Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction
All developing nations are aware of the fact that learning a foreign language is of vital
importance in order to adopt the latest scientific and technological innovations in the world, and
are determined to establish a system in which while evaluating the human resources available in
their countries, those who have a good command in foreign language have great advantage over
the ones who do not. According to Mannivanan (2006), the latest and the most advanced
discoveries and inventions in science and technology are being made in the universities located
in the United States of America where English language is the means of scientific discourse.
Undoubtedly, English has become a world language rather than the language only of the
English speaking countries such as the United Kingdom and the United States of America
because the number of people who use English as a means of communication exceeds the
number of the people who speak it as their mother tongue. The Philippines is not an exemption in
this aspect.
Ever since the introduction of English in the country through the American teachers
called Thomasites, Filipinos have already adopted into their lives English as their second
language (Atencio, 2001). According to Marias and Ditapat (2000), English is already part of
the educational curricula in the primary, secondary, and even tertiary levels, which in fact, should
be an indicator that Filipinos are proficient in the language.

However, the proficiency of Filipinos in English have slowly deteriorated, according to

Fernando and Azucena (2006), despite the fact that many of these people have gained access to
the advanced technological devices that would aid them to learn English easier. According to
Macasinag (2011), the SWS survey was commissioned by Promoting English Proficiency (PEP)
in March 2006. The largest deterioration was in the self-assessment of ability to speak in English
which fell from 54% in September 2000 to 32% in March 2006, a deterioration of 22% in six
years. This actuality may negatively impact the Filipinos global competitiveness when it comes
to foreign trade, communication, and others. If this problem further resonates, not only will the
Filipinos have a hard time adapting into environments where English is frequently involved, they
will also lose the recognition of the world as the best speakers of English in Southeast Asia.
Second-language acquisition is a complex process; variable success cannot be explained
by a single factor or theory, according to Gass and Selinker (2001). It was also stated in the
research of August and Hakuta (2005) that both individual and social factors work together to
facilitate or conversely to stymie second-language development. Therefore, second-language
acquisition is a holistic process, and is not only limited to the hours spent in the classroom.
According to Gass and Selinker (2001), less contact, less learning.
Some factors associating with the English proficiency as stated by Carhill, et al. (2008) in
his research study regarding second language learners are age and parental education.
The technological advancements that have emerged in this time are also recognized as
factors. Reports by Scholsberg (1996) state that heavy television viewers develop a distorted
sense of reality. The ability to pay attention is part of a more global concept of self-control that
develops throughout early childhood and that excessive television is incompatible with the

development of self-control. Massive television viewing might tax the limitations of a child that
is already weak in brain functions like self-monitoring according to Holden (1992).
Other examples of technological devices that most young people commonly use are the
communication devices such as mobile phones and computers. Even though these devices ease
the process of communication, since English is commonly used as the system language of these
tools, they, in some way, hinder their ability to explore the vast vocabulary words they can derive
from the traditional ways of communication such as letter writing. Furthermore, the popularity of
online gaming sites and online social networking sites are very much involved in the lives of the
younger generation these days.
In conclusion, English proficiency is associated with a vast spectrum of factors, and it is
indeed important for teachers to know of these in order to help the learners appreciate the
importance of the language and to achieve global competence.

Statement of the Problem

This study was conducted to determine the factors related to the English proficiency of
the Grades V and VI elementary pupils in Ipil Elementary School for School Year 2015 2016.
Specifically, this study sought answers to the following questions:
1. What are the demographic factors related to the English proficiency of Elementary
pupils as to age, sex, income of parents, and educational attainment of parents;

2. What factors are associated with the English proficiency of Grades V and VI
elementary pupils as to:
a. number of study hours,
b. perception towards the teacher,
c. presence of Fun with English Teacher
d. assessment of Teacher in Teaching English
e. Extent of Learning from Teacher
f. extent of television viewing,
g. text messaging,
h. extent of use of online social networks and
i. computer games, and
j. reading frequency;
3. What is the level of English proficiency of the Grades V and VI elementary pupils?
4. Is there a significant relationship between the demographic factors such as age, sex,
income of parents, educational attainment of parents, and the English proficiency of Elementary
pupils?
5. Is there a significant relationship between the other factors such as number of study
hours, perception towards the teacher, extent of television viewing, text messaging, extent of use

of online social networks and computer games, reading frequency, and the English proficiency of
the Grades V and VI elementary pupils?

Significance of the Study

The Philippines is said to have a 97% literacy rate wherein many would interpret that its
people have been in school not considering the educational attainment of these people (Parvis,
et al., 2012). In this case, because English has already been part of the curricula of preschool,
elementary, secondary, and tertiary levels, it is expected that Filipinos are knowledgeable of the
language. However, this case is not affirmed by the fact that although Filipinos are aware of the
usage of English language in their schools, there is still a lack of proficiency in the language.
Results of the study would be beneficial for the following groups:
School Administrators. This research study, in some way, may help them increase their
knowledge on the study. Such knowledge may enable them to explore ways on how to improve
the quality of their education, and to encourage their teachers to apply the significant findings of
this study to their classrooms.
Teachers. The results of this study may further aid the teachers in determining the best
teaching strategies in attaining a high English proficiency level for their pupils.
Pupils. The pupils are the prime beneficiaries of whatever suggestions or
recommendations this study may present. Along with it, the teachers may then bring these
suggestions into consideration and improve (if lacking) or maintain (if good) their personal

qualities in teaching and their instructional competencies to improve instruction, which in turn
mean better educational results.
Parents. Parents may also find this study necessary because it would help them lead their
children into disciplined learning. They will also find means on how to encourage their children
to learn the language with the help of this study.
Community. People in the community may benefit from the development this study that
would take effect on the pupils, who are part of the community. They may take into consideration
the outcomes and recommendations of this study and may use these to determine ways on how to
encourage the pupils to learn the language.
Government. This study may further enhance the governments knowledge on the
characteristics of elementary pupils citizens of the country in terms of their background and
interests relating to their competence in English. They may incorporate the ideas of the results of
this study into the present and future curricula to further improve the pupils proficiency in
English as a second language.
Future researchers. Findings of this study may somehow provide future researchers with
information variables they may be useful in similar researches.

Scope and Delimitation of the Study

The study covered the Grades V and VI pupils in Ipil Elementary School, enrolled for the
school year 2015-2016.

The independent variables in this study were limited to the personal profile of the pupils
such as age, sex, income of parents, and educational attainment of parents, and other factors
associated with the English proficiency of the respondents such as study hours, perception
towards the teacher, extent of television viewing, text messaging, extent of use of online social
network and computer games, and reading frequency.
This study used the descriptive correlative research method. The data that gathered were
derived from the results of the one-shot survey questionnaire constructed by the researchers. The
questionnaire consisted of as follows: Part I for the demographic profile of the respondents, Part
II for other factors associating with the English proficiency of the respondents, and Part III for
the English proficiency test. The administration of the test were done by the researchers of this
study, assisted by the teachers of the respondents, and the parents of the respondents who helped
in answering Parts I and II of the research instrument.

Chapter 2
THE REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of literature and related studies that have bearing on the
present study and are important in understanding the variables investigated in the study.

