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RELATIONSHIP BETWEEN ENGLISH LANGUAGE AS MEDIUM OF

INSTRUCTION AND ACADEMIC PERFORMANCE OF JUNIOR


HIGH OF PRINCETON SCIENCE SCHOOL
SY 2019-2020

A Research Paper Presented to the


Faculty of Senior High School Department
Of AMA Computer College - Batangas

In Partial Fulfillment of the Requirements for the


K to 12 Curriculum under the Strand of
Humanities and Social Sciences

RESEARCHERS
Balane, Sean Patrick V.
De Guzman, Michelle D.
De Leon, John Lee A.
Mores, Gladys B.
Omictin, Christine A.
Pacilan, Princess April Joy H.

October 2019

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CHAPTER 1

INTRODUCTION

Language is an important instrument for communication hence, teaching

and learning can be possible if the appropriate language is used as medium of

instruction in every school. Being proficient in the use of English among non-native

speakers is a global phenomenon, considering English as the "world language",

the lingua franca of modern era.

English is considered as the second language of teaching in the curriculum.

English language as Medium of Instruction (EMI) was defined by Dearden (2014)

as "the use of English language to teach academic subjects in countries or

jurisdiction where the first language of majority of the population is not English". In

the K-12 curriculum, both public and private schools in Batangas teaches the

language or educational content while using the target language increases the

amount of learners to understand and have the opportunity to be proficient in using

the English language.

The language used by the teacher to teach is called the medium of

instruction (MOI). It also refers to the language used in teaching. Doiz et al. (2011)

summarized the goal of using English as the language of instruction as follows; to

attract international students; to prepare domestic students for the global labor

market; to raise the profile of institution. We can add the following to this list; to

attract international faculty members; to facilitate domestic students' attendance

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to postgraduate degrees abroad; to improve domestic students'

general English skills for the labor market (domestic and global). Empowering

students and learners may also result for the community progress and not only

result for individual progress.

Medium of instruction is an essential factor in teaching and learning

process. It plays an important role not only as a subject taught but also as the

vehicle through which information is shared between the learner and the teacher

(Olagbaju and Akinsowon, 2014). Based on this fact, there has been a debate in

African countries as to which language between foreign and natives should be

used for instructional activities in learning institutions (Senapati et al., 2012;

Obiegeli, 2013); Kinyaduka and Kiwara, 2013; Mtallo, 2015; Makewa et al., 2013).

Furthermore, Bell (2012), asserted that in educational institutions,

academic performance is very significant because success is measured by it.

Determining the role of English language used in teaching in classes of school.

McLean (2010), English is no longer the official language in the Phillipines. This

brought the government back to its senses and responded a mandatory English

proficiency in some school classes. Basically a good academic performance may

lead to attain better academic achievement of every school.

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CONCEPTUAL FRAMEWORK

For the better understanding of the study, the researchers provided the

conceptual framework and sought to determine and evaluate the Relationship of

English language as Medium of Instruction and Academic Performance of

Princeton Science School, who were one of the influenced and practitioners of

proficiency in using English language in the country and internationally.

Figure 1, describes the research paradigm of this study.

The first box, which is the input, consists of the question from the statement

of the problem of the study that has to be addressed.

The second box, the process, it includes the instrument to be used in

gathering data.

The third box, the researchers prepared a survey questionnaire with which

they determine and evaluate the Relationship of EMI and Academic Performance

of the Junior High students of PSS. After careful analysis of the findings of the

study and proposed to conduct an evaluation programs and activities that may be

used to determine the proficiency of the students and teachers in using English

language.

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FIGURE 1. Paradigm of the Study

INPUT PROCESS OUTPUT

The profile of the respondents in


terms of:

 Age;
 Gender; and
 Year Level
The level of academic SURVEY PROPOSED
performance in using English
QUESTIONNAIRE OUPUT/ACTIVITIES
language of respondents in terms
TO EVALUATE THE
of;
EFFECTIVENESS OF
 Learning; STATISTICAL
EMI.
 Reading and Writing Skills; TREATMENT
and
 Communication
The extent of the respondents in
using English language in terms
of;

 Personally
 Academically
 Socially
 Communicably

Theoretical Framework

This study was anchored on the Theories of Relationship between English

Language as a Medium of Instruction and Academic Performance. These theories

reflect and interact with the views of proficiency, and academic performance of the

Junior High students of Princeton Science School.

