out of 44) of the respondents strongly disagree that they can understand
and use advanced English vocabulary without difficulty. This suggests a portion of respondents
feel they struggle with advanced vocabulary. About 34.09% (15) of respondents disagree,
indicating a significant portion feels they cannot understand and use advanced English
vocabulary without difficulty. The majority of respondents, approximately 47.73% (21),
remained neutral, suggesting uncertainty or a lack of strong opinion regarding their ability to
understand and use advanced English vocabulary without difficulty. Around 6.82% (3) of
respondents agree that they can understand and use advanced English vocabulary without
difficulty. This indicates a smaller portion feels confident in their abilities. Only about 2.27% (1)
of respondents strongly agree, indicating a very small portion feels extremely confident in their
ability to understand and use advanced English vocabulary without difficulty.

In summary, the data suggests that a considerable portion of respondents either disagree
or strongly disagree with feeling comfortable with advanced English vocabulary. A majority
remained neutral, while only a small percentage agreed or strongly agreed with the statement.
25
This indicates that many respondents might feel unsure or lacking in confidence when it comes
to using advanced English vocabulary.

S6. 4.55% Strongly Disagree

15.91% Disagree

34.09% Neutral

36.36% Agree

9.09% Strongly Agree

Table 4.6

(Statement 6: I frequently encounter difficulties with English spelling.)

A total of 4.55% (2 out of 44) of respondents strongly disagree with whatever statement or
question is being presented. This suggests a small but notable minority firmly oppose the
statement or question. About 15.91% (7) of respondents disagree. This indicates that a larger
portion of the respondents are not fully in agreement with the statement or question but might not
strongly oppose it. The largest portion of respondents, approximately 34.09% (15), remained
neutral. This suggests that a significant number of respondents neither agree nor disagree with
the statement or question. They might be undecided, indifferent, or lacking enough information
to form a strong opinion. Around 36.36% (16) of respondents agree with the statement or
question. This indicates a substantial portion of the respondents are in favor of whatever is being
presented. Approximately 9.09% (4) of respondents strongly agree. This suggests that a smaller
but still notable portion of respondents strongly support the statement or question being
presented.

In summary, the data reflects a range of opinions among the respondents, with a notable
proportion falling into the neutral category. There is a relatively balanced distribution between

26
those who agree and those who disagree, with smaller percentages at the extremes of strongly
agreeing or strongly disagreeing.

S7. 0% Strongly Disagree

20.45% Disagree

61.36% Neutral

4.55% Agree

13.64% Strongly Agree

Table 4.7

(Statement 7: Pronouncing English words correctly is challenging for me.)

There are no respondents who strongly disagree with the statement, indicating that none
strongly believe that pronouncing English words correctly is not challenging for them. Out of
100% (44), a total 20.45% (9) of respondents disagree, suggesting that a minority feel that
pronouncing English words correctly is not particularly challenging for them. The majority of
respondents, about 61.36% (27), remained neutral. This indicates that a significant portion
neither agrees nor disagrees with the statement, suggesting uncertainty or a lack of strong
opinion. Around 4.55% (2) of respondents agree, suggesting a small portion feel that
pronouncing English words correctly is challenging for them. Lastly, 13.64% (6) of respondents
strongly agree, indicating that a notable portion strongly feel that pronouncing English words
correctly is challenging for them.

In summary, while the majority of respondents remained neutral on the statement, there
are still notable percentages of respondents who either agree or strongly agree, suggesting that
for some individuals, pronouncing English words correctly is indeed challenging.

S8. 0% Strongly Disagree

27
 20.45% Disagree

52.28% Neutral

18.18% Agree

9.09% Strongly Agree

Table 4.8

(Statement 8: I have trouble understanding spoken English due to pronunciation issues.)

None of the respondents strongly disagree with the statement, indicating that nobody
strongly believes they don't have trouble understanding spoken English due to pronunciation
issues. Approximately 20.45% (9) of respondents disagree, suggesting that a minority feel they
don't have trouble understanding spoken English because of pronunciation issues. The majority
of respondents, around 52.28% (23), remained neutral. This indicates that a significant portion
neither agrees nor disagrees, possibly implying uncertainty or a lack of strong opinion. About
18.18% (8) of respondents agree, suggesting a notable portion feel they have trouble
understanding spoken English due to pronunciation issues, while the remaining 9.09% (4) of
respondents strongly agree, indicating that a smaller but still notable portion strongly feel they
have trouble understanding spoken English due to pronunciation issues.

