English Proficiency Level of Bachelor of Arts in Political Science and Bachelor of Elementary Education: A Comparative Study

ENGLISH PROFICIENCY OF BACHELOR OF ARTS IN POLITICAL SCIENCE (BAPS)
AND BACHELOR OF ELEMENTARY EDUCATION (BEED) FOURTH YEAR

STUDENTS: A COMPARATIVE STUDY
An Undergraduate Thesis Presented to the

Faculty of the College of Education
Western Mindanao State University

Imelda External Studies Unit
Balugo, Imelda, Zamboanga Sibugay
In partial Fulfillment of the Requirements in PED113

(Introduction to Research) for the Degree
Bachelor of Elementary Education
Submitted to:
RODOLF JOHN T. RODRIGUEZ MAED
Submitted by:
JOLINA O. AGUAVIVA
RODGELYN ASONG
MELANIE CARITAN
CYRENE ILLESIS
October 2018
ii
Approval Sheet
The undergraduate thesis to entitled “ENGLISH PROFICIENCY OF BACHELOR
OF ARTS IN POLITICAL SCIENCE (BAPS) AND BACHELOR OF ELEMENTARY
EDUCATION (BEED) STUDENTS: A COMPARATIVE STUDY” prepared and submitted
by Jolina O. Aguaviva, Rodgelyn Asong, Melanie Caritan, Cyrene Illesis, partial fulfillment
of the requirements for the degree Bachelor of Elementary Education, is hereby
recommended for acceptance and apPproval.
RODOLF JOHN T. RODRIGUEZ, MAED

Adviser
______________________________________________________________________
Approved and accepted by the Thesis Advisory Panel in partial fulfillment of the
requirements for the degree of Bachelor of Elementary Education with a grade of ____.
Panel of Examiners
SALVADOR D. ARQUILITA, MMEM DENNIS D. SILVA, ED. D.

Panel Member Panel Member
REYNANTE B. DIODOS, MAED RODOLF JOHN T. RODRIGUEZ, MAED

Statistician/ Panel Member Panel Member
______________________________________________________________________
Approved and accepted by the Thesis Panel of examiners in partial fulfillment of
the requirements for the degree Bachelor of Elementary Education.
DENNIS D. SILVA, ED. D.

Unit Coordinator
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ACKNOWLEDGEMENT
The researcher would like to extent their deepest gratitude to the following people,
who have helped to make this paper possible.
First of all, to the Almighty God for giving them understanding, knowledge and
wisdom about their research study, for guiding them all the way and for giving them a
strength and financially need.
To their thesis adviser, Mr. Rodolf John T. Rodriguez, MAED for his commitment
in guiding and inspire them all throughout in making of this research study.
To The Panelists, Salvador D. Arquilita, MMEM, Dennis D. Silva, Ed. D., and
Reynante B. Diodos, MAED whose suggestions and constructive criticisms were helpful in
completing this study.
To their dear families, who have helped them all the way, for their unending support
financially and spiritually.
To their friends, who supported them and contributed their idea about their
research.
Lastly, their respondents for their patience in answering their questionnaires.

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DEDICATION
To the people who stand behind and supported all through the way in making the
research possible, the researcher would like to dedicate this work to her family, co-
researcher, friends, adviser and school.
To her family:
parents – Mr. and Mrs. Efren C. Aguaviva, and
her siblings – Philip Ian, Fresie, Efren Jr., Johanie, and Maricris.
To her co-researcher:
Cyrene Illesis, Melanie Caritan and Rogealyn Asong.
To her adviser
Mr. Rodolf John T. Rodriguez, MAED.
To her school,
Western Mindanao State University-Imelda External Studies Unit.
The researcher:
Joy2x
v
DEDICATION
The researcher would like to dedicate this humble work to her beloved partner and
children
Feliciano Mangumpit Jr.
Cathrene, Kylie, and Lj.
To her co- ressearchers:
Jolina O. Aguaviva
Melanie C. Caritan
Rojealyn B. Asong
To her beloved guardians:
Virginia Mangumpit
Feliciano Mangumpit Sr.
To her beloved aunts for their financial supports and care:
Merelyn Sweet
Victoria Hirota
The researcher:
Cy2x Gwapa
vi
DEDICATION
The researcher would like to dedicate this humble work to her beloved parents, siblings
and relatives.
Mother Teodora , father Dioscoro, bro. Hilbert, Jimvo, Reymon, sis. Vanessa
To her beloved inspiration
Dhem
To her co-researchers:
Cyrene Illesis, Jolina Aguaviva, Rogealyn Asong
To her friends and classmates

To our most gracious heavenly father who give us his beautiful life and everything that
we have now
The researcher:
Boc meLAY
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DEDICATION
The researcher would like to offer this piece of work above all to the almighty God the
Creator, the great provider and the giver of life;
To her beloved parents and siblings;

Papa Dodoy, mama Inday, Bro. Jr, Bro. Ryan,
To her partner and two kids:

Joven Sanchez, Genevive and Jerald,
To her Co-researchers;
Jolina Aguaviva, Melanie Caritan, and Cyrene Illesis,
To her families, friends, and classmates;

This piece of work is humbly dedicated.
The researcher:
JEANSKIE,
viii
ABSTRACT
Recounted in the past research studies that one of the reasons why college student
graduates could not make it to past the Licensure Examination for Teacher and Civil
Examination for public service, it is because of the low proficiency in English. The research
entitled “English Proficiency Level of the Bachelor of Arts in Political Science (BAPS) and
Bachelor of Elementary Education (BEED) Fourth Year Student: A Comparative Study”, in
terms of; subject-verb agreement, spelling ability, and reading passage. The research
answers the following questions: What is the English Proficiency Level of fourth year BAPS
in terms of: subject-verb agreement; spelling ability; and reading passage? What is the
English Proficiency Level of fourth year BEED in terms of: subject-verb agreement; spelling
ability; and reading passage? Is there a significant difference between the English
Proficiency Levels of BAPS and BEED in terms of subject-verb agreement, spelling ability
and essay writing? Based on the results of the study, what implication can be drawn? In
research findings with the 30 respondents from fourth year BAPS and 30 respondents from
fourth year BEED departments found that there is no significant difference between fourth
year BAPS and fourth year BEED in terms of subject-verb agreement and spelling ability
and there is a significant difference in terms of reading passage. However, using CEFR
scale the two departments attain a B1 level in terms of subject-verb agreement and
spelling ability and A1 level in terms of reading passage, B2 level is expected for the
college student to achieve.

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TABLE OF CONTENTS
TITLE PAGE...………………………………...…………………………………………. i
APPROVAL SHEET…………………………...………………………………………… ii
ACKNOWLEDGMENT…………………………………………………………………... iii
DEDICATION ……………………………………………………………………………. iv
ABSTRACT….……………………………………………………………………………. viii
TABLE OF CONTENTS…………………………………………………………………. ix
Chapter I – INTRODUCTION
Background of the Study…………………………………...……………………1
Theoretical Framework……………………………………..…………………... 4
Conceptual Paradigm ………………………………………..…………………. 5
Statement of the Problem…………………………………….………………... 6
Scope and Limitation of the Study…………………………….………………. 7
Significant of the Study………………………………………….……………… 8
Definition of Operational Terms………………………………….……………. 9
Chapter II – REVIEW OF RELATED LITERATURE
Review of Related Literature ……………………………………..…………… 11
Related Literature……………………………………………………..………… 15
Chapter III – RESEARCH METHODOLOGY
Research Methods ……………………………………………………………… 17

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Research Design…………………………………………………………………17
Research Environment………………………………………………………......17
Research Respondents …………………………………………………………18
Sampling Technique…………………………………………………………….. 18
Research Instruments…………………………………………………………... 19
Data Gathering Procedure……………………………………………………… 19
Statistical Treatment…………………………………………………………….. 19
Chapter IV - PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA
English Proficiency Level of BAPS IV………………………………………… 22
English Proficiency Level of BEED IV………………………………………… 23
Significant Difference Between the English Proficiency
Levels of BAPS IV and BEED IV……………………………………… 24
Chapter V - SUMMARY OF FINDINGS, CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS
Summary of Findings ………………………………………………………….. 26
Conclusions……………………………………………………………………… 29
Implications ……………………………………………………………………… 30
Recommendations………………………………………………………………. 31
REFERENCES…………………………………………………………………………… 32
xi
APPENDICES
Appendix 1 – Research Instrument…………………………………………… xiv
Appendix 2 – Validation Form…………………………………………………. xiv
Appendix 3 – Approval Sheet …………………………………………………. xix
Appendix 4 – Tally Sheet………………………………………………………. xx
CURRICULUM VITAE…………………………………………………………………... xxx

xii
List of Figure
Figure 1. Conceptual Framework……………………………………….. 5
Figure 2. t-test using Excel………………………………………………. 20

xiii
List of Tables
Table 1. The Research Subjects of the Study ……………………….. 18
Table 2. Scale Indicator in English Proficiency Level ………………. 20
Table 3. Mean and Description of the English Proficiency
Level of BAPS IV………………………………………………. 22
Table 4. Mean and Description of the English Proficiency
Level of BEED IV………………………………………………. 23
Table 5 (A) t-Test Result for the S-V Agreement Difference
Between BAPS and BEED……………………………………. 24
Table 5 (B) t-Test Result for the Difference on Spelling Ability
Between BAPS and BEED……………………………………. 24
Table 5 (C) t-Test Result for the Difference on Reading
Passage Between BAPS and BEED………………………… 25