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Even though all children are entitled to be educated in the language of their choice,

this is not the case. This is because English is regarded by many Filipino’s as a

major international language and a very important language for every country in

the whole world. Perhaps the most difficult task or challenge that faces English

educators today in Further Education and Training (FET henceforth) Colleges is

failure to understand why the National Intermediate Certificate (NIC henceforth)

English second language learners’ proficiency in English is so poor and to find

ways in which they can be motivated in order for their proficiency to improve.

Language and education are two inseparable concepts because education is

disseminated via language. According to Dube and Ncube (2013), education and

language are dependent on each other. If education is to be attained, language

has to be used and for language to endure, survive and be respected, it has to be

taught in schools. There is positive and significant correlation between language

performance and performance in other academic subjects (Owu-Ewie, 2012). This

implies that students who are proficient in the language of instruction generally

perform well in subjects taught in that language. Addition from it the language of

instruction plays a major role in ensuring effective communication in the classroom.

This is realized when the child’s primary language is used Mensah (2010).

Among primary schools, found that teachers were in agreement that the use of the

local languages is more reliable vehicles of communication through which pupils

learn better and faster. Participants thought enforcing the policy is likely to have a

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positive impact on the use and study of English by students and teachers. This

agrees with earlier findings by Wong (2010) that the use of English as the sole

medium of instruction improves students’ performance in English. English shall be

taught as a subject. The policy further states that, from the fourth year, English

shall progressively be used as an MOI (Medium of Instruction) and the language of

the immediate environment shall be taught as a subject. However, Ndukwe (2015)

posits that this policy lacks effective implementation mechanisms. This is due to

non-availability of quality teaching staff, lack of materials in the appropriate

language, inadequate supervision for proper implementation and coordination for

facilitating the use of the MOI. And also, English as medium of instruction (EMI)

was defined by Dearden (2014, p. 4) as the use of English language to teach

academic subjects in countries or jurisdictions where the first language of the

majority of the population is not English.

Although many factors influence the learners’ second language proficiency and

their academic success, it is important to determine the relationship of variables to

influence proficiency in English of the Junior High students Princeton Science

School.

STATEMENT OF THE PROBLEM

This study aims to determine and evaluate the Relationship between

English Language as Medium of Instruction-Proficiency and Academic

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Performance of Junior High of Princeton Science School SY 2019-2020. In this

connection, this study seeks to answer the following question.

1. What is the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Gender; and

1.3 Year Level?

2. What is the level of proficiency of English language to the respondents

performance in terms of;

2.1 Learning;

2.2 Reading and Writing Skills; and

2.3 Communication?

3. What is the extent of the respondents in using English language in terms

of;

3.1 Personally;

3.2 Academically;

3.3 Socially; and

3.4 Communicably?

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4. Is there a significant difference between specified populations, any

observed difference being due to sampling or experimental error?

5. Based on the findings, what kind of programs or activities can be possibly

done or conducted in order to determine the efficiency of EMI to the respondents?

HYPOTHESIS OF THE STUDY

Null Hypothesis

There is no significant difference between specified populations, any

observed difference being due to sampling or experimental error.

SCOPE AND LIMITATION OF THE STUDY

This study was conducted with the objective of investigating the level and

determining the relationship between English language as a medium of instruction

and academic performance. This was limited to the Junior High students of

Princeton Science School of Batangas who were the respondents of this study.

The respondents consisted of 384 students both female and male.

Furthermore, the researchers gathered data with the use of a survey

Questionnaire. The data collected for this research was fully based on the primary

data given by the respondents. However, this study does not directly determine the

proficiency of EMI and academic performance, which can be best achieved

through an experimental design of the study.

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SIGNIFICANCE OF THE STUDY

The study generally well-known that most of the students faced some

problems in learning English language but motivated to learn and engage

themselves in learning, using English language to further understand and

communicate fluently using the it as used as a medium of instruction in

non-English speaking countries, like in the Philippines both public and private

schools. This paper has a main purpose to evaluate both students and teachers of

Princeton Science School; Elementary, its effectiveness to the improvement in

performance written and orally effectively. This will be a great significance to.

TO THE JUNIOR HIGH STUDENTS OF PRINCETON SCIENCE SCHOOL.

The result of this study will make the students aware of how English language

influence them and how does it affect their academic performance. This will

educate the students regarding the learning while using of English language as

medium of instruction. This will help the students to improve their life.