Age and English Proficiency

Although the internal process of acquiring a second language has not been shown to
differ for children and for adults, the circumstances in which learning takes place vary with age
and may lead to differential success for learners, according to Harley & Wang (1997). MarinovaTodd et al. (2000) stated in their study that developmental effects have been shown wherein adult
learners acquire a second language more rapidly than younger children (especially in the initial
stages), but over time children typically achieve higher levels of proficiency and more native-like
pronunciation.
Using cognitive strategies and being literate in the L1 may benefit older learners in the
L2 (de Valenzuela, 2000). Adults have a much greater vocabulary which assists them in learning
the L2, along with being able to make conscious grammatical generalizations (Ausubel, 1964).
Cummins (1983) suggests that cognitive adult maturity only is an advantage for acquiring certain
aspects of the L2. Older learners will have an advantage at cognitively demanding tasks in
context reduced situations, like school. Younger learners will have an advantage in the
cognitively undemanding tasks, like in using interpersonal communication skills in contextembedded situations.

Results of the research of Julia Van Sickle and Sarah Ferris suggest that adult and child
second language learners pass through essentially the same developmental stages in SLA. The
only difference is the cognitive maturity of the learner making for an increased vocabulary and
rule application. Both are expected to make transfer errors and over generalize language rules. A
childs brain is plastic in comparison to that of an adult, and after the age of about 9 years, the
brain progressively becomes stiff and rigid.

Sex and English Proficiency

Several studies (Gorman, White and Brooks, 1987; Gorman, White, Brooks, Maclure and
Kispal, 1988) have reported that girls tend to have more positive feelings about reading and
writing than boys. However, it seems that by the age of 15 years, girls lose confidence in their
abilities as writers.
Some authors elsewhere have, however, reported that boys performed better than girls in
their studies (Hassan, 2001; Piske, MacKay & Flege, 2001). Piske, MacKay and Flege (2001),
for example, in reviewing the relevant literature to identify factors that may correlate with the
degree of foreign/second language attainment, reported that in most of these studies reviewed
gender, length of residence in an L2-speaking country and self-estimated L1 ability were not
found to have a significant, independent effect on overall L2 pronunciation accuracy. Hassan
(2001) also reported that male students who participated in his study in Egypt outperformed
females on a pronunciation accuracy test. Maccoby and Jacklin (1979) and Tittle (1986) reported
from a study conducted in the US that males outperformed females on special language tasks.

Contrary to the above findings, some authors found no significant difference of girls and
that of boys (Jegede, 1994; Kincade & Kleine, 1990). For example, Jegede (1994) carried out a
survey among high school students in Nigeria and reported that there was no significant gender
difference in English language academic achievement and motivation among the participants; but
that the students English language performance could be reliably inferred from their level of
achievement and motivation. The author suggested that both boys and girls at the secondary
school level were equally capable of mastering English. As the author commented, the equal
levels of achievement and motivation in English is borne out by a changing trend in Nigeria in
which women are moving out of so-called domestic professional jobs and compete favorably
with men.

Income of Parents and English Proficiency

In the study of Yu, et al., (2000) among the respondents, there were 7233 (48.9%) English
speakers at home, 1954 (16.3%) who spoke English very well, 1312 (12.2%) who spoke English
well, and 2184 (22.6%) who spoke English not well or not at all. Significant associations were
found for English proficiency and all socio-demographic characteristics examined (P < .05), with
the exception of child gender. The children of those who reported speaking English at home
tended to be older than the children of the other English proficiency groups. A higher level of
English proficiency was related to higher parental education attainment and family income.
Nearly 70% of respondents who reported not speaking English well or not speaking
English at all had less than a high-school education. More than half of these individuals were

10

poor (< 100% FPL). Nearly one fifth reported fair or poor health status for the child, compared
with 3% of children from English-speaking households.

Educational Attainment of Parents and English Proficiency

There is a clear link between parental education and the development of academic
second-language proficiency, according to Entwisle and Anstone (1994). More educated parents
provide language environments at home that are more similar to the language environments of
school, as studied by Dickinson and Tabors (2001).
Goldenberg, et.al, (2006) states that whether in native language or in English, parental
education correlate with the development of academic English, as learning to read and write in
any language begins long before children enter school through engagement in activities with
parents and caregivers who support language and literacy development.
Snow, Burns, and Griffin (1998) states that the level of parental English language skills
may index the support children receive for learning English at home.
In the study of Duursma, et al., (2003) although it is not surprising in itself that language
preference of parents predicts childrens proficiency in a particular language, it is interesting that
only fathers language preference played a role in this model, not mothers. It is possible that
fathers who prefer to speak English rather than Spanish at home have higher levels of education
and hold jobs that require them to speak English on a daily basis. Families where fathers prefer
to speak English might differ from Spanish-speaking families in whether or not both or one of

11

the parents was born in the United States. This might also influence educational expectations
parents have for their children.

Study Hours and English Proficiency

Previous research has provided mixed results and explanations for the existence of a
particular empirical outcome. Traditionally, it has been assumed that study time is predictive of
grades; that is, study time is a primary determinant of academic success. Schuman et al. (1985),
however, suggested that the study time-grade association is an untested assumption, and that
hours studied may have little effect on grades because teachers' grading practices may moderate
the study-time grade association. Greenwald and Gillmore (1997) also suggested that teachers'
grading practices might help to explain the study-time grade association. Thus, common to
previous research were explanations that suggested student and teacher characteristics correlated
with the study time-grade association. The results of this study suggest that course (course
difficulty), teacher (grade inflation) and student (cognitive ability) characteristics moderated the
study-time grade association: these variables reduced the study-grade association to zero.

Perception towards the Teacher and English Proficiency

In the study of Masanori Matsumoto (2009), international students learning English as a
second language in Australia were studied to find how their perception of teachers' level of
commitment to teach them English associated with their own motivation to study English. A
questionnaire survey was administered to the learners at three different levels of proficiency to

12

also identify the relationship between the levels of study and the learners' perception of the
teacher as a factor associating with the learners' motivation. The results showed that there is a
positive correlation between the learners' motivation and their perception of their teachers'
commitment to teach, though there are some differences among the three levels. These findings
support the general claim that language teachers are one of the most important factors
influencing learners' motivation, but the learners' level of proficiency may need to be taken into
consideration for a further discussion regarding the validity of a certain teaching strategy to
motivate second language learners.
Inbar (2001), however, opposes to the idea stated above. No differences were found in the
English proficiency of the students in his study on Native and Non-native Teachers:
Investigation of the Construct and Perceptions. No differences were found in perception
categories related to teaching and assessment practices, to defining students' knowledge in
English, the status of the English language and goals for teaching it.. It was also revealed,
however, the effect of individual differences on the teachers' perceptions, demonstrating that
perceptions can often be attributed to more than a single background variable. It simply means
that due to the difference of perception of students, it does not necessarily mean that it would
affect their English proficiency. For example, for one student he perceives his English teacher is
effective in teaching, and for another, he perceives his teacher having no capability of teaching.

Extent of Television Viewing and English Proficiency

Learning how to read, comprehend and develop vocabulary takes practice and time spent
reading books or being read to. Language development also requires a lot of interactive
13

conversation. Kids of all ages who spend hours every day in front of a television are losing that
opportunity and falling behind in this area in their education.
Even educational TV programs do not help as much as reading and talking (Poirier,
2011). According to Dr. Ellen Abell of the Alabama Cooperative Extension System, TV does not
develop the part of the brain responsible for language. Children who watch too much television
and do not read enough may have trouble paying attention and listening to comprehend language
(Poirier, 2011).