Chapter 1
Introduction
Background of the Study
English proficiency is an advancement in four domains of language proficiency, in
reading, writing, listening and speaking skills of English language.
Micro Creatives (2018) concluded, English in the Philippines is not treated as
merely a second language, but an official one. With more than 170 indigenous languages
spoken in this country, it might be considered a feat to master one that does not even
originate in this side of the world, but rather, on the opposite side. But it is not entirely
surprising, with the way English has been taught, exposed, and reinforced to Filipinos. The
Filipinos’ exposure and mastery of the English language can be attributed to several
factors, being a U.S. colony for five decades (1898-1946). Filipinos learn English in school
as not just an ordinary requisite subject, but with a curriculum that is highly applicable to
the Filipinos’ daily lives. Most of the private schools in the Philippines offer Language and
Reading subjects, speech classes, English aptitude exams, oratorical exams, and essay-
writing activities. Not to mention, regular film-showing activities that exposed us not just to
the proper use of the language, but also to slang, and the way native speakers speak it.
And beyond the classroom, Filipinos are constantly exposed and are able to experience
using the language firsthand, in real, actual situations.
Domingo (2018) reported finding alarming that a sample of 10,000 Filipino
graduating college students took the Test of English for International Communication or
TOEIC and got an average score of B1 (Can describe experiences and events, dreams,
hopes and ambitions and briefly give reasons and explanations for opinions and plans)
this is equivalent to the standard for high school students in Vietnam and Thailand. English
proficiency has lured foreign companies to set up back offices in the Philippines and the
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country competes with India as the world's outsourcing capital. The government is also
working to make the salaries of public school teachers more competitive to make them
stay in the Philippines and lure those working overseas back home. Under the proposal,
students must have to pass the TOEIC before they can graduate from elementary or high
school. The English proficiency test will also be a requirement for employment. “College
graduates and teachers must achieve the B2 level while English teachers must achieve
the C1 level or one step below the highest possible score”, Hopkins International Partners
president Monette Hamlin said.
Valderama (2018), if an average Filipino graduate cannot meet the English
proficiency requirement for a driver in Dubai, there must be something wrong in our
education system, or at least in the way we teach English. According to Tan, the average
English proficiency score of a Philippine college graduate was 631.4, based on the metrics
of the Test of English for International Communication. Cab drivers in Dubai, the largest
city in United Arab Emirates, are expected to have a TOEIC proficiency score of 650 while
business process outsourcing agents should have a score of 850 in the metric, Tan said,
noting the alarming state of the English proficiency of Filipino college graduates. This was
despite the restructuring of the Philippines’ basic educational system through the K to 12
program, intended to produce competent graduates. While the Commission on Higher
Education (CHED) has been reviewing and revising the curriculum of tertiary courses,
massive retraining of educators and aggressive recruitment of competent teachers may
be necessary to make sure that students are appropriately taught to be skilled and
competent when they graduate.
There is evidence that students still possess problems in the usage of their subject
verb agreement in their writing. Majority of the students have problems in their general rule
than sub-rules. Students have problems in subject-verb agreement because they don’t
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have this kind of rule in their L1. Furthermore, since these students have to concentrate
their study on other subjects learnt this semester, they don’t really put as much effort as
they could to further improve their writing. Besides, some student didn’t realize that they
made errors in their writing since they have problems in this area (Nayan & Jusoff, 2009).
Spelling ability affects the English proficiency level of a students, you’ve been left
behind while writing teachers recitation. However, because it is not always possible to spell
a word if you have not seen its written form, stock vocabulary is important and we can
attain it through reading. According to Peregoy (2000) reading is certainly among the most
important achievements for all students due to its key role in academic learning and
consequent social and economic opportunities.
The researchers recounted in the past research studies that, one of the many
reasons why the Bachelor of Elementary Education graduates would not make it to past
the Licensure Examination for Teacher and civil examination it’s because of their low
proficiency in English. And this is one of the reasons why the researchers are encouraging
to carry on this particular study. Furthermore, there are two departments that are co-
existing in this institution and rivaled claiming who’s better than who. One department
claims to be of high level in the proficiency of English language, and the opposing
department claims to be of more proficiency in English language. Thus this study is a great
necessity, a comparative study of English proficiency levels in terms of subject-verb
agreement, spelling ability and essay writing between two departments.

4
Theoretical Framework
Problems Causing Low English Proficiency in L1 interference the learners have
difficulties in using correct English grammar in their writings. Three most frequent errors
are wrong use of articles, subject-verb agreement, and copula “be”. The study claims that
although not all errors are due to mother tongue interference, a large number of errors
identified suggest interference of the Malay grammar (Maros, 2007).
In addition, Stephen Krashen’s Monitor Model in fact consists of several distinct
hypotheses which make up what is probably the most cited theory in second language
acquisition. Language acquisition is subconscious and results from informal, natural
communication. Language learning is conscious and driven by error correction (more
formal). Grammar structures are acquired in a predictable order. Language acquisition
occurs with comprehensible input (i.e. hearing or reading things that are just slightly above
our current language level) (Breeden, 2018).

5
Conceptual Framework
Figure 1 Conceptual Framework
BAPS
English Proficiency Level
 Subject – verb agreement
 Spelling ability
 Reading passage
Significance
difference Implication
of the study
BEED
English Proficiency Level
 Subject – verb agreement
 Spelling ability
 Reading passage
6
Statement of the Problem
This study was to determine the English proficiency level, a comparative study of
Bachelor of Arts and Political Science and Bachelor of Elementary Education fourth year
students in Western Mindanao State University-Imelda External Studies Unit at Barangay
Balugo, Imelda, Zamboanga Sibugay during the school year 2018-2019.
Specifically, it attempts to answer the following research questions:
1. What is the English Proficiency Level of fourth year BAPS in terms of:
a. subject-verb agreement;
b. spelling ability; and
c. reading passage?
2. What is the English Proficiency Level of fourth year BEED in terms of:
c. reading passage?
3. Is there a significant difference between the English Proficiency Levels of BAPS
and BEED in terms of subject-verb agreement, spelling ability and essay writing?
4. Based on the results of the study, what implication can be drawn?

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Scope and Limitation of the Study
In order that the study can be deeply examined the writer needs to limit the study.
Subject Matter. This study was focus on the English proficiency level in terms of
subject-verb agreement, spelling ability and essay writing among Bachelor of Arts and
Political Science (BAPS) and Bachelor of Elementary Education (BEED) students: a
comparative study.
Research Environment and Timeline. This study was conduct at Western
Mindanao State University-Imelda External Studies Unit; Balugo, Imelda, Zamboanga
Sibugay 2018-2019 academic year.
Research participants. The respondents of the study are the fourth year college
students the BEED and the BAPS
Research Design. The study was utilized a descriptive research design.
Research Method. The study implores the random sampling data gathering and
was utilized the survey questionnaires as its research tools and instruments.
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Significance of the Study
The researchers hope that the findings of this study would benefited to the
following:
The students. This study provides the students an overview of English proficiency
level among Bachelor of Arts and Political Science (BAPS) and Bachelor of Elementary
Education (BEED) fourth year college students: a comparative study.
Teacher. This study provides the teacher an overview of English proficiency level
among Bachelor of Arts and Political Science (BAPS) and Bachelor of Elementary
School. This study provides the school an overview of English proficiency level
among Bachelor of Arts and Political Science (BAPS) and Bachelor of Elementary
Other Researcher. This study provides the other researchers an overview of
English proficiency level among Bachelor of Arts and Political Science (BAPS) and
Bachelor of Elementary Education (BEED) fourth year college students: a comparative
study.
9
Definition of Operational Terms
The following concepts used extensively in the study and had taken according to
the definition hereunder.
English Proficiency. This is an advancement in four domains of language
proficiency, in reading, writing, listening and speaking skills of English language.
English Proficiency level. This is the Bachelor of Arts and Political Science and
Bachelor of Elementary Education English proficiency level in terms of subject-verb
agreement, spelling ability and essay writing.
Subject-verb agreement. This is the English rules in constructing a sentence that
verb must be agree with its subject.
Spelling ability. This is the ability of constructing a symbols from its learning
vocabulary and through phonemic listening.
Reading passage. This is the ability to read a passage with comprehension to
answer the questions.
English level. Common European framework of reference for language: A1, A2,
B1, B2, C1, C2.
A1. This is the beginner level of English proficiency, that can interact in a simple
way provided the other person talks slowly and clearly and is prepared to help. And
additional can introduce yourself and others and can ask and answer questions about
personal details such as where you live, people you know and things you have.
A2. This is the elementary level of English proficiency, that can understand
sentences and frequently used expressions (e.g. very basic personal and family
10
information, shopping, local geography, employment). Can communicate in simple and
routine tasks on familiar topics
B1. This is the intermediate level of English proficiency, that can deal with most
situations likely to arise while traveling in an area where the language is spoken. Can
describe experiences and events, dreams, hopes and ambitions and briefly give reasons
and explanations for opinions and plans.
B2. This is the upper intermediate level of English proficiency, can interact with a
degree of fluency and spontaneity that makes regular interaction with native speakers quite
possible without difficulty for either party.
C1. This is the advance level of English proficiency, can understand a wide range
of demanding, longer texts, and recognize implicit meaning.
C2. This is the proficiency level, can summarize information from different spoken
and written sources, reconstructing arguments and accounts in a coherent presentation.