TO THE FACULTY. It will also help the instructor by suggesting some ways

for them to more concise with the students learning especially with regards to

using English language as a medium of instructions. In line with this, teacher, as

students ' second parents, will know a way how to help the students if they will be

encountering problems regarding the relationship of their students with other

people.

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TO THE PARENTS. This study will help the family understand their

children's and friends learning an English language and for them to be aware of the

influence from English language as medium of instruction that might affect their

children. With enough knowledge, family and friends can think of a possible

preventive ways if their children and friends are prone to develop a weak learning

in English language by communicating with other people.

TO THE FUTURE RESEARCHERS. This study will help the further studies of

future research regarding the influence of English language as a medium of

instructions on the learning of student .This can serve as a reference for further

improvement to be done in their study.

DEFINITION OF TERMS

In order to acquire a clear understanding of the study the following terms

were defined conceptually and operationally.

Academic language It refers to the specialized vocabulary, that is more formal,

abstract, used in academic and explicit teaching and learning situation, more

demanding cognitively and more challenging to learn Goldenberg and Coleman

(2010). In this study, it is the functional skills associated with academic instruction

and mastery of academic material and skills.

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English Language Proficiency (ELP) – English language proficiency is the

ability of a person to perform tasks using the English language. The level of

language proficiency is often described along a scaled range of levels beginning at

a level of no proficiency and continuing to native English-speaker proficiency.

Proficiency is used to apply to all domains of language including speaking,

listening, reading, and writing (WIDA, 2014a).

Curriculum refers to the specific blueprint for learning that is derived

from desired results it also states that curriculum has a crucial place if how

effective an institution is the question (Null,2011). In this study, it takes the

content and shapes it into a plan for how to conduct effectiveness in Medium of

Instruction.

English Language Proficiency (ELP) – English language proficiency is the

ability of a person to perform tasks usingthe English language. The level of

language proficiency is often described along a scaled range of levels beginning

at a level of no proficiency and continuing to native English-speaker proficiency.

English as Medium of Instruction (EMI) It is the use of English language to

teach academic subjects in countries or jurisdictions where the first language of

the majority of the population is not English Dearden (2014). In this study, it is a

communication tool in teaching and learning process of a student.

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Medium of instruction It is a language used in teaching. It may or may not be the

official language of the country or territory. Where the first language of students is

different from the official language, it may be used as the medium of instruction for

part or all of schooling. Bilingual or multilingual education may involve the use of

more than one language of instruction. UNESCO considers that "providing

education in a child's mother tongue is indeed a critical issue".

Proficiency It is the goal of language learning and teaching (Weir, Vidakovic, and

Galaczi 2013). In this study, it comprises the aspects of being able to do something

with the language as well as knowing about it. Proficiency is used to apply to all

domains of language including speaking, listening, reading, and writing (WIDA,

2014).

Relationship, the way in which two or more concepts, objects, people are

connected. The state of being connected.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presented the related literature and studies after the thorough

and in depth search done by the researchers.

CONCEPTUAL LITERATURE

Many studies in different countries have been conducted on the place of

medium of instruction in teaching-learning transaction. A study in India by

Senapati et al. (2012) revealed “significant main effects of medium of instruction

for almost all the measures of cognitive processes suggesting higher performance

level of the English medium school children in comparison to their Odia medium

counterparts.

Kong et al. (2012) investigated the use of English language proficiency to

predict the future academic success of English learner (EL) students. Their study

revealed that English language proficiency is a factor of prediction for future

academic success. Accordingly, the relation between English language

proficiency and academic achievement was examined in their study, and a

significant connection was found between proficiency and grade point averages

(GPA) of academic achievement. Similarly, the results revealed significant

correlation between English language proficiency and achievement in English

speaking and writing subjects.

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Research by Dafouza, Camachob, & Urquia (2013) suggests that whether

English or vernacular as a medium of instruction does not affect directly students’

final grades and academic performances.

A study of Garone and Van de Craen (2017) has indicated a positive

impact of English language proficiency on academic performance among

Hispanic students at the secondary level in the United States, Sahragard,

Baharloo, and Soozandehfar found a significant relationship between language

proficiency and academic achievement of Iranian college students but did not

observe any significant correlation between language proficiency and academic

achievement of Iranian college students.

