"ACADEMIC LANGUAGE PROFICIENCY: ITS SIGNIFICANCE TO THE
PERFORMANCE ASSESSMENT OF 12-ARASSI IN LOCAL GUIDING
SERVICES OF STO. TOMAS INTEGRATED HIGH SCHOOL; SCHOOL YEAR
2022-2023"
CHAPTER THREE
RESEARCH METHODOLOGY
This following are methods and procedures observed in the conduct of this study. Its
include research findings, respondents of the study, sampling technique, data gathering
process, data gathering instruments, statistical treatment of data.
RESEARCH DESIGN
This use the descriptive methods to determine the significance of academic language
proficiency to the performance of local guiding students in sto. tomas integrated high school.
descriptive methods of research or descriptive design was employed by the researcher. In the
descriptive design, the study followed the present condition to find new truth. The researcher
employed the survey questioners to obtain information.
This descriptive study used quantitative method stated at explained nature and degree of
the existing conditions. It preserve data and only to obtain information but to determine the
significant connections in the current situation. Descriptive research include data to test the full
hypothesis and it give answer concerning phenomena.
Descriptive study approach determine information about the variables rather than about
the individuals.
Descriptive correlation focused on how people behave on function as the time a study is
being conducted. Descriptive correlational design is used in research studies that aim to provide
static pictures of significant as well as establish the relationship between different variables
( McBurney & white, 2009 ).
RESPONDENTS OF THE STUDY
The participants consisted of 24 Grade 12 students taking local guiding services in sto tomas
integrated high school for the school year 2022-2023 where in proposive sampling techniques
was used the communicate of respondents considered upon conducting the surveys which is
scheduled to give both parties arrange everything needed
SAMPLING TECHNIQUES
Proposive sampling techniques was employed in selecting the sample from the target
population this was supported by Kelly, 2010: 317 who argued that proposive sampling is used
to select respondents that are most likely to yeild appropriate and useful information and is a
way of identifying and selecting cases that will use limited research resources effectively
( Palinkas et al., 2015 ).
DATA GATHERING PROCEDURES
The research begin during the second semester of school year 2022-2023. After the title have
deen approved by the consumed research titles Mr Ludovico Malitic, chapter 1 to 3 were
prepared with the regular consultation with the researcher's adviser.
Permission of the STIHS principal; Mrs Ernila B Bagayana was first requested to asset and make
the data collection process easier which includes destributing the questionnaire the
respondents inside the area where study will take place that happen right after the approved
for permission to determine the academis language proficiency of 12-Arassi students under
local guiding services of sto tomas integrated high school. The data gathering was done
personally by the researchers with the assistance of subject coordinator and principal and of
course with the respondents participants. After the procedure, results from questionnaire with
compiled, sorted, edited, classified, code and tabulated for better presentation of data
collected.
CHAPTER FOUR
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter focuses on the quantitative analysis of data collected for this study. The chapter
provides an overview of the participants involved in the study. The findings from the proposed
quantitative research questions are presented. The analysis and interpretation of data is carried
out in two phases. The first part, which is based on the results of the questionnaire, deals with a
quantitative analysis of data. The second, which is based on the results of the interview and
focus group discussions, is a quantitative interpretation.
RESEARCH PARTICIPANTS
For this study, a total of twenty- three students in Grade 12- Arassi taking Local Guiding
Services as their major we're asked to answer the questionnaire for every variables presented.
11 from them are male and 12 are female. Every participants are delivered a questionnaire and
given time to answer. To support the reliability and validity of all data it was partnered with an
oral assessment. The age of the participants range from seventeen to twenty-five years old
based on Learners' Information System ( LIS ) of Grade 12- Arassi. Each participants answer is
from five options provided: (5) High Mastery, (4) Mastery, (3) Approaching Mastery, (2) Low
Mastery, and (1) No Mastery. As mentioned in the previous chapter, the scoring of the
questionnaires was analyzed statistically based on the application of Likert Scale.
Analysis of Questionnaires
After administering the questionnaire to all respondents,the researcher collected the
questionnaires. It aimed to give answers to the study questions. The draft copy consisted of 15
question but after it was submitted to a professional, it was realized that additional questions
were needed since two variables are added.