In summary, while the majority remained neutral, a substantial portion of respondents

agreed or strongly agreed that they have trouble understanding spoken English because of
pronunciation issues. This suggests that pronunciation can indeed pose difficulties in
comprehending spoken English for a significant number of individuals.

S9. 4.55% Strongly Disagree

29.54% Disagree

28
 50% Neutral

11.36% Agree

4.55% Strongly Agree

Table 4.9

(Statement 9: I find it difficult to comprehend what I read in English.)

Out of 100% (44), 4.55% (2) of respondents strongly disagree with the statement,
indicating that only a small minority strongly believe they do not find it difficult to comprehend
what they read in English. About 29.54% (9) of respondents disagree, suggesting that a
significant portion feel they do not find it difficult to comprehend what they read in English. The
majority of respondents, around 50% (22), remained neutral. This indicates that a significant
portion neither agrees nor disagrees, possibly implying uncertainty or a lack of strong opinion.
Approximately 11.36% (5) of respondents agree, suggesting a smaller portion feel they find it
difficult to comprehend what they read in English and the remaining 4.55% (2) of respondents
strongly agree, indicating that only a small minority strongly feel they find it difficult to
comprehend what they read in English.

In summary, while there is a range of responses, the majority of respondents either

disagreed or were neutral about finding it difficult to comprehend what they read in English.
However, there are still notable percentages of respondents who either agreed or strongly agreed
with the statement, suggesting that some individuals do find it challenging to comprehend
written English.

S10. 4.55% Strongly Disagree

6.82% Disagree

61.3.6% Neutral

29
 11.36% Agree

15.91% Strongly Agree

Table 4.10

(Statement 10: I often need to reread English texts to understand them fully.)

4.55% (2) out of 100% (44) of respondents strongly disagree with the statement,
indicating that only a small minority strongly believe they do not need to reread English texts to
understand them fully. On the other hand, about 6.82% (3) of respondents disagree, suggesting
that a small portion feel they do not often need to reread English texts to understand them fully.
The majority of respondents, approximately 61.36% (27), remained neutral. This indicates that a
significant portion neither agrees nor disagrees, possibly implying uncertainty or a lack of strong
opinion. Around 11.36% (5) of respondents agree, suggesting a smaller portion feel they often
need to reread English texts to understand them fully while the remaining 15.91% (7) of
respondents strongly agree, indicating that a notable portion strongly feel they often need to
reread English texts to understand them fully.
In summary, while the majority remained neutral, there are notable percentages of
respondents who either agreed or strongly agreed with the statement, suggesting that some
individuals often need to reread English texts to understand them fully.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

A. Summary of Findings
1. A total of 44 Bachelor of Secondary Education Major in Mathematics first years’ answered the
survey questionnaire, which consisted of four factors: Gender, Age, GPA, and ten different
statements.

2. The research percentages were calculated for each factor, statement, and the total percentage
of the population who believed that there is a relationship of language proficiency on academic
reading comprehension among BSEd Math students.

30
 FACTOR TOTAL POPULATION DESCRIPTION
PERCENTAGE
F1. GENDER 68.18% FEMALE
32.82% MALE
F2. AGE 93.2% 18-23 YEARS OLD
2.3% 24-29 YEARS OLD
4.5% 30-35 YEARS OLD
F3. GPA 61.36% 1.00-1.50
38.64% 1.51-2.10

FACTOR TOTAL POPULATION Not at All, Slightly, Moderately,

PERCENTAGE Very, Extremely
(STATEMENT 1-10)

S1. 9.09% Strongly Disagree

25% Disagree
52.28% Neutral
11.36% Agree
2.27% Strongly Agree
S2. 0% Strongly Disagree
13.64% Disagree
43.18% Neutral
34.09% Agree
9.09% Strongly Agree
S3. 0% Strongly Disagree
6.82% Disagree

31
 40.91% Neutral
40.91% Agree
11.36% Strongly Agree
S4. 0% Strongly Disagree
11.36% Disagree
63.64% Neutral
13.64% Agree
11.36% Strongly Agree
S5. 9.09% Strongly Disagree
34.09% Disagree
47.73% Neutral
6.82% Agree
2.27% Strongly Agree
S6. 4.55% Strongly Disagree
15.91% Disagree
34.09% Neutral
36.36% Agree
9.09% Strongly Agree
S7. 0% Strongly Disagree
20.45% Disagree
61.36% Neutral
4.55% Agree
13.64% Strongly Agree
S8. 0% Strongly Disagree
20.45% Disagree
52.28% Neutral
18.18% Agree