Arsad et al. (2014) study, which investigated students’ English language

proficiency and its impact on the over-all performance of a bachelor level

engineering programme at a university in Malaysia, also concluded that there was

a significant positive relationship between the two variables. A study in Iran by

Sadeghi, Kashanian, and Maleki’s (2013) on English language proficiency as a

predictor of academic achievement among medical students in their national

comprehensive basic science examination indicated that English language

proficiency significantly influenced academic achievement of medical students.

The Philippines is recognized globally as one of the largest English-speaking

nations with majority of its population having at least some degree of fluency I the

language. English is also the primary medium of instruction in education.

Proficiency in the language is also one of the country’s strengths that has helped

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drive the economy and even made the Philippines the top voice outsourcing

destination in the world surpassing India in 2012.

In the Philippines, the government initiated a move to strengthen English as a

medium of instruction in order to improve the quality of education. Gullas (2010), a

member of the House of Representatives from Cebu passed House Bill 4701

“Strengthening and Enhancing the Use of English as Medium of Instruction in the

Philippine Schools”. He said that the restoration of English as the principal

medium of instruction could build up global competitiveness of the countries labor

force so from first year high school and all throughout college, English should be

the medium of instruction in all subjects.

Pramila et al. (2018) stating that students' future ambition and their highest

education goal motivate them to study hard and ultimately opens up to better

career prospects.

Racca and Lasaten (2016) conducted a study involving 216 students in

Philippines with the aim to determine the relationship between English language

proficiency and the academic performance. It was disclosed that students'

academic performance in Science subject has significantly been impacted by their

English language proficiency.

RESEARCH LITERATURE

Title III of the Every Student Succeeds Act (2015), formerly the Elementary

and Secondary Education Act of 1968, defines English language learner students,

also referred to as Limited English Proficient students as a student who is:

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(a) age 3 through 21;

(b) who is enrolled or preparing to enroll in an elementary school or

secondary school;

(c) (i) who was not born in the United States or whose native language is

a language other than English; (ii) (I) who is a Native American or Alaska Native,

or a native resident of the outlying areas; and (II) who comes from an environment

where a language other than English has had a significant impact on the

individual’s level of English language proficiency; (iii) who is migratory, whose

native language is a language other than English, and who comes from an

environment where a language other than English is dominant; and 30

(d) whose difficulties in speaking, reading, writing, or understanding the

English language may be sufficient to deny the individual (i) the ability to meet the

state’s proficient level of achievement on state assessments described in section

1111(b) (3); (ii) the ability to successfully achieve in classrooms where the

language of instruction is English; or (iii) the opportunity to participate fully in

society. (U.S. Department of Education, 2016, p. 43).

Fakeye, David O. and Yemi Ogunsiji (2010) in their study entitled, ―English

Language Proficiency as a Predictor of Academic Achievement among EFL

Students in Nigeria, the poor performance of Nigerian senior, secondary school

students in various school subjects at public examinations has often be enblamed

on their weakness in English language which is the medium through which

knowledge in school subjects is transferred to learners. The intent of this study

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was to examine the extent to which English language proficiency of Nigerian

senior secondary school students would predict their overall academic

achievement. The study provides an insight into the root cause of falling standard

of secondary education in Nigeria. Findings from this study will also help to raise

the proficiency level of Nigerian secondary school students in English language

as a way of addressing their poor academic achievement. The curriculum

planners and all stakeholders in Education would also be sensitized about the

indispensable position of English language in the overall knowledge acquisition

process in formal education.

Research studies have revealed that English language proficiency is astrong

predictor for academic success (Arsad et al. 2014; Adbirahman, 2013). Aina and

Ogundele (2013) study examined the relationship between students’ English

language proficiency and their academic performance in science and technical

education in Nigeria. Results of research showed that the higher the proficiency of

students in English language, the higher their scores in other content areas.

Rahman Sahragard, Afsaneh Baharloo, and Seyyed Mohammad Ali

Soozandehfar (2011) in their study entitled, ―A Closer Look at the Relationship

between Academic Achievement and Language Proficiency among Iranian EFL

Students, intended to find out the relationship between Iranian college students'

language proficiency and their academic achievement. To achieve this goal, 151

female and male college students majoring in English Literature at Shiraz

University participated in the study. The analysis of the data obtained from the

sample revealed that there is a significant positive relationship between language

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proficiency and academic achievement. Moreover, the results of the independent

t-test indicated that male and female participants did not differ significantly with

regard to their language proficiency and academic achievement. In addition,

one-way ANOVA which was run to determine the impact of academic level on

each of the variables under study revealed that seniors outperformed the other

levels on their language proficiency. Besides, the findings indicated that juniors

significantly differ from the other three groups in terms of their academic

achievement. The analysis of the data proves a profound relationship between

students' language proficiency and academic achievement which indicates that

those who are more proficient in English can achieve academically better.