Chapter 2
Review of Related Literature
This chapter discusses the review of related literature and studies which are seen
to have important bearing in this study
Related Literature
English Proficiency is an advancement in four domains of language proficiency, in
reading, writing, listening and speaking skill of English language. This study tested only
the two skills which are reading and writing. (As cited by Dalmino, R., 2012 in her study,
Students’ Exposure and Attitude Toward Social Networking and English Proficiency).
Reading. It is a multifaceted process involving word recognition, comprehension,
fluency and motivation. Readers learn to integrate those facts to make meaning from print
(Leipzig, 2011). There are five dimensions of reading comprehension but only three are
included in this study-literal, interpretive and integrative.
Literal comprehension is the ability to obtain a low-level type of understanding by
using only information explicitly stated on the text. Answers to literal questions simply
demand that the reader recall what the text says. Word recognition is subsumed here. It is
obvious that not even literal comprehension can occur unless the reader recognizes the
words in the passage

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The beginning level. In this level of writing, the ideas are not ordered. One
paragraph or text is divided but not by content and mostly complete sentences however,
there are some fragments or run on sentences. There are many errors in agreement,
number and tense. These are related words or ideas mentioned and a limited basic
vocabulary.it is hard to read and not well formed. There are many spelling, punctuation
and case error.
The developing level. In this of writing, the following are observed: There are some
order of the main idea and details or sequence; the supporting details are mostly grouped
into appropriate paragraph, with complete sentences and a few run on sentences; there
are some errors in agreement, number and tense; it attempts to use new keywords in
description and goes beyond basic vocabulary; mostly legible and there are some selling
errors and few punctuation and case errors.
The Accomplished Level. In this level of writing, the following are observed: the
main idea and details or sequential are appropriate; The ideas are appropriately divided in
to paragraphs with supporting details; There are complete sentences, a few run-ons or
fragments and some variety in length and type; There only few errors in agreement,
number and tense; It uses new keyword or related words and ideas correctly and varies
language; it has well-formed letters and few spelling errors in punctuation and case and
variety of these are used.
The Exemplary Level. In this level of writing, the following are observed: There is
a good flow of ideas from the topic sentence to the details and sequence; Strong
paragraphs are ordered to develop a story or exposition; There is no sentence errors,
variety in length and type; The sentence types relate t style of writing; There is no errors
in agreement, number and tense; It uses new key words or related ideas easily, colorful
13
and interesting words suitable for audience and topic; Neat and easy to read, well-formed,
no spelling errors, no errors in punctuation and case and uses variety of these.
English Proficiency Levels
English language levels (CEFR). CEFR English levels are used by all modern
English language books and English language schools. It is recommended to use CEFR
levels in job resumes and other English levels references. The CEFR descriptors for
language proficiency level with the approximate equivalent to other global English
evaluation schemes- Cambridge ESOL, BULATS and TOEFL.
English language levels description: A Level-English Basic User; A1 (beginner) and
A2 (elementary English). B Level-English Independent User; B1 (intermediate English)
and B2 (upper-intermediate English). C Level-Proficient English User; C1 (advanced
English) and C2 (proficiency English)
A levels- English Basic User (A1, A2)
English Level-A1 (Beginner). Can understand and use familiar everyday
expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she has. Can
interact in a simple way provided the other person talks slowly and clearly and is prepared
to help.
English Level-A2 (Elementary English). Can understand sentences and frequently
used expressions related to areas of most immediate relevance (e.g. very basic personal
and family information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of information on familiar
14
and routine matters. Can describe in simple terms aspects of his/her background,
vimmediate environment and matters in areas of immediate need.
B levels- English Independent User (B1, B2)
English Level-B1 (Intermediate English). Can understand the main points of clear
standard input on familiar matters regularly encountered in work, school, leisure, etc. Can
deal with most situations likely to arise whilst travelling in an area where the language is
spoken. Can produce simple connected text on topics which are familiar or of personal
interest. Can describe experiences and events, dreams, hopes & ambitions and briefly
give reasons and explanations for opinions and plans.
English Level-B2 (Upper-Intermediate). Can understand the main ideas of complex
text on both concrete and abstract topics, including technical discussions in his/her field of
specialization. Can interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various options.
C levels- Proficient English User (C1, C2)
English Level-C1 (Advanced English). Can understand a wide range of demanding,
longer texts, and recognize implicit meaning. Can express him/herself fluently and
spontaneously without much obvious searching for expressions. Can use language flexibly
and effectively for social, academic and professional purposes. Can produce clear, well-
structured, detailed text on complex subjects, showing a controlled use of organizational
patterns, connectors and cohesive devices.

15
English Level-C2 (Proficiency). Can understand with ease virtually everything
heard or read. Can summarize information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation. Can express
him/herself spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in more complex situations.
Related Studies
Looking the results of the Philippines English language levels (CEFR), (Domingo,
Inquirer. Net 2018) reported finding alarming that a sample of 10,000 Filipino graduating
college students took the Test of English for International Communication or TOEIC and
got an average score of B1 this is equivalent to the standard for high school students in
Vietnam and Thailand. College graduates and teachers must achieve the B2 level while
English teachers must achieve the C1 level or one step below the highest possible score,
Hopkins International Partners president Monette Hamlin said. In addition, (VALDERAMA,
2018) the Philippines would lose its competitive advantage in English proficiency if nothing
dramatic is done to reclaim its position, at least in the region. Our neighbors, particularly
Singapore at No. 5, and Malaysia at No. 13, are ahead of the Philippines’ ranking at No.
15, based on the English Proficiency Index of Education First, a global education company
focusing on language, academic, cultural exchange, and travel programs. However,
(Leonen, 2018) reported, senator Grace Poe has filed a resolution calling for an inquiry into
the “decline” in English proficiency of Filipino students. Poe then encouraged the
government to “adopt global English standards to improve citizens’ communication skills.”
The senator also said the academe should review the current curricula “to improve teaching
and learning of English”

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Subject–verb agreement is an important topic in English language learning/
teaching process. Until late sixties, the prominent theory regarding the issue of second
language was behavioristic – which suggested that learning was largely a question of
acquiring a set of new language habits. Therefore, errors in subject-verb agreement were
considered as being the result of the persistence of the existence of mother tongue habits
in the new language. Consequently, this idea made the researchers of applied linguistics
devote their studies largely to the comparison of the native and the target languages in
order to make predictions and explanations about errors. However, errors that were not
explained in this way were underestimated. As a result, all errors whatever their origins
were dealt with same technique of further drilling and exercise (Shami, 2013).
Chapter 3
Methodology
This chapter discusses the research design, research environment, research
subjects, sampling technique, research instruments, data gathering technique, and
statistical treatment.
Research Method
This study used the quantitative research method. Using the modified-standardized
test questionnaire as the main process in generating the necessary data on the
comparative study on the English proficiency level of Bachelor of Arts in Political Science
(BAPS) and Bachelor of Elementary Education (BEED) students in terms of subject- verb
agreement, spelling ability, and reading passage.
Research Design
This study used the quantitative research and with descriptive research design
which determines the English proficiency level of Bachelor of Arts in Political Science
(BAPS) and Bachelor of Elementary Education (BEED) in terms of subject- verb
agreement, spelling ability, and reading passage. Variables are independent from each
other since this is a comparative study.
Research Environment
This study was conducted in Western Mindanao State University (WMSU) Imelda
External Studies Unit – Balugo, Imelda, Zamboanga Sibugay. This study will have the
proposed respondents, the fourth year students from the two (2) departments: The
Bachelor of Arts in Political Science (BAPS) and Bachelor of Elementary Education
(BEED).
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The Western Mindanao State University (WMSU), Imelda External Studies Unit
was established in year 1989 It has a population of 508 students, 41 faculty and staff.
Research Respondents
The research respondents of the study will be the 30 students from Bachelor of
Arts in Political Science (BAPS) and 30 Students from Bachelor of Elementary Education
(BEED) of Western Mindanao State University - Imelda External Studies Unit (WMSU-
IESU).
The population of the fourth year Bachelor of Arts in Political Science (BAPS) and
Bachelor of Elementary Education (BEED) students is identified in Table 1 as the research
respondents.
Table 1. The Research Subjects of the Study
Western Mindanao
State University - Bachelor of Arts in Bachelor of
Imelda External Political Science Elementary Education TOTAL
Studies Unit (WMSU- (BAPS) Fourth Year (BEED) Fourth Year
IESU). Students Students
Departments
Population 65 119 184

