English proficiency and academic performance of grade 8 students in science

Abstract

English, as the medium on instruction, has been one of the factors blamed for the poor performance in science among the secondary students in the Philippines. The blame is strongly directed at English over the years as the Philippines continues to lag behind other countries in the field of science. In the local scene, the performance of the students in science in the secondary level is also very alarming as results from the National Achievement Test are still far from the benchmarked passing rate. Researchers have continuously stressed the need to be proficient in the academic language as deficiency in such would lead to a student not being able to assimilate and absorb the learning. The inability to listen, speak, read or write with comprehension in English often results to poor scholastic performance. Poor performance in science would equate to the students not being able to deliver the expected competencies. This in turn would impede the nation's growth and development. This descriptive-correlational study sought to investigate whether there is a relationship between the level of English proficiency and academic performance in science among the Grade 8 students in the district of Tubao, La Union. Specifically, this study sought to determine the English proficiency level and academic performance in science of the Grade 8 students in the district of Tubao La Union. Moreover, this study also sought to determine the relationship between the English proficiency level of Grade 8 students and their academic performance in science when the respondents are grouped according to gender, first language, socioeconomic status and ethnicity. In this study, it was hypothesized that there is a significant relationship between the English proficiency level and academic performance in science of the Grade 8 students in Tubao, La Union when the respondents are grouped according to gender, first language, socio-economic status, and ethnicity. The data used were obtained by administering a researcher-made English proficiency test (EPT) consisting of 40 items, of which its reliability and validity were established, to 542 Grade 8 students in the district of Tubao. A demographic profile questionnaire was also administered to determine the extent at which the aforementioned moderating variables moderate the strength of association between English proficiency and academic performance. Pearson's Product Moment Correlation and moderated regression analysis were employed to explore the relationship between the variables under study. The following are the major findings of the study: 1.The overall English proficiency level of the respondents is poor. 2.The overall academic performance of the respondents in Science 8 is fairly satisfactory. 3. There is no significant difference in the relationship between the English proficiency level of Grade 8 students and their academic performance in science when grouped according to gender, first language, socio-economic status; and ethnicity. In light of the findings of the study, the following are the conclusions: 1.The Grade 8 students in the district of Tubao have difficulties in word meanings, using correct grammatical syntax, and comprehending science ideas or terms. 2.The Grade 8 students in the district of Tubao failed to meet the academic standards set out in the Grade 8 science K-12 curriculum. 3.Gender, first language, socio-economic status and ethnicity, does not change the interaction level between academic performance and English proficiency level. In relation with the findings and conclusions of this research, the following are recommended: 1.Every school in Tubao must prioritize the enhancement of the English proficiency level of the students by encouraging them to speak and write in English both inside and outside the classroom. 2.Every school in Tubao, La Union should formulate an action plan for use in improving the academic performance of Science 8 students. 3.Formulation of intervention programs for improving English proficiency and academic performance should be sensitive to the socially and economically disadvantaged students. 4.Further researches on the relationship between English proficiency level and academic performance should be done with the use of standardized English proficiency test. 5.Future research could also be employed to provide a more comprehensible information on the effects of the different variables on the relationship between the English proficiency level and academic performance in science.