Text Messaging and English Proficiency

One of the main problems with texting is how easy it makes it to communicate in a subtle
form in classrooms and meetings and such. Text messaging is being used as the number one form
of communication through cell phones. With new phones and plans designed to accommodate
text messaging, this form of communication will only grow. While texting can be convenient and
quick, it can also be dangerous and distracting (Marquez, 2009). According to Mphahlele and
Mashamaite (2005), the SMS language does not conform to grammatical or syntactic rules of the
English language, nor does it conform to spelling rules. And they stated that it has been indicated
that the English language proficiency of the learners is negatively correlated by learners
exposure to the SMS language both through the print and the electronic media.

14

Extent of Use of Online Social Networks and Computer Games and English Proficiency
In the study of Barral (2010), social networking is used as a communication and
collaboration tool of choice in business and higher education. It is being used as a way of
communication whether that is asking a question about what to do for homework, or what friends
are doing over the weekend. People can discuss topics for class and ask questions which can get
answered. Social networking poses a problem in the use of poor language. Most sites do not use
proper spelling or grammar which is inappropriate for someone who does not yet have logistic
confidence. People are mostly able to discern the morally questionable content, but they cannot
yet defend themselves against illiteracy.
Rob Callahan states that a generation of students has developed spelling skills largely
dependent on abbreviating words and phrases, translating letters to numbers, communicating
through text-based symbols and intentionally misspelling words. Students who often use online
venues such as IM, chat and social networking can find it difficult to adopt the more traditional
modes of communication necessary to achieve passing grades.
Murphy states that many studies suggest that computer games have a generally negative
impact on a child's study habits. Some possible problems include less time spent on homework,
less interest in reading and earning lower grades in school. Studies suggest that computer games
with violence, criminal behavior or offensive themes can increase negative behavior in children.
Research also shows that when parents place time limits on game play, children develop fewer
behavioral issues. Time limits and age-appropriate games can reduce the chance of negative
study habits.

15

Reading Frequency and English Proficiency

The study of National Endowment for the Arts conducted experiment about reading
frequency corresponding with reading scores and writing scores in grade 12. In average reading
score in the range of 500, grade 12 in 2005, students who read almost every day got the score of
302, students who read once or twice a week got 292, students who read once or twice a month
got 285, and students who read never or hardly ever got 274. In average writing score in the
range of 300, grade 12 in 2002, students who read almost every day got the score of 165,
students who read once or twice a week got 154, students who read once or twice a month got
149, and students who read never or hardly ever got 136.

Summary of Related Studies

Those are the associating factors to English proficiency. According to previous studies,
age is associated with English proficiency but it is not the most important factor associating with
English proficiency. In terms of sex, there are contradictory studies to determine whether or not
there is a significant relationship between sex and English proficiency. Income and educational
attainment of parents were found to be significantly associated with English proficiency. For the
study hour, traditionally, researchers believed that it associates with much for the achievement of
study, but now researchers found out there is few associating with the achievement. Negative
perception towards teacher correlates negatively in learning second language as the students are
less motivated. Extent of television viewing, text messaging, and extent of use of online social
networks and computer games correlate negatively for the students to develop English
proficiency. In television viewing, they do less communicate with others. In text messaging and
16

extent of use of online social networks and computer games, students chat with others using
wrong grammar and wrong spelling of words. And they spend time for texting, chatting, and
gaming instead of studying textbooks that indicate correct grammars and correct spelling of
words. And according to study, frequency of reading enhances English proficiency.
Those factors are continually being studied by researchers to determine whether there is a
significant relationship between the factors and English proficiency though there are already
many conducted studies. The studies might be conducted endlessly. With the references of the
related literatures and studies that are contributed by other researchers, this study may contribute
for the future researches.
After a series of research activities, this study determined whether there is a significant
relationship between the factors such as age, sex, income of parents, educational attainment of
parents, study hour, perception towards the teacher, extent of television viewing, text messaging,
extent of use of online social networks and computer games and reading frequency, and the
English proficiency of the Grades V and VI elementary pupils.

17

Chapter 3
METHODOLOGY

This chapter deals with the research methodology of the study which includes the
research design, the research locale, the participants of the study, the research instruments used,
data gathering procedure, and statistical treatment used in this study.

Research Design
This is a descriptive-correlational study employing the one-shot survey method. David
(2005) defined research design as a plan or course of action which the research follows in order
to answer the research question/s or solve the research problem, an explanatory study or
correlation research that goes beyond description of the problem or situation and a type of
research that investigates relationships between factors or variables. Descriptive-correlational
study aims to examine the extent of relationship between the factors or variables by determining
how changes in one variable relate to changes in other variables.
This study determined the factors associated with the English proficiency of the
elementary pupils of Ipil Elementary School through the use of a non/pre-Experimental design
which is the posttest only design or after-only survey, also commonly known as one-shot survey.
The one-shot survey or posttest only design aims to collect descriptive information about a
population or subject of a study which is also applicable in this research study.
This determined the relationship of the demographic factors such as age, sex, income of
parents, educational attainment of parents and other factors such as number of study hours,
18

perception towards the teacher, extent of television viewing, text messaging, extent of use online
social networks and computer games, reading frequency to the English proficiency of the Grades
V and VI elementary pupils in Ipil Elementary School for School Year 2015-2016.

Research Locale
This study was conducted in Ipil Elementary School. It is located in Santa North District,
one of the districts in the Division of Marinduque. The choice of the locale was due to the deep
concern of the researcher to be of help in improving not only the quality of English instruction
among learners in the school in general. The researcher was also interested in knowing the
factors that affect the learning of the English language as it deemed relevant in the classroom
instruction.

Participants of the Study

The participants of the study were the 65 elementary Grades V, and VI pupils enrolled
this school year 2015-2016 in Ipil Elementary School. Below is the distribution of the
participants of the study.
Table 1.
Participants of the Study
Grade Level
Grade V
Grade VI
Total
Research Instrument

Male
16
17
33

Female
15
17
32

Total
31
34
65

19

The primary instrument used to gather the needed data was a one-shot survey
questionnaire which consisted of three parts: Part I gathered information on the Personal
Background of the respondents; Part II dealt with the information on the factors associated with
the English proficiency of the respondents; and Part III served as the English proficiency test
constructed by the researchers and anchored on the competencies of Grades V and VI pupils in
English required by the Department of Education. The English proficiency test consisted of 40
items containing grammar and reading comprehension, with the difficulty level increasing from
easy to difficult.
The researcher-made questionnaires were corrected and validated by three (3) master
teachers competent in the field of English. To check reliability of questionnaire Part III, the
researchers used test-retest method to twenty (7) pupils (ten percent of the total respondents in
this study). The reliability of two scores in the test and retest from the respondents was computed
using Pearsons r, which resulted in 0.801 indicating a high correlation which means that there is
a very dependable relationship between the two results.

Data Gathering Procedure

Upon approval and consultation from the adviser, the researcher sought the permission of
the District Supervisor of Santa Cruz North and the school principal before the actual
administration and distribution of the questionnaire.
The researcher administered the questionnaires to the respondents with the help of her co
teachers. The researcher obtained a one hundred percent return rate of all the questionnaires
distributed.
20

The data were tabulated and tallied. Then the data that were obtained were analyzed with
use of descriptive statistics such as frequency counting, mean, chi-square, and gamma analysis.