Sample Students 30 30 60
As shown in the table, WMSU-IESU has 184 fourth year students of the 65 BAPS
students, only 30 of them are to be considered in the study and only 30 out of the 119
BEED students will be taken as respondents of the study.
Sampling Technique
The sampling process performed in this study was the simple random with the
lottery as the main method in identifying the actual identity of the student-respondents.
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Research Instruments
There were three instruments to be used in this study. The first will be the test
questionnaire to be used to determine the English proficiency level on subject-verb
agreement, spelling ability and reading passage. The revise CEFR scale for measuring
the English proficiency was also used.
Data Gathering Procedure
The data gathering technique of this study will consist of the following activities:
securing a permit from the school’s Unit Coordinator of Western Mindanao State University
- Imelda External Studies Unit (WMSU-IESU); contacting the instructors; and the actual
fielding/ conduct of the instruments with the supervision of the researcher and the retrieval
of the accomplished instrument.
Statistical Treatment
The statistical processes performed in this study was the (one-sample) t- test.
According to SAGE research method (2010) a one-sample t-test is a hypothesis
test for determining whether the mean of a population is different from some known (test)
value. The researcher begins by selecting a sample of observations from the population
of interest and estimates the population mean by calculating the mean of the sample. The
researcher then compares this sample mean with the test value of interest via the formula
20
The sample mean, μ is the test value, s is the sample standard deviation, and n is
the sample size. This t value can then be used to determine the likelihood that any
difference between the sample mean and the test value is real versus a result of chance.
To find the results in a rapid way the researcher used t-test using excel. The
spreadsheet was prepared by Del Siegle for use in EPSY 5601 (del.siegle@uconn.edu).
Here is the image of an excel spreadsheet.
Figure 2. t-test Using Excel
Scale Indicator
Table 2. Scale Indicator in English Proficiency Level

Percentage Scale English Proficiency Levels
91 - 100 C2 - Proficient
81 – 90 C1 – Advance
71 – 80 B2 – Upper Intermediate
51 – 70 B1 – Intermediate
31 – 50 A2 – Elementary
1 – 30 A1 – Beginner
Chapter IV
Presentation, Interpretation, and Analysis of Data
This chapter contains the presentations, analysis, and interpretations of the
gathered data which answered the questions in chapter 1, the statement of the problem.
The Table 2 below was used to determine the English proficiency level of the fourth
Bachelor of Arts in Political Science and Bachelor of Elementary Education students. Table
2 is the revise CEFR scale in alignment with the internationally recognized standard, the
Common European Framework of Reference that measures the English proficiency levels,
beginner to proficient. The type of test given to the fourth year Bachelor of Arts in Political
Science and Bachelor of Elementary Education students are B2 type of test, revision of
the scale is occurred.
Table 2. Scale Indicator in English Proficiency Level

Mean Scale English Proficiency Levels
00.91 – 01.00 C2 - Proficient
00.81 – 00.90 C1 – Advance
00.71 – 00.80 B2 – Upper Intermediate
00.51 – 00.70 B1 – Intermediate
00.31 – 00.50 A2 – Elementary
00.10 – 00.30 A1 – Beginner
Table 2 presents the scale indicator in English Proficiency Level. 00.10 – 00.30
percent indicates the A1 level or beginner level; 00.31 – 00.50 percent indicates the A2 –
elementary Level; 00.51 -00.70 percent Indicates the B1 – Intermediate level; 00.71 –
00.80 indicates the B2 – Upper Intermediate level; 00.81 – 00.90 Indicates the C1-
Advance level; and 00.90 – 01.00 indicates the C2-Proficient level.

22
Problem 1. What is the English Proficiency Level of fourth year Bachelor of Arts in
Political Sciences (BAPS) students in terms of:
c. reading passages?
Table 3. Mean and Description of the English Proficiency Level of BAPS IV.
English Proficiency Level in

Mean Description
terms of:
Subject- verb agreement 00.57 B1 – Intermediate
Spelling Ability 00.58 B1 – Intermediate
Reading Passages 00.34 A2 – Elementary
In Table 3, fourth BAPS students got a 00.57 mean in terms of subject-verb
agreement characterized as B1 level of English proficiency, Common European
Framework of Reference (CEFR) determine that the intermediate level can produce simple
connected text on topics which are familiar or of personal interest. Can describe
experiences an events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans. For the spelling ability of Fourth year BAPS, B1-
intermediate level is also indicated with a mean 00.58. And last, the reading passage which
the BAPS got a lowest calculated mean which is 00.34, descripted an A2 level, can
understand sentences and frequently used expressions related to areas of most immediate
relevance according to the CEFR.

23
Problem 2. What is the English Proficiency Level of fourth year Bachelor of
Elementary Education (BEED) students in terms of:
b. spelling ability;
Table 4. Mean and description of The English Proficiency Level of BEED IV.
English Proficiency Level in

Mean Description
terms of:
Subject- verb agreement 58 B1 – Intermediate

B1 – Intermediate
Spelling Ability 58
A2 – Elementary
Reading Passages 42
In table 4, fourth year BEED students got a 00.58 mean in terms of subject-verb
explanations for opinions and plans. For the spelling ability of fourth year BEED, B1-
the fourth year BEED got a mean of 00.34, descripted as A2 level, can understand
sentences and frequently used expressions related to areas of most immediate relevance
according to the CEFR.

24
Problem 3. Is there a significant difference between the English Proficiency Levels
of BAPS and BEED in terms of:
Table 5 (A) t-Test Result for the S-V Agreement Difference between BAPS and BEED
t-test BAPS IV BEED IV

Mean 11,0666667 11,6
SD 3,22632847 2,66004926
n 30 30
Equal Variance
t value -0,69859556
df 58
two-tailed p 0,48759661
There was no significance difference;
Interpretation
fail to reject the null hypothesis
The table 5 (A), indicates that an equal variance test is used. This is because the
number of the respondents from BEED IV and BAPS IV is equal and the variance of the
two groups are similar. The p (significance level) of this two-tailed t-test is .48 greater than
.05, we report there was no significant difference in the means of the two departments. In
other words, the alternative hypothesis was rejected.
Table 5 (B) t-Test Result for the Difference on Spelling Ability Between BAPS and
BEED

Mean 5,7 5,8
SD 2,24606936 1,47156965
n 30 30
Equal Variance
t value -0,20397766
df 58
There was no significance difference;
Interpretation fail to reject the null hypothesis
25
The table 5 (B), at the previous page indicates that an equal variance test is
used. This is because the number of the respondents from BEED IV and BAPS IV is
equal and the variance of the two groups are similar.
The p (significance level) of this two-tailed t-test is .83 greater than .05, we report
there was no significant difference in the means of the two departments. In other words,
the alternative hypothesis was rejected.
c. Reading Passage
Table 5 (C) t-Test Result for the Difference on Reading Passage Between BAPS
and BEED

Mean 3,3 4,2
SD 1,48904042 1,8643664
n 30 30
Equal Variance
t value -2,06599183
df 58
There is a significance difference;
Interpretation the null hypothesis was rejected.
The Table 5 (C) indicates that an equal variance test is used. This is because the
number of the respondents from BEED IV and BAPS IV is equal and the variance of the
two groups are similar.
The p (significance level) of this two-tailed t-test is .04 lesser than .05, we report
there was difference in the means of the two departments. In other words, the null
hypothesis was rejected.
4. Based on the findings of the study, what implications can be drawn?
(See implications in chapter V).