Data gathering through the questionnaire was subjected to frequency counts. In other words,
the subject' responses for each individual questionwere added together to find the highest
frequency of occurrence (i.e the number of times that a particular response occurs) in order to
get each questions in every variable weighted mean ( divided sum of frequency counts and
divided by the number of respondents which is 23). These responses to the question which are
quantified are presented in decimal points.
To find the vi ( variables interval) the range for a table were computed and displayed. That's
were the vi for every question are based from.
The variant for each question of a variable is the sum of all example mean subtracted by the
population mean in every table ( variable ), then it was square to get the standard division per
question of every variable- phonology, syntax, semantics, impromptu, memorized.
These table are presented in tabular form the researcher us table containing a variable.
The overall result for the questionnaires are presented.
Table 1 presents the Academic Language Proficiency in performance assessment in terms of
Phonology ( Words Sounds )
According to the produced data of results on the significance of Academic Language Proficiency
to the performance assessment, students posed Mastery in using Phonology which takes effect
on the performance assessment. It is shown that two of the five indicators, Indicator 1-
Comprehensive grasp to the pronunciation of words (2.96) and Indicator 5- Can segment words
in syllables (3.13) was reported with Approaching Mastery. The other three indicators were
rated with Mastery.
Table 1. Academic Language Proficiency in performance assessment in terms of
Phonology ( Words Sounds )
Indicators W. Mean SD VI
[Link] grasp to the pronounciation 2.96 2.13 Approaching
of words Mastery
2. Able to blend letter sounds well 3.78 1.19 Mastery
3. Can identify similar sounds at the beginning 3.52 1.17 Mastery
of the words
4. Can identify the similar sounds at the end of 3.70 1.08 Mastery
each words
5. Can segment words in syllables 3.13 2.46 Approaching
Mastery
Legend
Range Verbal Interpretation
4.21 - 5.00 High Mastery
3.41 - 4.20 Mastery
3.61 - 3.40 Approaching Mastery
1.81 - 2.60 Low Mastery
1.00 - 1.80 No Mastery
Based on the provided table, it can be concluded that good performance in Phonology takes
part on the performance assessment which is necessary to better use Academic Language.
Likewise, 12- Arassi students in local guiding services are good in: pronouncing words, Blending
and Identifying sounds, and in segmenting words in syllables.
Table 2 presents the Academic Language Proficiency in performance assessment in terms of
Syntax ( Grammar Rules )
According to the produced data of results on the significance of Academic Language Proficiency
to the performance assessment, students posed Mastery in using Syntax which takes effect on
the performance assessment. It is shown that two of the five indicators, Indicator 1- Can
connect words to form a meaningful sentence (3.43) and Indicator 5- Identification of the
subject and verb (4.17) was reported with Mastery. The other three indicators were rated with
Approaching Mastery.
Table 2. Academic Language Proficiency in performance assessment in terms of
Syntax ( Grammar Rules )
Indicators W. Mean SD VI
6. Can connect words to form a meaningful 3.43 6.86 Mastery
sentence
7. Can arrange words orally 3.39 4.54 Approaching
Mastery
8. Aware of what appropriate words to use 3.22 1.67 Approaching
Mastery
9. Can apply appropriate word connectors 2.83 1.77 Approaching
Mastery
10. Identification of the subject and verb 4.17 2.28 Mastery
Legend
Range Verbal Interpretation
4.21 - 5.00 High Mastery
3.41 - 4.20 Mastery
3.61 - 3.40 Approaching Mastery
1.81 - 2.60 Low Mastery
1.00 - 1.80 No Mastery
Students skills in using Syntax help in their grammatical awareness which is necessary in able to
express, identify, and interpret information using Academic Language. From the table above, it
can be concluded that Syntax's significance in Academic Language Proficiency for performance
assessment is evident.
Likewise, 12- Arassi students in local guiding services are good in: Constructing a meaningful
sentence with observance in choosing the right words connectors to use in order to recognize
the subject and verb at the same time to connect ideas orally.
Table 3 presents the Academic Language Proficiency in performance assessment in terms of
Semantics ( Meaning of Words )
According to the produced data of results on the significance of Academic Language Proficiency
to the performance assessment, students posed Approaching Mastery in using Semantics which
takes effect on the performance assessment. It is shown that one of the five indicators,
Indicator 4- Identifying meaning of words with similar sounds (3.91) was reported with Mastery.