Statistical Treatment of the Study

The data that were collected were checked for consistency, accuracy and completeness,
and then these were coded and organized. These were then processed and were analyzed using
the Statistical Package for the Social Sciences (SPSS).
The data results that were analyzed were derived from all three vital parts of the
questionnaire: Part I for the demographic data of the respondents, Part II for the factors that are
assumed to influence on the English proficiency of the respondents, and Part III for the English
proficiency test.
For the description of the personal background such as age, sex, income of parents, and
educational attainment of parents; other factors associating with the English proficiency of the
Grades V and VI elementary pupils in Ipil Elementary School such as: number of study hours,
perception towards the teacher, extent of television viewing, text messaging, extent of use of
online social networks and computer games, reading frequency; and the English proficiency of
the concerned, the use of the frequency count, percentage, and mean (weighted mean for reading
proficiency) were done.
For the analysis of the relationship between sex and the English proficiency of the
respondents, the chi-square test was used.

21

For the relationship of the remaining factors such as age, income of parents, educational
attainment of parents, number of study hours, perception towards the teacher, extent of television
viewing, text messaging, extent of use of online social networks and computer games, and
reading frequency to the English proficiency of Grades V and VI elementary pupils of Ipil
Elementary School, the gamma analysis was used.

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
22

This chapter contains the presentation, analysis and interpretation of the data collected.
The first part consists of the description of the profile of the respondents. The next section
presents the analysis and interpretation of the major variables of the study such as study hours,
perception towards teacher, extent of television viewing, text messaging, extent of use of online
social networks and computer games, reading frequency, and English proficiency. This is
followed by the discussion of the relationship between the dependent and independent variables.
Table 2 presents the distribution of the Grades V and VI elementary pupils in Ipil
Elementary School when classified according to their personal background.
Table 2
Distributions of Respondents According to Personal Background
Categories
Age
Sex
Income of Parents in a month
Educational Attainment of Parents

12-13 years old

10-11 years old
Male
Female
High (10,000 and above)
Average (5-9,000)
low -4,000 and below)
College Graduate
College Undergraduate
High School Graduate

Frequency
34
31
33
32
10
25
30
6
10
49

Percentage
52.30
47.69
50.76
49.23
15.38
38.46
46.15
9.23
15.38
75.38

In collected data, 34 respondents are at age 12-13 while 31 are at age 10-11. More
respondents are at age 12-13 than at age 10-11. Almost equal are the distribution for male and
female with 50.75% male and 49.23% female.
In terms of monthly income, the biggest percentage of the respondents parent fall under
low income (4,000 and below) income per month with 30 or 46.15%, while 25 out 65 of the
parents respondents have average income (5000-9000) per month and 10 out of 65 or 15.38%
have high income (10,000 and above).
23

For educational qualification, majority of the parents are high school graduates with 49 or
75.38% of the total counts of the respondents. Only 10 or 15.38% are college level or
undergraduate of college, and 6 or 9.23 are college graduate.

Table on the next page describes the factors that influence the English Proficiency of
Grades V and VI elementary Pupils.

Table 3.
Factors that influence the English Proficiency of Elementary Pupils at Ipil ES
Variables
A. Study Hours in a Week
High (3-9 hours)
Moderate (2 hours)
Low (0-1 hour)
Mean = 2.33 hours

Frequency
19
30
16

Percentage
29.23
46.15
26.66

24

B. Perception Towards Teacher

A. Speaking in English by Teacher
Always
Usually
Sometimes
Seldom
C. Presence of Fun with English Teacher
Yes
No
D. Assessment of Teacher in Teaching English
Very Good
Good
Fair
Badly
E. Extent of Learning from Teacher
Very much
More than enough
Enough
A little
F. Extent of Television Viewing in a Day
High (5-19 hours)
Moderate (3-4 hours)
Low (1-2 hours)
Mean = 2.94 hours
G. Text Messaging in a Week
High (31-3000)
Moderate (9-30)
Low (0-8)
Mean = 97.34
H. Extent of Use of Online Social Networks in a Week
High (4-49 hours)
Moderate (2-3 hours)
Low (0-1 hour)
Mean = 4.92 hours
I. Extent of Use of Computer Games in a Week
High (4-30 hours)
Moderate (2-3 hours)
Low (0-1 hour)
Mean = 3.81 hours
J. Reading Frequency in a Week
High (5 hours and above)
Moderate (2-4 hours)
Low (0-1 hour)
Mean = 4.62 hours

20
30
15
10

30.76
46.15
23.07
15.38

45
15

69.23
23.07

18
30
15
2

27.69
46.15
23.07
3.07

18
30
13
4

27.69
46.15
20.00
6.15

20
35
10

33.33
50
15.38

7
40
18

10.76
61.53
27.69

5
45
15

7.69
69.23
23.07

5
30
30

7.69
46.15
46.15

18
25
22

27.69
38.46
33.84

Table 3 presents the distribution of the Grades V and VI pupils when classified according
to study hours, perception towards teacher, extent of television viewing, text messaging, extent
of use of online social networks and computer games, and reading frequency.
The pupils have a mean of 2.33 hours spent in studying per week. Most or 30 of them
spend 2 hours in studying while less or 19 spend 3 hours and above and least or 16 spend 0 to 1
25

hour in studying. Almost one half of the respondents spend their time in studying for two hours
every week. Twenty nine point twenty three percent (29.32%) of the respondents spend at least
three (3) hours of their time in studying. The most time spent in studying by a respondent is nine
(9) hours every week.
In the data collected for the perception of the respondents towards their teacher, in terms
of the frequency of speaking in English by their teacher, almost half (46.16%) of the respondents
say that their English teacher usually speaks in English; and almost two-fifth (30.76%) of them
claimed that their English teacher always speaks in English; almost one-fifth of the
respondents say that their English teacher sometimes speaks in English; and one-eight says
that their English teacher seldom speaks in English.
In terms of presence of fun with English teacher, most (69.23%) of the respondents
experience fun in their English class while least (23.07%) of the respondents say that they do not
experience fun in their English class.
In terms of the respondents' assessment of teacher in teaching English, nearly half
(46.15%) of the respondents say that their English teacher performs good when teaching English;
more than one-fourth 27.69%) of the respondents say that their English teacher performs very
good; less than one fourth (23.07%) of the respondents say that their English teacher performs
fair; and a least of (3.07%) of the respondents say that their English teacher performs badly. In
terms of extent of learning from teacher, almost half or 46.15% of the respondents say that they
learned more than enough from their English teacher. Two-fifths or 27.69% of the respondents
say that they learned very much from their English teacher. Two-tenths or 20.00% of the