CHAPTER V
Summary of Findings, Conclusions, and Implication
This chapter provides a summary and discussion of the research findings,
conclusion and implications of the English proficiency level of Bachelor of Arts in Political
Science (BAPS) and Bachelor of Elementary Education (BEED) fourth year students in
terms of subject-verb agreement, spelling ability and reading passage.
Summary of Findings
This summary of findings was arranged in accordance to the following statements
of the problem.
Problem 1. What is the English Proficiency Level of fourth year Bachelor of Arts in Political
Sciences students in terms of:
From the revise CEFR scale (cf Table 2), (cf table 3) interpreted that fourth BAPS
students got a 00.57 mean in terms of subject-verb agreement characterized as B1 level
of English proficiency, CEFR determine that the intermediate level can produce simple
explanations for opinions and plans. For the spelling ability of fourth year BAPS, B1-
the BAPS got a lowest calculated mean which is 00.34, descripted an A2 level, can
understand sentences and frequently used expressions related to areas of most immediate
27
relevance according to the CEFR. The A2 level is crucial score of the graduating college
students to have, finding it out that most of the Bachelor of Arts and Political Science fourth
year students had no fun in reading.
Problem 2. What is the English Proficiency Level of fourth year Bachelor of Elementary
Education (BEED) students in terms of:
In (cf table 4), fourth year BEED students got a 0.58 mean in terms of subject-verb
explanations for opinions and plans. For the spelling ability of fourth year BEED, B1-
the fourth year BEED got a mean of 00.34, descripted as A2 level, can understand
sentences and frequently used expressions related to areas of most immediate relevance
according to the CEFR.
Problem 3. Is there a significant difference between the English Proficiency Levels of
BAPS and BEED in terms of:
The p (significance level) of this two-tailed t-test is .48 greater than .05, we report
there was no significant difference in the means of the two departments. In other words,
28
the alternative hypothesis was rejected. The results found in (cf Table 5 - A) - 0.70 is the
t-value and the df (significance difference) is 58.
b. Spelling ability; and
The (cf Table 5–B) indicates that an equal variance test is used. This is because
the number of the respondents from BEED IV and BAPS IV is equal and the variance of
the two groups are similar. The t value result is -0.20, the df is 58, and the p (significance
level) of this two-tailed t-test is .83 greater than .05, we report there was no significant
difference in the means of the two departments. In other words, the alternative hypothesis
was rejected.
The (cf Table 5–C) indicates that an equal variance test is used. The result of the
t value is -2.07 and the significance difference is also 58 this is because the number of the
respondents from BEED IV and BAPS IV is equal and the variance of the two groups are
similar. The p (significance level) of this two-tailed t-test is .04 lesser than .05, there was
difference in the means of the two departments. In other words, the null hypothesis was
rejected.
29
Conclusion
According to the result which aim to determine the English Proficiency level of the
Bachelor of Arts and Political Science and Bachelor of Elementary Education fourth year
students in terms of subject-verb agreement, spelling ability, and reading passage. The
following are the conclusions drawn by the researchers after the results of the study were
collected, analyzed and interpreted:
 Using the CEFR scale of leveling the Subject-verb agreement and spelling ability
attain a B1 level and reading passage attain an A2 level of English proficiency, the
B2 level is expected for both departments to achieved. The researcher concluded
that English proficiency is one of the reasons why college graduate could not make
it to pass the licensure examination for teacher and civil examination for the public
service.
 The study found out that there is no significant difference in the means of two
departments the Bachelor of Arts in Political Science and Bachelor of Elementary
Education fourth year students in terms of subject-verb agreement, the p
(significance level) of this two-tailed t-test is .48 greater than .05 the alternative
hypothesis is rejected.
 The p (significance level) of the two departments in terms of spelling ability the two-
tailed t-test is .83 greater than .05, there was no significant difference in the means
of the two departments. In other words, the alternative hypothesis was rejected.
 The reading passage of two departments the p (significance level) of the two-tailed
t-test is .04 lesser than .05, we report there was difference in the means of the two
departments. In other words, the null hypothesis was rejected.

30
Implication/s
 The results of the comparative study on the proficiency level between BAPS and
BEED showed a significant difference in terms of subject- verb agreement and
reading passage. This presented that BEED students have a greater proficiency
level than the BAPS students. While, in terms of spelling test, both are on the same
level.
 The implication of this result is that, the BAPS students are weak or low in the
proficiency level in their ability in subject-verb agreement compared to BEED
students. However, there is no significant difference at all based on the results of
the t-test.
 The implication in the result on the reading passage is that the BEED has a higher
level compared to BAPS. This means that BEED students are good in
comprehension since there is a significant difference in the t- test result. While both
BAPS and BEED students have the same ability in spelling since the result is the
same.
31
Recommendations
From the result of the study the following recommendation were made by the
researchers:
1. For the students, be aware in their English proficiency level, it is highly
recommended to read an English articles to expand their English
vocabulary.
2. The parents, should encourage their children to read books in order to
develop their reading comprehension.
3. The school, should be aware in English proficiency level of the students
and it is highly recommended to conduct a seminar.
4. The DepEd, should support and enhance the ESL teaching.

32
References
All About Learning Press (2018). Spelling Rules. Retrieved September 20, 2018.
https://www.allaboutlearningpress.com/spelling-rules
Breeden, A. (2018). The Search for a Unified Theory of Language Learning. Retrieved
August 10, 2018. https://www.fluentu.com/blog/theory-of-langua ge-learning/
Dalmino, R. (2012). Students’ Exposure and Attitude Toward Social Networking and
English Proficiency. St. Columban College University. Basilan Zamboanga Del
Norte.
Del Siegle (2018). Educational Research Basics. University of Connecticut. Retrieved
August 25, 2018. http://researchbasics.education.uconn.edu/t-test/#
Domingo, K. (2018) PH lacks English standard ahead of BPO shift to artificial intelligence.
ABS-CBN News. Retrieved August 18, 2018 http://news.abscbn.com/business
/02/08/18/ph-lacks-english-standard-ahead-of-bpo-shift-to-artificial-intelligence
Eberly Center (2016). Why are students coming into college poorly prepared to write?
Retrieved August 18, 2018. https://www.cmu.edu/teaching/designteach/teach/ins
tructionalstrategies/writing/poorlyprepared.html
English language levels (CEFR). Retrieved August 20, 2018. https://tracktest. eu/english-
levels-cefr/
Fry, E. (2009) the reading teacher’s book of list. Fourth edition. Rubric for writing. Wiley
2006. 55 of J-b Ed Book of List (5). ISBN 0787982571, 9780787982577
Jusoff, K. A Study of Subject-Verb Agreement: From Novice Writers to Expert Writers.
Academy of Language Studies. International Educational Studies, Vol. 2, No. 3,

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www.ccsenet.org/journal.html. Universiti Teknologi MARA Perlis 02600, Arau Perlis,
Malaysia.
Maros M. et.al. (2007). Problems Causing Low English Proficiency. Retrieved September
21, 2018. https://www.scribd.com/document/160158009/Prob lems-Causing-Low-
English-Proficiency
MicroCreatives (2018). The Philippines is Among the Top Asian Countries for English
Language Proficiency. Retrieved August 18, 2018. https://www.microcreatives.
com/general/english-language-proficiency-philippines/
Murray, E. (1919). The spelling ability of college students. Journal of Educational
Psychology, 10(8), 357-376. http://dx.doi.org/10.1037/h0070590
Nayan & Jusoff, (2009). A Study of Subject-Verb Agreement: From Novice Writers to
Expert Writers. Retrieved August 19, 2018. https://www.researchgate.net/publica
tion/42386167_A_Study_of_Subject-Verb_Agreement_From_Novice_Writers_to_E
xpert_Writers
Peregoy, S. & Boyle, O. (2000). English Learners Reading English: What We Know, What
We Need to Know, Theory Into Practice, 39:4, 237-247, DOI: 10.1207/s15430421tip
3904_7
Salkind, N. (2010). One Sample t-Test. SAGE Research Methods. Retrieved August 24,
218. http://methods.sagepub.com/reference/encyc-of-research-design/n476.xml
Shami, I. (2013). University Students' Errors in Using Subject Verb Agreement in Writing
11. Associate Prof. of English Language and Literature. Dept. of English.
Department of English, College of Education and Applied Sciences-Hajjah Hajjah
University
34
Valderama, T. (2018). No More ‘Carabao’ English, Please! Retrieved August 18, 2018.
http://www.manilatimes.net/no-carabao-english-please/379638/
Appendix 1 xiv
Western Mindanao State University – Imelda External Studies Unit

Research Test Questionnaire
(Modified-Standardized Questionnaire)
yourdictionary.com
Name: (optional) ____________________________Course/Year: _______________

A. Underline the correct form of the verb in parenthesis.
1. The dog (growl, growls).
2. Everybody (enjoy, enjoys) a good song.
3. Economics (make, makes) me problematic.
4. The team (win, wins).
5. Every man and woman (is, are) required to check in.
6. To walk and to chew gum (require, requires) great skill.
7. The colors of the rainbow (is, are) beautiful.
8. Either my sister or her friends (concede, concedes) to the original plan.
9. Neither the people of Sodom nor Jonah (accept, accepts) God’s plan.
10. Few (was, were) left alive after the flood.
11. The students, as well as the teacher, (is, are) nervous about the test.
12. One thousand miles (separate, separates) me from you.
13. Some (was, were) instructed to join the contest.
14. One of the cookies (is, are) missing.
15. The number of books in the library no longer (warrant, warrants) student’s need.
16. A number of car accidents (happen, happens) ends year.
17. These (is, are) really special.
18. Here (is, are) the papers you requested.
19. The street children (is, are) entitled to government.
20. The Burbs (is, are) a movie starring Tom Hanks.

