CHAPTER III

PRESENTATION OF DATA, RESULTS, AND DISCUSSION

The results of the study are presented in accordance with the research questions
and hypotheses.

The Profile of the Participants

Table 4
Perceived English-Speaking Performance by Demographic Factors
VARIABLES FREQUENCY PERCENT
Sex
Male 38 23.75%
Female 122 76.25%
N 160 100%
Year Level
First Year 46 28.75%
Second Year 39 24.37%
Third Year 38 23.75%
Fourth Year 37 23.13%
N 160 100%
Domicile
Rural 40 25%
Urban 120 75%
N 160 100%
Family Income
Poor 79 49.37%
Low Income 59 36.88%
Lower Middle Income 20 12.50%
Middle Income 2 1.25%
N 160 100%
Type of High School
Public 139 86.87%
Private 21 13.13%
N 160 100%

The data in Table 4 reveals that among the 160 participants, the majority were
female (n = 122, 76.25%), while male students accounted for only 23.75% (n = 38). This
indicates a significant gender disparity among the respondents, with a higher
representation of female students.
 The findings suggest that respondents generally perceive their English-speaking
performance as high across all demographic groups. Male respondents (M = 3.67, SD =
0.80) reported slightly higher performance than female respondents (M = 3.54, SD =
0.75). Among year levels, second-year students had the highest perceived performance
(M = 3.74, SD = 0.70), whereas first-year students reported the lowest (M = 3.33, SD =
0.59). Urban students (M = 3.60, SD = 0.75) rated their English-speaking performance
slightly higher than rural students (M = 3.47, SD = 0.82). Regarding family income,
students from middle-income families reported the highest perceived performance (M =
3.77, SD = 1.09). Additionally, there was minimal difference in perceived proficiency
between students from public schools (M = 3.57, SD = 0.76) and private schools (M =
3.54, SD = 0.80).

It can be gleaned that the findings indicate that female students dominated the
study population, with participants being fairly distributed across different year levels.
Most students resided in urban areas, and a significant proportion came from low-income
and poor-income families. Additionally, the majority of students graduated from public
high schools, reflecting a socioeconomic background where access to private education
may have been limited. These demographic characteristics provide essential context for
understanding the participants' academic experiences and potential challenges related to
their financial and educational backgrounds.

Table 5

Level of Perceived English-Speaking Performance of Participants

ASPECTS Mean SD INTERPRETATION

Confidence in Speaking 3.44 0.820 HIGH
Vocabulary Proficiency 3.40 0.83 HIGH
Pronunciation Skills 3.80 0.92 HIGH
Social Interaction 3.56 0.88 HIGH
Coherence and Organization 3.48 0.78 HIGH
Content Knowledge 3.54 0.86 HIGH
Clarity and Articulation 3.76 0.92 HIGH
Overall 3.57 0.77 HIGH
 Table 5 presents the level of perceived English-speaking performance of the
participants. The data indicate that the participants reported a high level of perceived
English-speaking performance across various aspects, as shown in the mean scores and
standard deviations (SDs) presented in the table.

Among the evaluated aspects, pronunciation skills received the highest mean
score (M = 3.80, SD = 0.92), indicating that participants generally exhibited strong
pronunciation abilities. Similarly, clarity and articulation were also rated highly (M =
3.76, SD = 0.92), suggesting that participants were able to express themselves clearly and
distinctly.

Social interaction (M = 3.56, SD = 0.88) and content knowledge (M = 3.54, SD =

0.86) were also rated high, reflecting the participants' ability to engage effectively in
conversations and demonstrate adequate knowledge of the topics they discussed.
Additionally, coherence and organization (M = 3.48, SD = 0.78) and vocabulary
proficiency (M = 3.40, SD = 0.83) were rated high, indicating that participants were
generally able to structure their ideas logically and use an appropriate range of
vocabulary.

The lowest-rated aspect was confidence in speaking (M = 3.44, SD = 0.82);

however, it still fell within the high interpretation, suggesting that while participants
exhibited confidence in speaking, there is room for further improvement in their self-
assurance when communicating in English.