26

respondents say that they learned enough from their English teacher. A least or 6.16% of the
respondents say that they learned a little from their English teacher.
As to the pupils extent of television viewing, one half (50%) of the respondents spend
only one or two hours in watching television every week; two-fifth (33.33%) of the pupils watch
television for three to four hours every week; and the least (15.38%) of the respondents watch
television for more than five hours every week. In addition, according to the data collected, one
respondent can spend up to 19 hours in watching television. The mean number of hours the
respondents spend in watching television is 2.94 hours.
The distribution of the respondents according to the frequency of text messaging is
almost equal. The data collected under this category are as follows: a little more than one half
(61.63%) of the pupils only send at most eight messages every week. There are also a little more
than one third (27.69%) of them who send a moderate number of texts. The rest (10.76%) send at
least 31 text messages every week.
In terms of the extent of use of online social networks of the respondents, more than onehalf (69.23) of the respondents spend their time visiting online social networking sites for two to
three hours every week. On the other hand, only one-fifth (23.07%) of the respondents spend at
most one hour every week for online social networking. The rest (7.69%) of the respondents
spend at least four hours in online social networking every week. The most number of hours
these respondents spend in online social networking every week is 49 hours. The mean extent of
use of online social networks by the pupils is 4.92 hours.
The respondents data on the extent of use of computer games showed that an equal
number (46.15%) of respondents spend their time playing computer games in the low use (0 1
27

hour per week) and moderate use (2 3 hours per week) of computer games category; while only
two-fifths of the pupils spend at least four hours every week in computer games. The mean
number of hours the respondents spend in computer games is 3.81 hours, where the least number
of hours spent in this area is 0, and the most number of hours spent in this area is 30.
The data on the reading frequency of the respondents were also gathered and showed the
following: little more than one-third of the respondents (38.46%) spend only at most one hour in
reading. Nearly one-third of the respondents read for two to four hours, and the rest (33.84%)
spend at least four hours in reading every week.
Table 4
English Proficiency of Grades V and VI elementary pupils
English Proficiency Level
Low (6-16 points)
Average (17-27 pts.)
High (28-37 pts.)
Total

Frequency
18
37
7
65

Percentage
27.69
56.92
10.76
100.00

Table 4 below shows the results of the respondents in the English proficiency test the
researcher provided. The scores were categorized according to their level of proficiency in
English, namely: Low Proficiency for pupils who obtained scores ranging from 6 16; Average
Proficiency for pupils who obtained scores ranging from 17 27; and High Proficiency for
pupils who obtained scores from 28 37. The mean score of the respondents is 26.91, wherein
the lowest score was 6 and the highest score was 37 out of the 40-item English proficiency test.
It is shown from the data collected that only less than one-tenth (10.76%) of the
respondents performed poorly in the English proficiency test, while most or more than one-half

28

(56.92%) performed averagely. Nearly one-fourth of the respondents were included in the High
Proficiency category.
Table 5.a
Association between Age and English Proficiency
Age
Low
(6-16 pts.)
Average
(17-27 pts.)
High
(28-37 pts.)
Total

English Proficiency Level as to Age

10-11
12-13
Frequency Percentage Frequency
Percentage
6
19.35
7
20.58

Frequency
13

Total
Percentage
20.00

17

54.83

19

55.88

36

55.38

25.82

23.54

16

24.62

31

100.0

34

100.00

65

100.00

Table 5.a shows the association between age and English proficiency. In this study, those
who are at age 12-13 have higher (more than half) percentage in average and average level of
English proficiency while those who are at age 10-11 have higher (more than half) percentage in
average level. As a result, regardless the age is 10-11 or 12-13, the English proficiency level is
same. Therefore, with revealing result of gamma value 0.068 and p-value 0.626, the result of test
for association between age and English proficiency level is not significant.
According to the research of Julia Van Sickle and Sarah Ferris, adult and child second
language learners pass through essentially the same developmental stages in second language
acquisition (SLA). Simply put, younger and older individuals if given the chance to acquire
knowledge on a second language at the same time, will still perform the more or less equally in
proficiency tests despite their differences in age. It claims that if the chance of acquiring
knowledge on the language is equally provided to both younger and older individuals, the
Language proficiency is the same. In this research, since the pupils are in grade 5 or 6, the
29

chance provided to acquire knowledge on English language in the school is almost the same, so
their English proficiency is also to be the same.
Therefore, this supports the research by Julia Van Sickle and Sarah Ferris; the null
hypothesis which states that there is no significant relationship between age and English
proficiency is not rejected.
Table 5.b
Association between Sex and English Proficiency Level
Categories
Low
(6-16 pts.)
Average
(17-27 pts.)
High
(28-37 pts.)
Total

English Proficiency English Proficiency Level and Sex

Male
Female
Total
Frequency
Percentage Frequency Percentage
Frequency
Percentage
18
54.54
4
12.5
22
33.84
10

30.30

10

31.25

20

30.76

15.15

18

56.25

23

27.05

53.4

65

100.00

33

Table 5.b shows the association between sex and English proficiency. The result reveals
that majority of males have low (54.54%) English Proficiency level and 30.30% have average
level of proficiency, with a least level equivalent 15.15% with high level of English proficiency.
Most of the female respondents equivalent to 18 respondents or 56.25 have high English
proficiency level, 10 or 31.25 are within the average English proficiency level, and only few
equivalent to 4 or 12.5 belong to low proficiency level.
When sex and English Proficiency level were correlated, the Chi-square value of 9.794
with a p-value of 0.007 at 2 degrees of freedom revealed a significant result. Since Chi-square
value was significant, a post hoc analysis was done using Cramers V which yields 0.237 and p =
0.007. The result was considered statistically significant at 0.05 level. This result proves that sex
30

is a determinant to the English Proficiency level of the respondents. Females tend to become
proficient in English than males as revealed in this study.
This result collaborates with several studies (Gorman, White & Brooks, 1987; Gorman,
White, Brooks, Maclure & Kispal, 1988) which have reported that girls tend to have more
positive feelings about reading and writing than boys. However, it seems that by the age of 15
years, girls lose confidence in their abilities as writers.
Therefore, the null hypothesis stating that there is no significant relationship between sex
and English proficiency is rejected.

Table 5.c
Association between Income of Parents and English Proficiency Level
English
Proficiency

Frequency
Low (6-16
points)
Average (17-

Monthly Income of Parents

Average
High
5000-9000
10,000 and above

Low
4,000 and below

Total

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

4.61

7.69

3.07

10

15.38

18

27.69

15

23.07

7.69

38

58.46

31

27 points)
High (28-37
points)
Total

13.84

7.69

4.61

17

26.15

30

46.15

35

53.84

10

15.38

65

100.00

Gamma = 0.167 (not significant) p-value = 0.135

Table 5.c shows the association between income of parents and English proficiency. In
this study, those whose parents earn low income (Php 4,000 and below) get average level of
English proficiency while those whose parents earn average income (Pph P5,000 and below) and
high income (Php10,ooo and above) get same low level of English proficiency. On the other
hand, those whose parents earn high income (15.38) get high in level of English proficiency.
When correlated, the result of gamma value 0.167, and p-value 0.135, the correlation between
income of parents and English proficiency level is not considered significant. As a result,
regardless income of parents is high, average, or low, then English proficiency level is still the
same.
This does not support the study of Yu, et al. (2006) when significant associations were
found for English proficiency and all socio-demographic characteristics examined. The children
of those who reported speaking English at home tended to be older than the children of the other
English proficiency groups.
Consequently, the null hypothesis stating that there is no significant relationship between
income of parents and English proficiency is not rejected.
Table 5.d
Association between Educational Attainment and English Proficiency Level
English
Proficiency