Appendix 1 xv
Frequently Misspelled Words, Quizlet

B. encircle the correct spelling of each word.
1. Objects of precious metal often set 6. A mild or vague word or phrase

with gems and worn for personal replacing one considered harsh or
adornment. offensively direct.
A. jewelery A. Euphemizm
B. jewellery B. Euphemism
C. jewelry C. Euphimism
D. jewelri D. Eupemizm
2. A period of 1,000 years. 7. Happening by chance
A. millenium A. Fortuitous
B. milinnium B. Fortitious
C. millennium C. Fortuiteous
D. millinnium D. Fortiteous
3. The upkeep of property or 8. A fraudulent scheme, enterprise, or
equipment. activity.
A. mintainence A. racquet
B. maintainance B. racquit
C. maintenance C. racqute
D. maintenence D. racquite
9. very talkative
4. lacking in courage and resolution
A. loqaucous
A. pusilanimous
B. loquaceous
B. pusillanemous
C. loquacious
C. pusillanimous
D. loquacous
D. pusilanemous
10. to depart from or evade the truth
5. To be deliberately ambiguous or
A. Prevarecate
unclear
B. Preveriecate
A. equevocite
C. Prevericate
B. equivocate
D. Prevaricate
C. equevocate
D. equivocite
Appendix 1 xvi
DiaPEG, 2012
C. Reading Passages
1.1 Read the passage 1 and encircle the best answers (A, B, or C) for items 1-2.
1. The writer
A. advises readers to work fewer hours.
B. criticizes people who overwork.
C. explains that people who work too hard may need help.
2. The writer is probably someone who
A. is trying to relax more.
B. enjoys working a lot.
C. is trying to work harder.
PASSAGE 1
Workaholic
‘Workaholics anonymous’ is for real. Membership is free and the only qualification
you need is the wish to stop working all the time. My favourite thing about it is that they
also have meetings online and by phone for people who are too busy to turn up in person!
What’s so wrong with being a workaholic anyway? At least it’s better-paid than being
addicted to more dangerous habits. Instead of getting you into debt, it gets you promotion,
extra money and more interesting work. Aren’t these things what most people want? Like
many who work late into the night, I am a workaholic and proud of it. I know it’s not very
healthy, but it is preferable to being lazy. It’s the latter who are likely to develop more
dangerous addictions.
But there is a difference between those who are workaholics because they love their
work and can relax at some point and those who are workaholics because they have
nothing better to do.
I once saw a colleague get promoted to a job she was not ready for and she began
to work around the clock to cover up for the fact that she didn’t know what she was doing.
The more hours she worked, the worse things became. In six months, she had a nervous
breakdown.
Anyway, the point is you have to know whether being a workaholic is good for you
and those around you. If you can manage to be a bit of a workaholic and yet still lead an
ordinary life outside work, you’re fine. If not, maybe you need help.
Appendix 1 xvii
1.2 Read the text again and encircle the best answers (A, B, or C) for items 3-6.
3. Workaholics meetings are for people who
A. are too busy.
B. want to work less.
C. enjoy working hard.
4. The members of Workaholics Anonymous
A. do not have face-to-face meetings.
B. can talk to each other on the internet.
C. are too busy to talk to each other.
5. The writer thinks lazy people

A. have a serious addiction problem.
B. are luckier than workaholics.
C. are in greater danger than workaholics.
6. The writer says that one of his colleagues worked very hard
A. but was not effective.
B. and was always upset.
C. and got a lot done
2.1 Read the passage 2 and encircle the best answer (A, B, C or D) for items 7-9.
7. The purpose of this article is to help
A. teenagers deal with the intolerance of their parents.
B. guys and girls understand each other.
C. parents see their children in a different light
PASSAGE 2
Filling the Generation Gap
by Rebecca Sandy
Ever feel like your parents don’t understand you at all? I know it sounds horribly
stereotypical but you can’t deny feeling misunderstood. This is common and it isn’t just our
teen-angst making us feel like a NOFX song. Parents really just don’t understand us; it is
as simple as that.
This lapse of understanding is mainly due to the rather large generation gap
between us and our parents. Times have changed, and for some reason they have a hard
time understanding this at times. Back when they were growing up, things that we find
socially acceptable were considered horribly inappropriate. For example, guys and girls
just hanging out is a lot more common than in the 60’s and 70’s. And don’t even get me
started on conduct at dances. Back then a guy politely asked a girl if she would like to
xviii
dance. Now they just come up behind a girl, grab her and sweep her to the floor, and all
this while the girl’s wondering, “Do I know him? Is he attractive or what?” In the older days,
girls wouldn’t have to wildly signal to their friends to help them out of a dance.
So considering we are a much more desensitized and open generation, it is only
fair that people who grew up before us may have a hard time comprehending our actions.
And, while I’m not trying to com-pletely justify their intolerance, we do have to understand
that it’s just new to them. Try explaining what you are doing and remind them that times
have changed; in the nicest way possible of course.
2.2 Read the text again and encircle the best answer (A, B, or C) for items 8-9.
8. According to the text, young people
A. adopt stereotypical values about life.
B. believe they are mistreated by others.
C. feel their parents are intolerant towards them.
9. The generation gap is due to parents’ unwillingness to accept
A. intimacy between the young.
B. social change.
C. their children’s maturity.
10. The way today’s teenage boys act at dances is
A. no different than before.
B. totally inappropriate.
C. as though they won’t take ‘no’ for an answer
Appendix 3 xix
Western Mindanao State University

Imelda External Studies Unit
September 28, 2018

Unit Coordinator
Western Mindanao State University – Imelda external Studies Unit
Sir:
We are pleased to inform you that we are currently finishing the Degree of Bachelor
in Elementary Education major in General Education at Western Mindanao State
University in PED 113 – Introduction to Research subject of the Western Mindanao State
University – Imelda external Studies Unit.
We have chosen Western Mindanao State University – Imelda external Studies

Unit to be my research environment for my study on ENGLISH PROFICIENCY LEVEL OF
BACHELOR OF ARTS IN POLITICAL SCIENCE (BAPS) AND BACHELOR OF
ELEMENTARY EDUCATION (BEED) FOURTH YEAR STUDENTS: A COMPARATIVE
STUDY in terms of subject-verb agreement, spelling ability and reading passage. We will
conduct a survey to 60 fourth year students from Bachelor of Arts in Political Science and
Bachelor of Elementary Education. The data that will be gathered in this study will be used
as empirical data for future relevant uses.
Anent to this, we are sincerely requesting your good office to allow us to conduct
this research in Western Mindanao State University – Imelda external Studies Unit. Rest
assured that the participants of this study will have to secure informed consent and the
gathered data will be treated with utmost confidentiality.
Your approval will greatly contribute to the success of this research undertaking.
Respectfully yours,
JOLINA O. AGUAVIVA, et. al.

Researcher
Noted by:
RODOLF JOHN T. RODRIGUEZ, MAED

Guest Lecturer
Approved:

Unit Coordinator
Appendix 4 xx
Appendix 4 xxi
xxii
Appendix 4
BAPS IV (SPELLING ABILITY)

Items Total
RESPONDENTS
1 2 3 4 5 6 7 8 9 10
1 1 1 1 0 1 1 1 1 1 1 9
2 1 0 1 1 1 1 1 1 1 1 9
3 1 0 1 1 1 1 1 1 1 1 9
4 1 0 1 1 1 1 0 1 1 1 8
5 1 0 1 1 1 1 0 1 1 1 8
6 1 0 1 1 1 1 0 1 1 1 8
7 1 0 1 1 1 1 0 1 1 1 8
8 1 0 1 0 1 1 0 1 1 1 7
9 1 0 0 1 1 1 0 1 1 1 7
10 1 1 1 1 0 1 0 0 1 0 6
11 1 0 0 1 1 1 1 1 1 1 8
12 1 0 0 0 1 1 0 0 0 0 3
13 1 0 1 1 1 1 0 0 1 1 7
14 0 1 1 0 1 1 0 0 1 1 6
15 1 0 0 0 0 1 0 0 1 0 3
16 1 0 1 0 0 0 0 0 1 0 3
17 1 0 0 1 1 1 1 1 1 0 7
18 1 0 1 1 1 1 0 1 1 1 8
19 1 1 0 0 1 1 0 1 0 0 5
20 1 0 1 0 0 1 0 0 1 0 4
21 1 0 0 1 1 1 0 0 0 0 4
22 1 1 0 0 1 1 0 1 0 0 5
23 1 1 1 0 1 1 0 1 0 0 6
24 1 0 0 0 1 1 0 1 1 0 5
25 0 0 0 0 1 0 0 0 1 0 2
26 1 0 1 0 1 1 0 0 1 0 5
27 1 0 1 0 0 1 0 0 1 0 4
28 1 0 0 1 1 1 0 0 1 0 5
29 0 0 1 0 0 0 0 1 1 0 3
30 1 0 0 0 0 0 0 1 0 0 2
TOTAL 27 6 18 14 23 26 5 18 24 13 174
DIFFICULTY
90% 20% 60% 47% 77% 87% 17% 60% 80% 43%
INDEX
xxiii
Appendix 4
BEED IV (SPELLING ABILITY)