Overall, the participants' level of perceived English-speaking performance was

interpreted as high. These findings suggest that while students demonstrate strong
speaking abilities, targeted interventions such as talking c_____
 The Extent of Perceived English-Speaking Performance When Taken as a Whole

Table 6

The Extent of Perceived English-Speaking Performance among language learners at Bacolod

City College when taken as a whole.

Mean Sd Interpretation
3.57 0.77 High Extent

Table 6 shows the extent of perceived English-Speaking performance of

language learners when taken as a whole. When taken as a whole, the extent of
perceived English-Speaking performance among language learners is high. This is
supported by the obtained mean of 3.57 with a standard deviation of 0.77.
Analysis only need interpretation! (table 6)
 The Extent of Perceived English-Speaking Performance Factors When Grouped
According to Sex

Table 7

The Extent of Influence of perceived English-Speaking performance When They are Grouped
According to Sex

T-Test and ANOVA Results for English-Speaking Performance

Compariso Test W/H df p-value Interpretation
n STATISTIC
Sex Mann-Whitney U test 2082.50 0.346 Not Significant

Table 7 presents the extent of perceived English-speaking performance among

language learners when categorized by sex. The results of the Mann-Whitney U test (U =
2082.50, p = 0.346) indicate no statistically significant difference in perceived English-
speaking performance between male and female learners.

The result shows that the extent of perceived English-speaking performance

among language learners does not show a statistically significant difference when
grouped according to sex. This suggests that the variations in perceived performance
between male and female learners are minimal based on the collected data. While
differences may exist, the statistical results indicate that these are not substantial enough
to establish a distinct pattern.
(need study)
 The Extent of Perceived English-Speaking Performance Factors When Grouped
According to Year Level

Table 8

The Extent of Influence of perceived English-Speaking performance When They are Grouped
According to Year Level

T-Test and ANOVA Results for English-Speaking Performance

Compariso Test W/H df p-value Interpretation
n STATISTIC
Year Level Kruskal-Wallis Test 10.60 3 0.014 Significant

A Kruskal-Wallis H test was conducted to determine whether there were

significant differences English-speaking performance across different year levels. The
results showed a statistically significant difference among the groups,
H (3)=10.597 , p .014 . Since the p-value is less than .05, this indicates that at least one
year level had a significantly different median score compared to the others.
The Kruskal-Wallis Test results reveal that year level differences approach
significance ( p=.076), suggesting that students in higher year level may perceive their
English-speaking performance as slightly better than those in lower year levels. However,
since the p-value is greater than 0.05, this difference is not statistically significant.
Dunn's Post Hoc Comparisons for Year Level
Comparison z Wi Wj p p bonf p holm