High School Graduate

Educational Attainment
College Level
College Graduate

Total

32

Frequency
Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

10

15.38

3.07

12

18.46

15

23.07

6.1

19

29.23

24

36.92

6.1

6.1

34

52.30

49

70.76

10

15.38

6.1

65

100.00

Gamma = 0.066 (not significant) p-value = 0.768

The table 5.d shows the association between educational attainment of parents
specifically, the father and English proficiency. The researchers decided to correlate the
educational attainment of fathers to the English proficiency of the respondents rather than the
mothers in relation to the study of Duursma et. al, stating that only the fathers language
preference played a role in a childs proficiency in a particular language.
The table shows that those whose fathers are high school graduate and college level got
high percentage in average English proficiency level while those whose fathers are college
graduate are highly involved in low English proficiency level. As a result, regardless educational
attainment of parents specifically, the father is high school graduate, college level, or college
graduate, the English proficiency is the same. Therefore, revealing the result of gamma value
0.066, and p-value 0.768, the correlation between educational attainment of parents and English
proficiency level is not significant.
Consequently, the null hypothesis which states there is no significant relationship
between educational attainment of parents and English proficiency is not rejected.
As studied by Dickinson & Tabors (2001), more educated parents provide language
environments at home that are more similar to the language environments of school.
Supportively, the study of Goldenberg et.al, (2006) states that whether in native language or in
33

English, parental education correlate with the development of academic English, as learning to
read and write in any language begins long before children enter school through engagement in
activities with parents and caregivers who support language and literacy development. Also,
according to the study of Snow, Burns, & Griffin (1998), the level of parental English language
skills may index the support children receive for learning English at home. The studies contradict
the result of this study.
Table 6.a
Association between Study Habits and English Proficiency Level
Study Habits

English
Proficiency

Low
(0-1 Hour)
Frequency

Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Moderate
(2 Hours)

High
(3 Hours and above)

Total

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

6.15

12.30

7.69

17

26.16

9.23

12

18.46

12.30

26

40

9.23

10

15.38

9.23

22

33.84

14

25.61

30

46.14

19

29.22

65

100.00

Gamma = 0.195 (not significant) p-value = 0.083

Table 6.a shows the association between study hours and English proficiency. According
to the collected data, those who spend low study hours (0-1 hour) in a week mostly got low level
of English proficiency while respondents who spend moderate (2 hrs.) study hours in a week got
average English Proficiency and respondents study 3 hours and above every week got high
English Proficiency level. However, when correlated, the result of gamma value 0.195, and pvalue 0.083, revealed that the study and English proficiency level of the respondents is not
statistically significant. This means that regardless study hours in a week are low, moderate, or
high, the English proficiency is just similar.
34

This supports the study of Schuman et al. (1985) who claimed that the study time-grade
association is an untested assumption, and that hours studied may have little effect on grades
because teachers' grading practices may moderate the study-time grade association. Greenwald
and Gillmore (1997) also suggested that teachers' grading practices might help to explain the
study-time grade association. Thus, common to previous research were explanations that
suggested student and teacher characteristics associated with the study time-grade association.
The results of this study suggest that course (course difficulty), teacher (grade inflation) and
student (cognitive ability) characteristics moderated the study-time grade association: these
variables reduced the study-grade association to zero.
Consequently, the null hypothesis stating that there is no significant relationship between
study hours and English proficiency is not rejected.

Table 6.b
Association between Perceptions towards teacher and English Proficiency Level
English
Proficiency
Frequency
Low (6-16
points)

Perceptions towards teacher

Sometimes
Usually

Seldom

Always

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

1.53

3.07

9.23

9.23

35

Average (1727 points)

High (28-37
points)
Total

1.53

4.61

10.76

12

18.46

1.53

6.15

12.30

14

21.53

4.61

13.84

21

32.30

32

Chi-square = 8.739 (not significant) df = 6 p-value = 0.189

Table 6.b shows the association between the perception of the pupils towards the teacher
in terms of the extent of speaking in English in the classroom and English proficiency. The table
shows that most of those whose teacher speaks English seldom, sometimes, or always got low
scores in English proficiency level test while most of those whose teacher speaks English usually
got average scores in the test. As a result, regardless the teacher speaks English seldom,
sometimes, usually, or always, the English proficiency of the students is the same. Therefore,
revealing the result of -square value 8.739, 6 df and p-value 0.189, the correlation between
perception towards teacher in terms of speaking English and English proficiency level is not
significant.

Table 6. c
Association between Perception towards Teacher in Terms of Speaking in English and English
Proficiency

English Proficiency

YES

Perception Towards Teacher in Terms of Speaking in English

NO
Total

36

Frequency
Low (6-16 points)
Average (17-27 points)
High (28-37 points)
Total

10
15
20
45

Percentage

Frequency

Percentage

Frequency

15.38
23.07
30.76
69.23

5
5
5
25

6.69
7.69
7.69
38.46

20
20
25
65

Percentage
30.76
30.76
38.48
100.00

Chi-square = 0.193 (not significant) df = 2 p-value = 0.908

Table 6.c below shows the association between the perception of the pupils towards the
teacher in terms of presence of fun with the English teacher and English proficiency. In this
study, those who answered there is no presence of fun with English teacher have higher
percentage in low level of English proficiency while those who answered there is presence of fun
with the English teacher have higher percentage in high level of English proficiency. As a result,
regardless the English teacher presents fun or no in his/her class, the English proficiency is
similar. Therefore, revealing the result of Chi-square value 0.193, 2 df and p-value 0.908, the
correlation between perception towards teacher in terms of presence of fun with the English
teacher and English proficiency level is not significant.

Table 6.d
Association between Perception towards Teacher in Terms of Assessment of Teacher in Teaching
English and English Proficiency
English
Proficiency

Perception towards Teacher in Terms of Assessment of Teacher in Teaching English

37

Badly
Frequency
Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Fair

Good

Very Good

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

1.5

3.07

7.69

10

15.38

3.07

3.07

12.31

12

18.46

1.5

1.5

10

15.38

20

30.76

7.69

7.69

23

35.38

42

Chi-square = 11.469 (not significant) df = 6 p-value = 0.075

Table 6.d below shows the association between the perception of the pupils towards the
teacher in terms of assessment of teacher in teaching English and English proficiency. In the
collected data, those who answered that the English teacher assesses badly (7.69%) and those
who answered that the English teacher assesses good (35.38%) have low level of the English
proficiency while those who answered that the English teacher assesses fair (7.69%) and those
who answered that the English teacher assesses very good (35.38%) have high level of the
English proficiency. As a result, regardless the English teacher assesses badly, fair, good, or very
good, the English proficiency is still the same. Therefore, revealing the result of Chi-square value
11.469, 6 df and p-value 0.075, the correlation between perception towards teacher in terms of
assessment of teacher in teaching English and English proficiency level is not significant.

Table 6.e
Association between Perception towards Teacher in Terms of Extent of Learning from Teacher
and English Proficiency
English
Proficiency

Perception Towards Teacher in Terms of Extent of Learning from Teacher

38

A little
Frequency
Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Enough

More than Enough

Very Much

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

1.5

3.07

7.69

10

15.38

1.5

4.61

9.23

12

18.46

1.5

3.07

10.76

15

23.07

4.5

10.75

18

27.69

37

56.92

Chi-square = 6.644 (not significant) df = 6 p-value = 0.355

Table 6.e below shows the association between the perception of the pupils towards the
teacher in terms of extent of learning from teacher, and English proficiency. In this study, those
who answered that they learn little from the English teacher have low level of the English
proficiency while those who answered that they learn more than enough from the English teacher
(56.92%) have average level of the English proficiency. Those who answered that they learn
enough (10.75%) or very much from the English teacher (27.69%) have high level of the English
proficiency. When conducted the result of Chi-square value 6.644, 6 df and p-value 0.355, the
correlation between perception towards teacher in terms of extent of learning from teacher and
English proficiency level is not considered significant. As a result, regardless the extent of
learning from the English teacher is a little, enough, more than enough, or very much, the
English proficiency is still the same.
This supports the study of Ofra Inbar (2001) when no differences were found in the
English proficiency of the students on Native and Non-native Teachers: Investigation of the
Construct and Perceptions. No differences were found in perception categories related to
teaching and assessment practices, to defining students' knowledge in English, the status of the
English language and goals for teaching it.. It was also revealed, however, the effect of