Items
RESPONDENTS Total
1 2 3 4 5 6 7 8 9 10
1 1 0 1 0 1 1 0 1 1 1 7
2 1 0 1 0 1 1 0 1 1 1 7
3 1 0 1 1 1 1 0 0 1 1 7
4 1 1 0 1 1 1 0 0 1 0 6
5 1 1 1 0 1 1 0 1 1 1 8
6 1 0 1 1 1 1 0 1 1 0 7
7 1 0 0 1 1 1 1 1 1 0 7
8 1 0 1 1 1 1 0 1 1 1 8
9 1 1 1 1 1 1 0 0 0 0 6
10 1 0 1 0 1 1 0 1 1 1 7
11 1 0 0 0 1 1 0 1 1 0 5
12 0 1 1 0 1 1 0 0 0 1 5
13 1 0 1 0 1 0 0 1 1 0 5
14 1 0 1 0 1 1 0 0 0 1 5
15 1 0 0 1 1 1 1 1 1 1 8
16 1 0 1 1 1 1 0 0 1 0 6
17 1 0 0 0 1 1 0 1 1 1 6
18 1 0 1 0 1 1 1 0 0 0 5
19 1 0 1 0 1 1 0 1 1 1 7
20 1 0 1 0 1 1 0 1 1 1 7
21 1 0 1 0 0 1 0 1 1 0 5
22 1 1 1 1 0 0 0 0 1 0 5
23 1 0 1 1 1 1 0 0 1 0 6
24 1 0 1 0 1 1 0 0 0 0 4
25 0 0 0 1 1 0 0 0 0 0 2
26 1 0 1 1 0 1 0 0 1 1 6
27 1 0 0 0 1 1 0 0 1 0 4
28 0 0 1 0 0 1 0 0 1 0 3
29 0 0 1 0 1 1 0 1 0 0 4
30 1 1 1 1 1 0 0 1 0 0 6
TOTAL 26 6 23 13 26 26 3 16 22 13 174
DIFFICULTY
87% 20% 77% 43% 87% 87% 10% 53% 73% 43%
INDEX
xxiv
Appendix 4
BAPS IV (READING PASSAGES)
Items Total
RESPONDENTS
1 2 3 4 5 6 7 8 9 10
1 0 1 0 0 0 1 1 0 1 1 5
2 1 1 0 1 0 1 0 0 0 0 4
3 1 1 0 1 0 1 0 1 1 0 6
4 1 1 0 0 0 1 1 0 0 0 4
5 1 1 0 0 0 0 0 1 0 1 4
6 1 1 0 0 0 0 0 0 1 0 3
7 0 0 0 0 1 0 0 0 1 0 2
8 0 0 0 0 0 0 1 0 1 1 3
9 1 1 0 0 0 0 0 0 0 0 2
10 0 1 0 0 0 0 0 0 1 0 2
11 0 1 1 0 1 0 1 0 1 1 6
12 0 0 0 0 1 1 1 0 0 1 4
13 0 0 1 0 1 0 1 0 1 0 4
14 1 0 0 0 1 1 1 0 1 0 5
15 1 0 0 0 1 0 0 0 0 0 2
16 1 1 0 1 0 0 0 1 1 1 6
17 1 1 0 0 1 1 1 0 0 0 5
18 1 1 0 0 0 0 0 0 0 0 2
19 0 1 1 0 0 0 1 1 0 0 4
20 0 1 0 0 0 1 1 0 0 0 3
21 0 1 1 1 0 0 1 0 0 0 4
22 1 0 0 0 0 0 0 0 0 1 2
23 0 0 0 0 0 0 1 0 0 0 1
24 0 1 0 0 1 0 0 0 0 0 2
25 0 0 0 0 0 0 0 0 0 0 0
26 0 0 0 0 1 1 0 0 0 0 2
27 0 1 0 0 0 0 0 0 1 0 2
28 1 1 0 0 1 0 0 0 1 0 4
29 0 1 1 0 0 0 0 0 1 1 4
30 0 1 1 0 1 0 0 0 0 1 4
TOTAL 13 20 6 4 11 9 12 4 13 9 101
DIFFICULTY
43% 67% 20% 13% 37% 30% 40% 13% 43% 30%
INDEX
xxv
Appendix 4
BEED IV (READING PASSAGES)

Items
RESPONDENTS Total
1 2 3 4 5 6 7 8 9 10
1 1 1 1 0 1 1 1 1 1 1 9
2 1 1 0 0 0 1 0 0 1 1 5
3 1 1 0 0 1 1 1 1 1 1 8
4 1 1 0 0 0 0 1 1 1 1 6
5 1 1 0 1 0 1 0 0 0 1 5
6 1 1 0 0 1 0 0 0 1 1 5
7 1 1 1 0 1 0 0 0 0 0 4
8 1 0 0 0 0 1 1 0 1 0 4
9 1 1 0 0 1 1 1 0 1 0 6
10 1 0 0 0 1 0 0 0 1 0 3
11 1 1 0 0 1 0 1 1 1 1 7
12 0 1 1 1 0 0 1 0 1 1 6
13 1 0 1 0 1 0 1 0 0 1 5
14 1 1 0 0 0 0 1 0 0 0 3
15 0 0 1 1 1 0 0 0 1 1 5
16 1 1 0 0 0 0 1 1 0 1 5
17 1 1 0 0 0 1 1 0 1 0 5
18 0 0 0 0 0 0 1 0 1 0 2
19 0 0 0 1 0 0 1 0 1 0 3
20 0 0 0 1 0 0 1 0 1 0 3
21 1 0 1 0 1 0 0 0 0 0 3
22 0 0 0 1 1 1 0 0 1 0 4
23 0 0 0 0 0 0 0 0 1 0 1
24 1 1 0 0 0 0 0 0 0 0 2
25 1 1 0 0 1 1 0 0 0 0 4
26 0 0 0 0 0 0 1 1 1 0 3
27 0 0 0 0 1 0 0 0 1 0 2
28 1 0 0 0 0 0 0 1 0 1 3
29 0 0 1 0 1 0 0 0 0 0 2
30 0 1 0 0 0 0 1 0 1 0 3
TOTAL 19 16 7 6 14 9 16 7 20 12 126
DIFFICULTY
63% 53% 23% 20% 47% 30% 53% 23% 67% 40%
INDEX
Legends:
1 – Correct Responses
0 – Incorrect Responses
xxvi
Appendix 4
SCORES OF THE BAPS IV IN SUBJECT-VERB AGREEMENT,

SPELLING ABILITY AND READING PASSAGE.
Subject-verb Reading
Respondents Spelling Ability Total Score
Agreement Passage
1 14 9 5 28
2 13 9 4 26
3 11 9 6 26
4 14 8 4 26
5 13 8 4 25
6 14 8 3 25
7 15 8 2 25
8 14 7 3 24
9 14 7 2 23
10 15 6 2 23
11 8 8 6 22
12 14 3 4 21
13 10 7 4 21
14 10 6 5 21
15 16 3 2 21
16 12 3 6 21
17 8 7 5 20
18 10 8 2 20
19 11 5 4 20
20 13 4 3 20
21 10 4 4 18
22 11 5 2 18
23 10 6 1 17
24 9 5 2 16
25 14 2 0 16
26 8 5 2 15
27 9 4 2 15
28 6 5 4 15
29 7 3 4 14
30 6 2 4 12
TOTAL 339 174 101 614
MEAN 57% 58% 34% 51%
xxvii
Appendix 4
SCORES OF THE BEED IV IN SUBJECT-VERB AGREEMENT,

SPELLING ABILITY AND READING PASSAGE.
Subject-verb Total
Respondents Spelling Ability Reading Passage
Agreement Score
1 16 7 9 32
2 17 7 5 29
3 14 7 8 29
4 15 6 6 27
5 14 8 5 27
6 14 7 5 26
7 14 7 4 25
8 13 8 4 25
9 12 6 6 24
10 13 7 3 23
11 11 5 7 23
12 12 5 6 23
13 12 5 5 22
14 14 5 3 22
15 8 8 5 21
16 10 6 5 21
17 10 6 5 21
18 13 5 2 20
19 10 7 3 20
20 10 7 3 20
21 12 5 3 20
22 11 5 4 20
23 12 6 1 19
24 11 4 2 17
25 11 2 4 17
26 8 6 3 17
27 10 4 2 16
28 8 3 3 14
29 8 4 2 14
30 5 6 3 14
TOTAL 348 174 126 648
MEAN 58% 58% 42% 54%
xxviii
Items Analysis
DIFFICULTY INDEX SCALE

