¹Sheila Mae O. Cantara,² Mary Jane V. Esimos,³ Leizel B. Francisco
, ⁴Shelly Joy S. Jungco,⁵Marissa C. Limson,⁶ Audrey Karyl P. Maligang, ⁷Lennie S. Malubay

^{1,2,3,4,5,6,7}Northern Iloilo Polytechnic State College, Estancia, Iloilo Philippines

DOI : https://doi.org/10.47191/ijsshr/v4-i12-43

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ABSTRACT

This study determined the English Language Proficiency and School Performance in English as well the school performance as a whole. The respondents of the study were both English teachers and grade 10 students in the national high schools in the fifth district of Iloilo, using the descriptive comparative approach. Findings of which served as basis for the enhancement of the existing English manual used in English 101 for the improvement of English language proficiency of the students enrolled in the said subject. Generally, seventy percent of the student and teacher respondents were female. Teachers’ Level of English language proficiency has a significant effect on the level of proficiency of students which has a direct relationship on the school performance. It was also found out that teachers’ performance has no significant relationship with the students’ performance in English and school performance as a whole. Further, student–respondents performance has a significant relationship with their level of English language proficiency which has a direct effect on the school performance as a whole. The English teachers’ performance is related to their English proficiency level, but not associated with the students’ performance in English and school performance. However, the English teachers’ level of English language proficiency significantly affects the students’ level of English proficiency, while the students’ performance has a significant effect on their level of English language proficiency, affecting the school performance as a whole. Enhancement of the English language manual that will be used in English 101 (Study and Thinking Skills) must be adopted. Training & Development Program Design for the Enhancement of English Teachers language Proficiency must be implemented.

KEYWORDS:

Language, proficiency, performance, enhancement, development

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