39

individual differences on the teachers' perceptions, demonstrating that perceptions can often be
attributed to more than a single background variable. It simply means that due to the difference
of perception of students, it does not necessarily mean that it would affect their English
proficiency.
Consequently, in sum of the results of tables 6.b, 6.c, 6.d, and 6.e, the null hypothesis
stating that there is no significant relationship between perception towards teacher and English
proficiency is not rejected.
Table 6.f
Association between Extent of Television Viewing and English Proficiency
English
Proficiency

Extent of Television Viewing

Moderate
High
(3 -4 Hours)
(5 hours and above)

Low
(1-2 Hours)
Frequency

Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Total

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

3.07

7.69

7.69

12

18.46

3.07

11

16.92

15

23.07

28

43.07

3.07

18

27.69

7.69

25

38.47

9.23

34

52.31

25

38.46

65

100.00

Gamma = -0.056 (not significant) p-value = 0.641

Table 6.f shows the association between the extent of television viewing and English
proficiency. In this study, those who watch television for low hours (1-2 hours) have high or
more than half percentage in low level of the English proficiency while those who watch
television for high hours (5 hours and above) have high percentage in average level of the
English proficiency. Those who watch television for moderate hours (3-4 hours) have high or
almost half percentage in high level of the English proficiency.

40

As a result, regardless the extent of television viewing is low, moderate, or high, the
English proficiency is the same. Therefore, revealing the result of gamma value 0.056, and pvalue 0.641, the correlation between the extent of television viewing and English proficiency
level is not significant.
Learning how to read, comprehend and develop vocabulary takes practice and time spent
reading books or being read to. Language development also requires a lot of interactive
conversation. Gina Poirier states that kids of all ages who spend hours every day in front of a
television are losing that opportunity and falling behind in this area in their education. Even
educational TV programs do not help as much as reading and talking. According to Dr. Ellen
Abell of the Alabama Cooperative Extension System, TV does not develop the part of the brain
responsible for language. Children who watch too much television and do not read enough may
have trouble paying attention and listening to comprehend language. The study of Gina Poirier
supports the result of this study.
Consequently, the null hypothesis stating that there is no significant relationship between
extent of television viewing and English proficiency is not rejected.

Table 6.g
Association between Text Messaging and English Proficiency

41

Text Messaging

English
Proficiency

Low
(8 and below)
Frequency

Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Moderate
(9-30)

High
(31 and above)

Total

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

7.69

10

15.38

4.61

18

27.69

10.76

7.69

15

23.07

27

41.53

12

18.46

4.61

7.69

30

30.78

24

36.92

18

27.69

23

35.38

65

100.00

Gamma = -0.135 (not significant) p-value = 0.227

Table 6.g shows the association between text messaging and English proficiency. Based
on the table, those who send low (8 and below) text messages in a week have high percentage in
high level of the English proficiency while those who send moderate (9-30) text messages have
high percentage in low level of the English proficiency. Those who send high (31 and above) text
messages in a week have high percentage in average level of the English proficiency. As a result,
regardless the extent of text messaging is low, moderate, or high, the English proficiency is the
same. Therefore, revealing the result of gamma value 0.135, and p-value 0.227, the correlation
between text messaging and English proficiency level is not significant. This does not support
the study of Cesar Marquez (2009), text messaging is being used as the number on form of
communication through cell phones. With new phones and plans designed to accommodate text
messaging, this form of communication will only grow. While texting can be convenient and
quick, it can also be dangerous and distracting.
Consequently, the null hypothesis stating that there is no significant relationship between
text messaging and English proficiency is not rejected.
Table 6.h
42

Association between Extent of Use of Online Social Networks and English Proficiency
English
Proficiency

Extent of Use of Online Social Networks

Moderate
High
(2-3 hours)
(4 hours and above)

Low
(0-1 hour)
Frequency

Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Total

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

15

23.07

7.69

7.69

25

38.48

7.69

10

15.38

7.69

20

30.46

7.69

7.69

10

15.38

20

30.46

25

38.48

20

30.76

20

30.76

65

100.00

Gamma = 0.078 (not significant) p-value = 0.496

Table 6.h shows the association between the extent of use of online social networks and
English proficiency. In this study, those who use online social networks for low (0-1) hour in a
week have almost half or most percentage in low level of the English proficiency while those
who use online social networks for moderate (2-3) hours have almost half or most percentage in
high level of the English proficiency. Besides, those who use online social networks for high (4
and above) hours in a week have high percentage in average level of the English proficiency. As
a result, regardless the extent of use of online social networks is low, moderate, or high, the
English proficiency is the same. Therefore, revealing the result of gamma value 0.078, and pvalue 0.496, the correlation between the extent of use of online social networks and English
proficiency level is not significant.
In the study of Barral (2010), social networking is used as a communication and
collaboration tool of choice in business and higher education. It is being used as a way of
communication whether that is asking a question about what to do for homework, or what friends
are doing over the weekend. People can discuss topics for class and ask questions which can get
answered. Social networking poses a problem in the use of poor language. Most sites do not use
43

proper spelling or grammar which is inappropriate for someone who does not yet have logistic
confidence. People are mostly able to discern the morally questionable content, but they cannot
yet defend themselves against illiteracy. The study supports the result of this study.
Consequently, the null hypothesis states that there is no significant relationship between
extent of use of online social network and English proficiency is not rejected.
Table 6.i
Association between Extent of Use of Computer Games and English Proficiency
English
Proficiency

Extent of Use of Computer Games

Moderate
High
(2-4 hours)
(5 hours and above)

Low
(0-1 hour)
Frequency

Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Total

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

6.15

9.23

7.69

15

23.07

7.69

10

15.38

7.69

20

30.76

10

15.38

7.69

15

23.07

30

46.17

19

29.23

26

40.00

20

30.76

65

100.00

Gamma = 0.040 (not significant) p-value = 0.728

Table 6. i below shows the correlation between the extent of use of computer games and
English proficiency. In this study, those who play computer games for low (0-1) hour in a week
and those who play computer games for high (5 and above) hours in a week have most
percentage in high level of the English proficiency while those who play computer games for
moderate (2-4) hours in a week have almost half or high percentage in average level of the
English proficiency. As a result, regardless the extent of use of computer games is low, moderate,
or high, the English proficiency is the same. Therefore, revealing the result of gamma value
0.040, and p-value 0.728, the correlation between the extent of use of computer games and
English proficiency level is not significant. According to Murphy, many studies suggest that
44

computer games have a generally negative impact on a child's study habits. Some possible
problems include less time spent on homework, less interest in reading and earning lower grades
in school. The studies support the result of this study.
Consequently, the null hypothesis states that there is no significant relationship between
extent of use of computer game and English proficiency is not rejected.
Table 6.j
Correlation between Reading Frequency and English Proficiency
English
Proficiency

Reading Frequency
Moderate
High
(2-4 hours)
(5 hours and above)