32
 9.09% Strongly Agree
S9. 4.55% Strongly Disagree
29.54% Disagree
50% Neutral
11.36% Agree
4.55% Strongly Agree
S10. 4.55% Strongly Disagree
6.82% Disagree
61.3.6% Neutral
11.36% Agree
15.91% Strongly Agree

B. Conclusions
The majority of BSEd Math students feel neutral about their grammar skills (S1), and
their ability to understand and use both simple (S3) and advanced (S5) English vocabulary. This
suggests that many students may not strongly perceive a relationship between their language
proficiency and academic reading comprehension. However, a significant portion of students
agree or strongly agree that they often make grammar mistakes (S2), encounter difficulties with
spelling (S6), and find it challenging to comprehend what they read in English (S9). This
indicates that language-related challenges might affect their academic reading comprehension.
On the other hand, many students feel neutral about pronouncing English words correctly (S7)
and understanding spoken English (S8) due to pronunciation issues. This suggests that while
some students might face challenges in these areas, others may not perceive them as significant
barriers to academic reading comprehension. A considerable number of students agree or
strongly agree that they feel comfortable using moderate English vocabulary in everyday
conversations (S4) and often need to reread English texts to understand them fully (S10). This
suggests that while language proficiency may influence academic reading comprehension,
reading comprehension strategies, such as rereading texts, may also play a role.

33
 The data suggests a complex relationship between language proficiency and academic
reading comprehension among BSEd Math students. While some students may face challenges
with grammar, spelling, and comprehension, others may not perceive language-related issues as
significant barriers. Additionally, investigating the effectiveness of reading comprehension
strategies among these students could inform targeted interventions to improve academic reading
comprehension skills.

C. Recommendations
1. Students should first assess their language proficiency levels in various areas such as
grammar, spelling, vocabulary, and comprehension using the data provided (S1-S10).

2. Review the data to identify areas where they may need improvement based on their own
responses compared to the overall trends in the survey results.

3. Take advantage of available resources such as language learning apps, online courses,
textbooks, and language exchange programs to strengthen language skills.

4. Dedicate consistent time to practice language skills through activities like reading English
texts, writing essays or journal entries, listening to podcasts or audiobooks, and engaging in
conversations with fluent speakers.

5. Request feedback from peers, teachers, or language tutors on written and spoken language
exercises to identify areas for improvement and receive guidance on how to address them
effectively.
6. Establish specific, measurable language learning goals based on the data to track progress
and stay motivated. For example, aim to reduce grammar mistakes by a certain percentage
within a set timeframe.
7. Allocate more time and effort to focus on areas where the data indicates weaknesses, such as
grammar mistakes (S2), spelling difficulties (S6), and comprehension challenges (S9).
8. Participate in language-focused activities such as language clubs, conversation groups, or
language-related events to practice speaking, listening, and comprehension skills in real-life
contexts.

34
9. Connect language learning with academic subjects like mathematics by reading math-related
texts or solving math problems in English to improve subject-specific vocabulary and
comprehension.
10. Regularly reflect on progress, reassess language proficiency levels, and adjust learning
strategies as needed based on personal strengths and weaknesses identified through self-
assessment and data analysis.

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Questionnaire on: The Relationship of English Language Proficiency on Academic Reading
Comprehension Among BSED- Mathematics Major

Part I.

Name (Optional): __________________________________________

Age: ____ Gender: _______ Program: _____________ GPA:_________ Year

level:______

Part II.

Instruction: Check the column that best reflects your level of agreement, where 1 represents the
lowest level of agreement and 5 represents the highest.

Statements Strongly Disagree Neutral Agree Strongly

Disagree (4) Agree
(2) (3)
(1) (5)
1. I feel confident in my English grammar
skills.
2. I often make grammar mistakes when
writing in English.
3. I can understand and use simple
English vocabulary easily.
4. I feel comfortable using moderate
English vocabulary in everyday
conversations.
5. I can understand and use advanced
English vocabulary without difficulty.
6. I frequently encounter difficulties with
English spelling.
7. Pronouncing English words correctly is
challenging for me.
8. I have trouble understanding spoken
English due to pronunciation issues.
9. I find it difficult to comprehend what I
read in English.
10. I often need to reread English texts to
understand them fully.

37
38