Therefore, it is suggested that more appropriate courses which aim at improving

students' proficiency in language be included in the curriculum so that students'

academic achievement will promote as a result.

SYNTHESIS OF THE STUDY

The foreign and local research literatures have some connection with this

study for they dealt with the correlation of English language proficiency and

academic performance of students. The ideas provided by the foregoing review of

literature will help the researchers in the conceptualization of the study.

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Based on the study in India by Senapati et al. (2012) revealed significant main

effects of medium of instruction for almost all the measures of cognitive processes

suggesting higher performance level of the English medium school children in

comparison to their Odia medium counterparts. The researchers agree with this

statement because the native language doesn’t really effects on learning new

language; English that can attain to the proficiency of the learners.

Kong et al. (2012) investigated the use of English language proficiency to

predict the future academic success of English learner (EL) students. Their study

revealed that English language proficiency is a factor of prediction for future

academic success. The researchers agrees with this statement because in this

research in learning using English language can

Research by Dafouza, Camachob, & Urquia (2013) suggests that whether

English or vernacular as a medium of instruction does not affect directly students’

final grades and academic performances.

A study of Garone and Van de Craen (2017) has indicated a positive impact of

English language proficiency on academic performance among Hispanic students

at the secondary level in the United States,

Arsad et al. (2014) study, which investigated students’ English language

proficiency and its impact on the over-all performance of a bachelor level

engineering programme at a university in Malaysia, also concluded that there was

a significant positive relationship between the two variables.

20
Gullas (2010), a member of the House of Representatives from Cebu passed

House Bill 4701 “Strengthening and Enhancing the Use of English as Medium of

Instruction in the Philippine Schools”. He said that the restoration of English as the

principal medium of instruction could build up global competitiveness of the

countries labor force so from first year high school and all throughout college,

English should be the medium of instruction in all subjects.

Pramila et al. (2018) stating that students' future ambition and their highest

education goal motivate them to study hard and ultimately opens up to better

career prospects.

Racca and Lasaten (2016) conducted a study involving 216 students in

Philippines with the aim to determine the relationship between English language

proficiency and the academic performance. It was disclosed that students'

academic performance in Science subject has significantly been impacted by their

English language proficiency.

Fakeye, David O. and Yemi Ogunsiji (2010) in their study entitled, ―English

Language Proficiency as a Predictor of Academic Achievement among EFL

Students in Nigeria, the poor performance of Nigerian senior, secondary school

students in various school subjects at public examinations has often be enblamed

on their weakness in English language which is the medium through which

knowledge in school subjects is transferred to learners.

21
Aina and Ogundele (2013) study examined the relationship between students’

English language proficiency and their academic performance in science and

technical education in Nigeria. Results of research showed that the higher the

proficiency of students in English language, the higher their scores in other

content areas.

Rahman Sahragard, Afsaneh Baharloo, and Seyyed Mohammad Ali

Soozandehfar (2011) in their study entitled, ―A Closer Look at the Relationship

between Academic Achievement and Language Proficiency among Iranian EFL

Students, intended to find out the relationship between Iranian college students'

language proficiency and their academic achievement.

22
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CHAPTER III

RESEARCH METHOD AND PROCEDURES

This chapter covers the research design and methodology, including

sampling, population, establishing rigor during and after data collection, ethical

considerations and data analysis of the study.

RESEARCH DESIGN

Correlation can be defined as the statistical test used to determine the

tendency or pattern for two (or more) variables or sets of data to vary consistently

(Creswell, 2012). We use this design because we want to relate two or more

variables to see if they influence each other; to explain the relationship between

two quantifiable variables (English language proficiency and academic

performance). Therefore, this design is considered to be suitable for because it is

to determine whether and to what degree a relationship exists between English

language proficiency and academic performance also we used descriptive

research design to identify the factors influence the students’ academic

performance in terms of using English as medium of instruction to the selected

Junior High students of Princeton Science School.