Low
(0-1 hour)
Frequency

Low (6-16
points)
Average (1727 points)
High (28-37
points)
Total

Total

Percentage

Frequency

Percentage

Frequency

Percentage

Frequency

Percentage

4.62

7.69

7.69

13

20.00

10.76

13

20.00

9.23

26

40.00

7.69

10.76

14

21.53

26

40.00

15

23.07

25

38.46

25

38.46

65

100.00

Table 6.j shows the association between reading frequency and English proficiency. The
result reveals that majority of those who read for low (0-1) hour have low (76.9%) and average
(47.9%) English Proficiency level, while the majority of those who read for high (5 and above)
hours in a week have high (44.4%) English proficiency level. In addition to, the majority of those
who read for moderate (2-4) hours have average (36.6%) and high (35.6%) the English
proficiency level. When reading frequency and English proficiency level were correlated, the
gamma value 0.545 with a p-value 0.000 revealed a significant result. The result was considered
statistically significant at 0.05 level. This result proves that reading frequency is a determinant to

45

the English proficiency level of the respondents. Those who read frequently tend to become
proficient in English than those who read rarely as revealed in this study.
Consequently, the null hypothesis states that there is no significant relationship between
reading frequency and English proficiency is rejected.

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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter intends to present the summary of findings as answers to problems posted in
Chapter 1. The conclusions that were drawn from the findings are also presented in the same way
and immediately followed by the recommendations.

Summary of Findings
This study was conducted to determine the relationship of personal background factors of
Grades V and VI elementary pupils of Ipil Elementary School, such as age, sex, income of
parents, and educational attainment of parents, and other factors such as number of study hours,
perception towards the teacher, extent of television viewing, text messaging, extent of use of
online social networks and computer games, and reading frequency, to the English proficiency of
the respondents.
This study was done at the Ipil Elementary School, making use of a sample from the
schools Grades V and VI pupils. The participants of this study were composed of 31 Grades V
and 34 Grades VI pupils of Ipil Elementary School.
The primary instrument used to gather the needed data was a one-shot survey
questionnaire which consisted of three parts: Part I gathered information of the demographic
characteristics of the respondents; Part II dealt with the information of the factors associated with
the English proficiency of the respondents; and Part III served as the English proficiency test

47

constructed by the testers and anchored on the competencies of Grades V and VI pupils. The
questionnaire was designed based on the specific objectives of this study.
The Statistical Package for Social Sciences (SPSS) program was used to aid the
researchers in their data analysis for both dependent and independent variables. For the analysis
of the relationship between sex and the English proficiency of the respondents, the chi-squared
distribution was used.
For the relationship of the remaining factors such as age, income of parents, educational
attainment of parents, number of study hours, perception towards the teacher, extent of television
viewing, text messaging, extent of use of online social networks and computer games, and
reading frequency to the English proficiency, the gamma distribution was used.
Major Findings of the Study include:
1. The number of pupils aged 10-11 years old is almost equal to the number of pupils
aged 12-13 years old;
2. Majority (50.75) of the respondents were male pupils;
3. The scales of the income of parents of the respondents the biggest distribution of
parents fall under with low income;
4. Most (75.38%) of the respondents parents graduated from high school, and only a
small fraction left for parents who either college level or undergraduate (15.38%) or only
attained college (9.23%);
5. Majority (46.15%) of the respondents spend moderate hours (2 hours) in studying;

48

6. Most (46.6%) of the respondents say that their English teacher usually speaks in
English, (46.15%) experience fun with their English teacher, (69.23%) their English teacher
performs good in their when teaching English, and (49.4%) learned more than enough from their
English teacher;
7. Half (50.00%) of the total number of respondents spend their time watching television
for only one to two hours;
8. Most of the respondents moderately used text messaging;
9. Most (69.23%) of the respondents spend their time moderately (2 3 hours) in online
social networking;
10. More than one third (46.15%) of the respondents spend a low number of hours (0 1
hour) in computer gaming; the same number of respondents spend a moderate number of hours
(2 3 hours) in computer gaming; and the rest (7.69%) of the respondents spend at least five
hours in computer gaming;
11. Majority (38.46%) of the respondents spend at most 2 to 4 hours in reading;
12. The following factors: age (Gamma = 0.068, p-value = 0.626), income of parents
(Gamma = 0.167, p-value = 0.135), educational attainment of parents (Gamma = 0.066, p-value
= 0.768), extent of television viewing (Gamma = -0.056, p-value = 0.641), text messaging
(Gamma = -0.135, p-value = 0.227), extent of use of online social networks (Gamma = 0.078, pvalue = 0.496) and computer games (Gamma = 0.040, p-value = 0.728) have no significant
relationship with the English proficiency of the respondents;

49

13. Study hours (Gamma = 0.195, p-value = 0.083) has an almost significant relationship
with the English proficiency of the respondents;
14. Finally, sex (-square = 9.794, df = 2, p-value = 0.007, Cramers V = 0.237) and
reading frequency (Gamma = 0.545, p-value = 0.000) have a significant relationship with the
English proficiency of the respondents.

Conclusions
According to the data collected, the following factors have no significant relationship
with the English proficiency of the respondents: age, income of parents, educational attainment
of parents, perception towards teacher, extent of television viewing, text messaging, extent of use
of online social networks and computer games.
Reading frequency is also deemed to have a significant relationship with the English
proficiency of the respondents from the data collected. This means that the longer the time is
spent on reading, the more proficient an individual becomes in English otherwise, it may degrade
ones proficiency in English.
The researcher has concluded, basing on the findings interpreted, that the factors
associating with the English proficiency of an individual differ from one person to another. Data
has shown that some gain their English proficiency in watching television, and some in computer
games, and so on. There is no definite factor in associating with ones English proficiency other
than sex and reading English reading materials, as suggested by results of this study.

50

Recommendations
Based on the major findings of the study, and the conclusions drawn from those, the
following recommendations were suggested:
1. Since it was shown in the findings that sex is a factor correlating with the English
proficiency of an individual, and that female pupils tend to be more proficient than male pupils,
it is important that parents should monitor the status of their sons when it comes to their
performance in English, and that they should encourage them to study English more;
2. Parents should encourage their children to read, especially reading materials written in
English. Reading will help improve the pupils ability to observe proper grammar and reading
comprehension. The more the children read, the more their facilities in English improve;
3. Teachers, being the facilitators of learning of the pupils, should motivate their learners,
especially males, in studying English and their appreciation for reading. Therefore, teaching
strategies like pronunciation drills and vocabulary activities should be included in class. In order
to encourage pupils to read, teachers should pick reading materials that would spark the interest
of their learners. Regular assessment and evaluation should be done to properly monitor the
development of the pupils. Integration of English into other subjects such as Science and
Mathematics may have an effect in the English proficiency of the students;
4. School heads and administrators should encourage teachers to explore teaching
strategies that will aid the improvement of the English proficiency of the pupils Furthermore,
with regards to improving the attitude of male students towards English, they should find
scholarly activities related to English that will interest male students;

51

5. The community should encourage their young members to participate in community

activities that involve the speaking of English, such as pageants or contests for the young.
Community quiz bees that involve English may also be an example. Such activities will come to
the attention of the pupils, especially males;
6. The Philippine government should conduct a regular assessment on the status of the
pupils in terms of their English proficiency and cooperating with educational institutions to
incorporate developments in the curricula to develop their competence in English. The
government should encourage educational institutions to find ways in encouraging all male
students to actively display competence in English.

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