DIFFICULTY INDEX SCALE Description
75% - 100% EASY
50% - 74% AVERAGE
25% - 49% BELOW AVERAGE
0% - 24% DIFFICULT
DIFFICULTY INDEX OF EACH

20 ITEMS (SUBJECT-VERB AGREEMENT)
BAPS IV BEED IV
ITEMS
Difficulty Index Description Difficulty Index Description
1 47% BELOW AVERAGE 77% EASY
2 50% AVERAGE 53% AVERAGE
3 43% BELOW AVERAGE 50% AVERAGE
4 63% AVERAGE 80% EASY
6 63% AVERAGE 37% BELOW AVERAGE
9 43% BELOW AVERAGE 37% BELOW AVERAGE
14 77% EASY 63% AVERAGE
15 20% DIFFICULT 40% BELOW AVERAGE
17 50% AVERAGE 23% DIFFICULT
20 80% EASY 63% AVERAGE
xxix
DIFFICULTY INDEX OF EACH 10 ITEMS (SPELLING ABILITY)

BAPS IV BEED IV
ITEMS
1 90% EASY 87% EASY
2 20% DIFFICULT 20% DIFFICULT
5 77% EASY 87% EASY
6 87% EASY 87% EASY
9 80% EASY 73% EASY
DIFFICULTY INDEX OF EACH 10 ITEMS (READING PASSAGES)

BAPS IV BEED IV
ITEMS
xxx
CURRICULUM VITAE
PERSONAL PROFILE
Name: Jolina O. Agauviva
Address: San Jose, Imelda, Zamboanga Sibugay
Contact No: 09265890553
Sex: Female
Age: 20
Civil Status: Single
Date of Birth: June 01, 1998
Place of Birth: San Jose, Imelda, Zamboanga Sibugay
Religion: Church-The Body of Christ
FAMILY BACKGROUND
Name of Father: Efren C. Agauviva Sr. Name of Mother: Elsie O. Aguaviva
Siblings: Philip Ian O. Aguaviva Johanie O. Agauviva
Fresie O. Aguaviva Maricris O. Aguaviva
Efren O. Aguaviva Jr.
EDUCATIONAL ATTAINMENT
Elementary: San Jose Elementary School
San Jose, Imelda, Zamboanga Sibuagay
March 2011
Secondary: The Good Shepherd School of Imelda Incorporated
Riverside, Imelda, Zamboanga Sibugay
March 2015
Tertiary: Western Mindanao State University-Imelda External Studies Unit
April 2019
xxxi
CURRICULUM VITAE
PERSONAL PROFILE
Name: Cyrene P. Illesis

Address: Pob. Imelda Zamboanga Sibugay
Contact No: 09066407266
Sex: Female
Age: 24
Date of Birth: December 19, 1993
Place of Birth: Guintolan, Payao, Zamboanga Sibugay
Religion: SDA
FAMILY BACKGROUND
Name of Father: DECEASED Name of Mother: Beverly P. Illesis

Siblings: Lynbeth P. Illesis
Glendon P. Illesis
Elementary: Bolungisan, Elementary School

Bolungisan, Imelda, Zamboanga Sibugay
Secondary: Guintolan National High School
Guintolan, Payao, Zamboanga Sibugay
xxxii
CURRICULUM VITAE
PERSONAL PROFILE
Name: Rojealyn B. Asong
Address: Lutiman Alicia, Zamboanga Sibugay
Contact No: 09388305980
Sex: Female
Age: 23
Date of Birth: February 4, 1995
Place of Birth: Poblacion Diplahan, Zamboanga Del Sur
Religion: Roman Catholic
FAMILY BACKGROUND
Name of Father: Rodolfo B. Asong Sr. Name of Mother: Jeanie B. Asong
Siblings: Rodolfo B. Asong Jr.
Ryanjay B. Asong
Elementary: Lutiman Elementary School
Lutiman Alicia, Zamboanga Sibugay
March 2007
Secondary: Lutiman National HighSchool
Lutiman, Alicia, Zamboanga Sibugay
March 2014
April 2019
xxxiii
CURRICULUM VITAE
PERSONAL PROFILE
Name: Melanie C. Caritan
Address: Bolungisan, Imelda Zamboanga Sibugay
Contact No: 09057896525
Sex: Female
Age: 21
Date of Birth: October 21,1997
Place of Birth: Bolungisan, Imelda, Zamboanga Sibugay
Religion: Catholic
FAMILY BACKGROUND
Name of Father: Dioscoro R. Caritan Name of Mother: Teodora C. Caritan
Siblings: Hilbert C. Caritan Reymon C. Cartan
Jimvo C. Caritan Vanessa C. Caritan
Elementary: Bolungisan Elementary School
Bolungisan, Imelda, Zamboanga Sibuagay
March 2009
Secondary: Imelda National High School
Poblacion, Imelda, Zamboanga Sibugay
March 2014
April 2019

English Proficiency Level of Bachelor of Arts in Political Science and Bachelor of Elementary Education: A Comparative Study

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English Proficiency Level of Bachelor of Arts in Political Science and Bachelor of Elementary Education: A Comparative Study

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ENGLISH PROFICIENCY OF BACHELOR OF ARTS IN POLITICAL SCIENCE (BAPS)

AND BACHELOR OF ELEMENTARY EDUCATION (BEED) FOURTH YEAR

An Undergraduate Thesis Presented to the

Western Mindanao State University

In partial Fulfillment of the Requirements in PED113

RODOLF JOHN T. RODRIGUEZ MAED

The undergraduate thesis to entitled “ENGLISH PROFICIENCY OF BACHELOR

OF ARTS IN POLITICAL SCIENCE (BAPS) AND BACHELOR OF ELEMENTARY

EDUCATION (BEED) STUDENTS: A COMPARATIVE STUDY” prepared and submitted

of the requirements for the degree Bachelor of Elementary Education, is hereby

recommended for acceptance and apPproval.

RODOLF JOHN T. RODRIGUEZ, MAED

SALVADOR D. ARQUILITA, MMEM DENNIS D. SILVA, ED. D.

REYNANTE B. DIODOS, MAED RODOLF JOHN T. RODRIGUEZ, MAED

Approved and accepted by the Thesis Panel of examiners in partial fulfillment of

the requirements for the degree Bachelor of Elementary Education.

DENNIS D. SILVA, ED. D.

who have helped to make this paper possible.

strength and financially need.

completing this study.

financially and spiritually.

Lastly, their respondents for their patience in answering their questionnaires.

researcher, friends, adviser and school.

parents – Mr. and Mrs. Efren C. Aguaviva, and

Cyrene Illesis, Melanie Caritan and Rogealyn Asong.

Mr. Rodolf John T. Rodriguez, MAED.

Western Mindanao State University-Imelda External Studies Unit.

Feliciano Mangumpit Jr.

Cathrene, Kylie, and Lj.

To her co- ressearchers:

To her beloved guardians:

Feliciano Mangumpit Sr.

To her beloved aunts for their financial supports and care:

To her beloved inspiration

Cyrene Illesis, Jolina Aguaviva, Rogealyn Asong

To her friends and classmates

To her beloved parents and siblings;

To her partner and two kids:

To her families, friends, and classmates;

Bachelor of Elementary Education (BEED) Fourth Year Student: A Comparative Study”, in

college student to achieve.

Background of the Study…………………………………...……………………1

Conceptual Paradigm ………………………………………..…………………. 5

Statement of the Problem…………………………………….………………... 6

Scope and Limitation of the Study…………………………….………………. 7

Significant of the Study………………………………………….……………… 8

Definition of Operational Terms………………………………….……………. 9

Chapter II – REVIEW OF RELATED LITERATURE

Review of Related Literature ……………………………………..…………… 11

Chapter III – RESEARCH METHODOLOGY

Research Methods ……………………………………………………………… 17

Research Respondents …………………………………………………………18

Data Gathering Procedure……………………………………………………… 19

Chapter IV - PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

English Proficiency Level of BAPS IV………………………………………… 22

English Proficiency Level of BEED IV………………………………………… 23

Significant Difference Between the English Proficiency

Levels of BAPS IV and BEED IV……………………………………… 24

Chapter V - SUMMARY OF FINDINGS, CONCLUSIONS, IMPLICATIONS, AND

Summary of Findings ………………………………………………………….. 26

Appendix 1 – Research Instrument…………………………………………… xiv

Appendix 2 – Validation Form…………………………………………………. xiv

Appendix 3 – Approval Sheet …………………………………………………. xix

Appendix 4 – Tally Sheet………………………………………………………. xx