English language proficiency and performance in solving worded problems in college algebra of students at the University of the Cordilleras

Abstract

The ability of students to understand and interpret verbal problems in Algebra poses a great deal of difficulty. The lack of comprehension on the part of students makes it difficult to translate mathematical sentences into mathematical equations, thus, this study. College Algebra as a branch of Mathematics is offered in school to develop analytical abilities of students in solving quantitative problems. Generally, students encounter difficulties in solving worded problems. This predicament of inability to understand - or at times confusion - may be attributed to the extent of English Language proficiency the students have. In other words, performance of students in College Algebra could be predicted on their background with respect to English Language Proficiency (ELP) and Translation of English Phrases into Mathematical Expression/Equations (TEPME). The research undertaken was correlational study involving selected variables such as: scores from administered tests in College Algebra, ELP and TEPME, and the grades from high school English and Mathematics of the respondent students. A purposive sampling as resorted to consisting of sixty-nine (69) freshmen students of BSICS at Baguio Colleges Foundation and enrolled in College Algebra in two (2) block sections of ICS department then during the second trimester of SY 1998-1999 and another set of 56 students from two (2) block sections of CSIT College during the second trimester, 2Y 2008-’09. The study was an attempt to correlate the English Language Proficiency and the ability of students to solve verbal problems in College Algebra. The research specially sought answers to the following queries: 1. How did the students' English Language Proficiency relate with their performance in College Algebra taking into consideration the students' separate grades in High School Mathematics and English: a. Regardless of sex? b. Between males and females? 2. How did the students' English Language Proficiency relate to their performance in the Translation of English phrases into Mathematical expressions/equat1ons taking into account their separate grades in High School Math and English. a. Regardless of sex? b. Between males and females? 3. How did students' performance in the translation of English phrases into Mathematical expressions / equations relate to their performance in solving verbal problems in College Algebra considering their separate grades in high school Math and English. a. Regardless of Sex? b. Between males and females? The following are the findings arrived at in the course of research: 1. There is a significant correlation between English Language Proficiency (ELP) and the performance of BSICS freshmen students in College Algebra at (r) value of 0.31795. However, taking into account separately the males and females, correlations are not significant as shown by the computed r values at 0.0132 and 0.2316, respectively. For the current CSIT students, significant relationship of ELP vis-à-vis College. Algebra performance pertains to females and regardless of gender. In terms of high school grades in English and performance scores in College Algebra, the relationship is not significant at r value of -0.0754 taken as a whole regardless of sex and between males and females at (r) values of -0.3341 and 0.0603, respectively. So with the sampled group of CSIT students now. As to high school grades in Mathematics and College Algebra performance, only the males reveal significant relationship at r value of -0.4070. Such a negative value denotes inverse relationship. It means high grades in high school Mathematics or English result in low scores in College Algebra performance. This likewise holds true to the current group of student-respondents along these foregoing results. 2. The English Language Proficiency has no significant bearing on the translation of English phrases into Mathematical expressions as evidenced by very low values at the coefficients of correlation whether taken as a whole regardless of sex at -0.0401, or separately between males and females at 0.0842 and 0.01698, respectively. The entire opposite is manifested by the current CSIT students being significant among males and regardless of gender. Moreover, the high school grades in English at (r) value of -0.1348 and. Mathematics at -0.1548 are not large enough to warrant significant relationship with the performance of respondent students in translating English phrases into Mathematical expressions. For the current group of CSIT students, the females revealed significance in r-value. Although the translation of English phrases into Mathematical expressions does not have a significant bearing on the performance of the respondent students in College Algebra at r value of 0.0684, taking into account the sex of the respondents reveal otherwise. The males manifest inverse relationship between TEPME and College Algebra at r value of -0.4498 which means high scores in TEPME do not yield higher scores in College Algebra and vice versa. On the part of the females, the positive correlation is 0.3399 which denotes significance between TEPME scores and performance in College Algebra. However, only the females CSIT students exhibit significance for the current group. 4. The performances in College Algebra tests for both groups do not significantly differ between genders and even when males and females taken separately. As to English Language Proficiency, both groups of students -then and now- do not manifest significant differences in terms of gender. However, for the current group, among the males a significant difference prevails. Regarding translation of English in Mathematical Expression, the two groups of students do not indicate significant differences in both genders and when taken separately. In terms of HS English grades, these do not elicit significant differences according to gender as well as among males and females separately for the two groups of student-respondents. With HS grades in Mathematics regardless of gender and among the males and as well as females, the differences are not significant. The following conclusions are deduced from the findings of the research: 1. Performance in College Algebra relies on a large extent on the students' ability to translate English language in solving verbal problems regardless of sex. 2. Similarly, the proficiency of the students to translate English phrases into Mathematical expressions reinforce their performance in solving worded problems as attested to by the males and females who significantly differ in their abilities. In spite of higher grades in high-school English and Mathematics, these are not a guarantee to better performance in solving verbal problems in College Algebra. The degree in high school are not reflective of the actual abilities of students because of inadequate preparation and lack of depth in learning. 3. Sex is not an effective indicator in determining the performance of students in College Algebra. It is not also a good predictor is ascertaining the level or ability of students in their English language proficiency and Translation of English phrases into Mathematical expressions. The researcher recommends the following as offshoot of the findings: 1. Instead of sex as an indicator for ELP and TEPME in relating to performance in College Algebra, the best predictor is attitude. Study habit is an attitude if positive and favorable it will minimize Math anxiety or Math avoidance of students. 2. High school grades in English and Mathematics are not the effective gauge of the students ability in English Language Proficiency and Translation of English phrases into Mathematical expression. What is more reliable and realistic yardstick is the aptitude in terms of creative and critical thinking. One subject to delve into this ability is symbolic logic which should be taken before enrolling in Math or for that matter, College algebra. 3. English, as second language of Filipino students, should be used applying simple terms that are structured grammatically correct in sentences with the appropriate syntax for verbal problems in Mathematics or College Algebra. In this way, familiarity of the terms and sentences commonly read in worded problems breeds proficiency (ELF) and translation (TEPME). 4. Another research should be undertaken delving into study habits of students taking up College Algebra in order that corrective measures could be instituted to help them build patterns of study through more readings, assignments and projects. 5. Further study should be conducted along methods of teaching Mathematics and College Algebra to reinforce what are considered effective and avoid pitfalls of teaching-learning process.