The other four indicators were rated with Approaching Mastery.
Table 3. Academic Language Proficiency in performance assessment in terms of
Semantics ( Meaning of Words )
Indicators W. Mean SD VI
11. Understanding to the meaning of words 2.87 2.76 Approaching
Mastery
12. Accurate interpretation of the message 3.04 2.02 Approaching
Mastery
13. Identifying key points in a sentence 3.30 1.96 Approaching
Mastery
14. Identifying meaning of words with similar 3.91 2.96 Mastery
sounds
15. Can provide alternative words for a certain 3.26 1.90 Approaching
words Mastery
Legend
Range Verbal Interpretation
4.21 - 5.00 High Mastery
3.41 - 4.20 Mastery
3.61 - 3.40 Approaching Mastery
1.81 - 2.60 Low Mastery
1.00 - 1.80 No Mastery
Data shows that Semantics creates a way in order to perform well orally with Academic
Language. The majority of the respondents ratings have shown their rate to the following
indicators for Semantics which falls within the "Approaching Mastery".
The presented table above demonstrated 12- Arassi students in local guiding services ability in
comprehending words, its definitions either with phonological observance at the beginning or
end in able to identify its main idea and possible related words in connection with the message
that sentence tend to imply.
Table 4 presents the Academic Language Proficiency in performance assessment in terms of
Impromptu
According to the produced data of results on the significance of Academic Language Proficiency
to the performance assessment, students posed Approaching Mastery in using Impromptu
which takes effect on the performance assessment. It is shown that five of the five indicators
were rated with Approaching Mastery.
Table 4. Academic Language Proficiency in performance assessment in terms of
Impromptu
Indicators W. Mean SD VI
16. Delivers impromptu speech well in English 2.96 1.99 Approaching
Mastery
17. Can easily change into other words that 2.87 1.93 Approaching
have a similar meaning Mastery
18. Communicating ideas using Academic 2.87 1.69 Approaching
Language on the spot Mastery
19. Followed proper grammatical structure 2.74 1.17 Approaching
despite of on the spot presentation Mastery
20. Ability to select appropriate words to 2.83 2.56 Approaching
communicate insights properly Mastery
Legend
Range Verbal Interpretation
4.21 - 5.00 High Mastery
3.41 - 4.20 Mastery
3.61 - 3.40 Approaching Mastery
1.81 - 2.60 Low Mastery
1.00 - 1.80 No Mastery
The tables results indicates connections of Academic Language Proficiency and Impromptu
skills. Students manage to communicate their thoughts which results affect the performance
assessment as variable. These findings suggest that Impromptu is vital assess proficiency in
Academic Language.
It demonstrated 12- Arassi students in local guiding services ability in actual / with absence of
preparation in presenting speech to organized thoughts using Academic Language while
maintaining the attention in identifying right words to use.
Table 5 presents the Academic Language Proficiency in performance assessment in terms of
Memorize
According to the produced data of results on the significance of Academic Language Proficiency
to the performance assessment, students posed Approaching Mastery in using Memorize which
takes effect on the performance assessment. It is shown that five of the five indicators were
rated with Approaching Mastery.
Table 5. Academic Language Proficiency in performance assessment in terms of
Memorize
Indicators W. Mean SD VI
21. Ability to maintain the absence of 2.78 1.64 Approaching
hesitation while performing speech Mastery
22. Followed the pace of script well 2.78 1.56 Approaching
Mastery
23. Ideas are communicated clearly according 3 1.85 Approaching
to plan Mastery
24. Using Academic Language speech were 2.74 1.17 Approaching
delivered with Mastery Mastery
25. Speech were presented orally in natural 2.87 1.25 Approaching
manner Mastery
Legend
Range Verbal Interpretation
4.21 - 5.00 High Mastery
3.41 - 4.20 Mastery
3.61 - 3.40 Approaching Mastery
1.81 - 2.60 Low Mastery
1.00 - 1.80 No Mastery
The table presented above shows participants ratings — " Approaching Mastery". The need for
improvement is suggested. This implies that the results for the performance assessment ( as a
variable ) relates with the excellence in using Academic Language orally.
Moreover 12- Arassi students in local guiding services are good in: presenting
speech according to the organized guide while providing confidence using
Academic Language presented in logical manner.