This study used the correlation research design that is designed for the

researchers to gather information about the relationship between English

language proficiency and academic performance of Junior High students of

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Princeton Science School. In this study, the researchers utilized library and

research observation and survey as ways to obtain descriptive information using

AMA SHS Batangas as the center for the research.

RESPONDENTS OF THE STUDY

The study used simple random sampling in determining the samples of the

study. All Junior High students of Princeton Science School were the

respondents of this study. The researchers considered comprising of 196 total

population. They were the chosen respondents because they are the one who

practices and required to use English language.

Table 1

Distribution of the Respondents

SECTION

GRADE A B TOTAL NO.OF RESPONDENTS

7 50 45 95

8 50 47 97

9 50 48 98

10 47 47 94

TOTAL
POPULATION 194 184 384

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DATA GATHERING INSTRUMENTS

The research instruments that the researchers used to gather data in the

study is the searched questionnaire provided and given to assess the Junior High

students of Princeton Science School to know and determine the English

language proficiency and their performance academically. The draft of the

questionnaire was drawn out based on the researchers reading, browsing in the

internet and published and unpublished research relevant to the study. In the

preparation of the instrument, the requirements in the designing of good data

collection instrument were considered.

Table 1. Students' questionnaire responses for student related factors

hindering them from using English language in the classroom.

SA AG UN DS SD

NO. ITEMS % % % % %

I have the confidence to speak English


freely in the class without fear of making
1.1 mistakes and criticism of friends.

I prefer to learn grammar and vocabulary


1.2 than speaking English.

I prefer teachers explanation than


1.3 practicing speaking activities by myself.

I like to participate in speaking activities


(e.g. presentation, group or pair work)
1.4 using English.

I like to participate in speaking activities


(e.g. presentation, group or pair work)
1.5 using English.

1.6 Most of the time I use my mother tongue


when I am asked to do activities in pairs

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(groups) in Englis class

My mother tongue language


pronunciation interferences use of
1.7 English.

I have adequate vocabulary (words) to


1.8 express my ideas or opinions in English

I like practicing speaking in English in and


1.9 outside the classroom

I like to talk/interact in English with my


1.10 class friends

I like to talk/interact in English with my


1.11 teache.

I have a positive attitude towards English


1.12 Language

TABLE 2. Students' questionnaire responses of teacher related factors

that impede them from using English during English speaking classroom.

NO ITEMS SA AG UN DS SD

% % % % %

2.1 My English teacher often emphasizes


grammar than speaking.

2.2 My English teacher often prefers to


explain and demonstrate than to create
condition for the students to practice
speaking

2.3 My English teacher often prefers


teacher-centered way of teaching than
student centered in English speaking
class.

2.4 Our English teacher encourages us to use


the language in and outside the class

2.5 My English teacher provides us with the

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opportunity to practice speaking in pairs
and groups in class

2.6 My English teacher is proficient enough in


English to help us as needed.

2.7 My English teacher is proficient enough in


English to help us as needed.

2.8 My English teacher uses teaching aids


and authentic materials in the classroom
to promote our speaking skills

2.9 My English teacher usually corrects our


errors while we are speaking

2.10 My English teacher usually evaluates our


speaking performance through objective
questions: like multiple choice than oral
presentation

DATA GATHERING PROCEDURES

After the approval of the topic, the researchers decided to look for the

questionnaire in the internet. The researchers also gathered different literatures

and studies related to the research topic in different libraries, magazines and

newspapers to gather more information regarding to the relationship between

English language and academic performance of junior high students of Princeton

Science School. The first step before proceeding to a survey or an interview is to

asked for an approval from the advisers or the subject teachers. The students

were selected in the administration. In administering the questionnaire, the

researchers used the time allotted for vacant to avoid distractions or class

discussions. The students responses were given enough time to answer the

28
questionnaire. After data gathering, the researchers no collected it for tallying the

scores and apply the statistical treatment to be used in the study.

STATISTICAL TREATMENT OF DATA

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Relationship between English Language as Medium of Instruction (EMI)
Proficiency and Academic Performance of Junior High of
Princeton Science School SY 2019-2020

Name (optional) ____________________ Year and Section: __________

Gender: (_) Female (_) Male

To the respondents,

Please consider each item carefully. You answer to the questions will help and
provide awareness for the students and teachers in relationship of English
language as medium of instruction and academic performance of the students.
Rest assured that your answers would be kept highly confidential.

Thank you and God bless.

Researchers

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