1st Year - 2nd Year -2.794 61.924 90.090 0.003 0.016 0.016

1st Year - 3rd Year -2.304 61.924 85.316 0.011 0.064 0.042

1st Year - 4th Year -2.602 61.924 88.541 0.005 0.028 0.023

2nd Year - 3rd Year 0.452 90.090 85.316 0.326 1.000 0.977

2nd Year - 4th Year 0.146 90.090 88.541 0.442 1.000 0.977

3rd Year - 4th Year -0.301 85.316 88.541 0.382 1.000 0.977

A Dunn’s post hoc test was conducted to determine whether there were significant
differences in English-speaking performance across year levels. The results revealed that
1st-year students had significantly lower scores compared to students in higher year
levels. Specifically, significant differences were observed between 1st-year and 2nd-year
students (z=−2.794 , p=.003 , p holm=.016), 1st-year and 3rd-year students
(z=−2.304 , p=.011, p holm=.042), and 1st-year and 4th-year students
(z=−2.602 , p=.005 , pholm =.023). These findings suggest that first-year students may
face more challenges in English-speaking performance compared to their upper-year
counterparts.
On the other hand, the comparisons between 2nd-year and 3rd-year students
( p=.326), 2nd-year and 4th-year students ( p=.442), and 3rd-year and 4th-year students
( p=.382) did not yield statistically significant differences. This suggests that students in
the higher year levels performed similarly, indicating a more stable level of English-
speaking performance as student progress beyond their first year.
The results highlight that first-year students lag behind upper-year students in
terms of English-speaking performance, emphasizing the need for targeted interventions
or support mechanisms to help them bridge this gap. However, the lack of significant
differences among 2nd, 3rd, and 4th-year students suggests that once student progress
beyond their first year, their performance stabilizes at a relatively similar level. These
findings underscore the importance of early intervention programs to support first-year
students and enhance their English-speaking performance.

Need support study (analysis and interpretation done)

 The Extent of Perceived English-Speaking Performance Factors When Grouped
According to Domicile

Table 9

The Extent of Influence of perceived English-Speaking performance When They are Grouped
According to Domicile

T-Test and ANOVA Results for English-Speaking Performance

Compariso Test W/H df p-value Interpretation
n STATISTIC
Domicile Mann-Whitney U test 2254.50 0.568 Not Significant

Table 9 presents the extent of perceived English-speaking performance among

language learners when categorized by domicile. The Mann-Whitney U test (U = 2254.50, p
= 0.568) indicates that there is no statistically significant difference in perceived English-
speaking performance between learners from different domiciles. The obtained p-value
shows that the differences observed in the data are limited and may not be substantial
enough to indicate a clear pattern related to domicile.

The results can be observed that learners from different domiciles exhibit similar
levels of perceived English-speaking performance. This suggests that factors related to a
learner’s place of residence may not play a strong role in shaping their performance of their
English-speaking ability. While individual differences may exist, the overall trend indicates
that domicile does not appear to be a major factor influencing how learners perceive their
English-speaking performance.
(Study need)
 The Extent of Perceived English-Speaking Performance Factors When Grouped
According to Family Income

Table 10

The Extent of Influence of perceived English-Speaking performance When They are Grouped
According to Family Income

T-Test and ANOVA Results for English-Speaking Performance

Comparison Test W/H df p-value Interpretation
STATISTIC
Family Income Kruskal-Wallis Test 0.17 3 0.982 Not Significant

Table 10 presents the extent of perceived English-speaking performance among

language learners when categorized by family income. The results of the Kruskal-Wallis
test (H = 0.17, df = 3, p = 0.982) indicate that there is no statistically significant
difference in perceived English-speaking performance across different income groups.
The obtained p-value shows that the variations in the data are small and may not strongly
indicate differences in perceived English-speaking performance based on family income.

The results can be interpreted that learners from different income groups
demonstrate similar levels of perceived English-speaking performance. This suggests
that economic background may not have a strong influence on how learners perceive
their ability to speak English. This finding suggests that economic background has little
to no impact on students' self-assessed English-speaking proficiency.
(need study to support)
 The Extent of Perceived English-Speaking Performance Factors When Grouped
According to Type of High School

Table 11

The Extent of Influence of perceived English-Speaking performance When They are Grouped
According to Type of High School

T-Test and ANOVA Results for English-Speaking Performance

Comparison Test W/H STATISTIC df p-value Interpretation
Type of High Mann-Whitney U
1492.00 0.872 Not Significant
School test

Table 11 presents the extent of perceived English-speaking performance among

language learners when categorized by the type of high school they attended. The results
of the Mann-Whitney U test (U = 1492.00, p = 0.872) indicate that there is no
statistically significant difference in perceived English-speaking performance between
learners from different types of high schools. The obtained p-value shows that the
differences observed in the data are minimal and may not strongly indicate a distinction
based on high school background.

The results can be interpreted that learners from different types of high schools
demonstrate similar levels of perceived English-speaking performance. This suggests
that the type of high school attended may not have a strong influence on how learners
perceive their ability to speak English. While individual differences may exist, they do
not appear to be substantial enough to indicate a clear difference between groups.
(need study to support)