St.

Louise de Marillac College of Sorsogon

Basic Education Department

Senior High School

S.Y. 2018-2019

Factors affecting English Vocabulary Competency of Grade 12 Students of St. Louise de

Marillac College of Sorsogon

In Partial Fulfillment of the Requirements in Practical Research II

Ariane D. Dominguez

Bernard John G. Guantero

Christian Paul Jalmasco

Cloudine D. Domens

Earl Dann E. Janoras

Gerson Miguel D. Esteves

Nikka C. Escote

Princess Samantha D. Realuyo

March 2019
 ii

ACKNOWLEDGEMENT

The study about the Factors Affecting the English Vocabulary Competency of

Grade 12 students of St. Louise de Marillac College of Sorsogon wouldn’t be possible

without the help of those who supported, encouraged and guided us to make this successful.

Furthermore, the researchers would like to extend their greatest appreciation to the

following individuals:

Ms. Frenie D. Ajero, Principal and Mr. John Paul Lagamayo, Academic

Coordinator of the Senior High School for approving this study to be conducted in terms

of distributing questionnaire and test to Grade 12 students in St. Louise de Marillac College

of Sorsogon, Tugos Site;

Ms Rochiel G. Fulgar for her willingness and patience in guiding and giving

advises and important information in order for the researchers to come up with the right

data which is needed in this study for the effort to relieve their stress by being considerate;

Mr. Niel Angelo L. Fullente for his guidance and effort to introduce the

researchers to more effective statistical tools for interpreting the data gathered;
 iii

Grade 12 Science, Technology, Engineering and Mathematics (STEM),

Accountancy Business and Management (ABM), General Academic Strand (GAS),

Humanities and Social Sciences (HUMSS) and Technical-Vocational Livelihood (TVL)

students of St. Louise de Marillac College of Sorsogon for giving time and participating in

this research as respondents;

Friends and family, for helping the researchers emotionally and financially as this

research continue and for giving additional knowledge for this study;

And lastly, God Almighty for giving the researchers strength and knowledge to

fulfill their responsibility as part of this research and the chance to improve themselves to

have a successful result.

MAY GOD BLESS ALL OF YOU AND THANK YOU!

G.D.E., N.C.E., A.D.D., C.D.D., C.J., P.D.R., E.E.J., B.G.G

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APPROVAL SHEET

Upon the recommendation of the Oral Examination Committee, this research

entitled FACTORS AFFECTING ENGLISH VOCABULARY COMPETENCY OF

GRADE 12 STUDENTS OF ST. LOUISE DE MARILLAC COLLEGE OF

SORSOGON prepared and submitted by the researchers: Ariane D. Dominguez,

Bernard John G. Guantero, Christian Paul Jalmasco, Cloudine D. Domens, Earl

Dann E. Janoras, Gerson Miguel D. Esteves, Nikka C. Escote and Princess Samantha

D. Realuyo, is hereby approved in partial fulfillment of the requirement for the subject

RESEARCH IN DAILY LIFE 2.

MS. ROCHIEL G. FULGAR

Practical Research 2 Teacher

MS. FRENIE D. AJERO

Senior High School Principal

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ABSTRACT

RESEARCH: Factors affecting English Vocabulary Competency of Grade 12

Students of St. Louise de Marillac College of Sorsogon

AUTHORS:

Princess Samantha D. Realuyo Christian Paul Jalmasco

Ariane D. Dominguez Cloudine D. Domens

Gerson Miguel D. Esteves Nikka C. Escote

Bernard John G. Guantero Earl Dann E. Janoras

SCHOOL: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON -

SENIOR HIGH SCHOOL, Tugos Site, Sorsogon City

YEAR COMPLETED: 2019

No. of Pages:

Summary

Vocabulary plays an important part in learning to read. It is a set of words with in

a language that are familiar to a particular person. Every person’s particular vocabulary is

unique and often not given much thought or attention as it tends to develop with age and

grow and evolve over time. Having an extreme vocabulary will help you express yourself

clearly and communicate well with clarity. According to Noam Chomsky, competence is

the ideal language system that enable speakers to produce and understand an infinite
 vi

number of sentence in their language, and to distinguish grammatical sentences from

ungrammatical sentences. The research was conducted to determine the factors that affects

the English vocabulary competency of Grade 12 students of St. Louise de Marillac College

of Sorsogon. Also, the researchers aim to create an intervention to improve their

competency level and let them be ready for college.

This research is conducted to know the profile of the respondents in terms of self-

evaluated questionnaire in the level of competency, factors that affect English language

competency, its positive and negative effects and ways to aid the negative effects of some

factors to their English language competency. And also, to know the relationship between

the factors that affects the English vocabulary competency and the English vocabulary

competency itself. This will help the researchers gather data. Students, teachers as well as

the school administration and the like will benefit from the study.

Particularly, it answered the following problems:

1. What is the level of confidence as one of the factors which may affect the

English vocabulary competency of the Grade 12 students of St. Louise de

Marillac College of Sorsogon?

2. How competent are the Grade 12 students of St. Louise de Marillac College

of Sorsogon in their English vocabulary?

3. What is the relationship of the level of confidence and level of competency

in English vocabulary of the Grade 12 students of St. Louise de Marillac

College of Sorsogon?

4. What are factors that affect the English vocabulary competency of the Grade

12 students of St. Louise de Marillac College of Sorsogon?

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5. What are the possible recommendations that can maintain or enhance the

English vocabulary competency among Grade 12 students of SLMCS?

Several foreign and local literatures and studies were provided to have a basis for

the study and corroborate to the study in a form survey- questionnaire and a test. The

quantitative method of research was used for the progression of the study. Also, the

correlational design was used by the research.

The study includes 150 grade 12 academic strand senior high school students from

St. Louise de Marillac College of Sorsogon which were given survey-questionnaire and

also 150 for those who answered the test. The entire questionnaire were retrieved by the

researches, in which became the respondents of the study. Also, the questionnaire were

checked and approved by the adviser of the researchers. The entire post-test were also

retrieved by the researchers. The post-test were also checked and approved by the advisers

of the researchers. All the data retrieved became the basis that supported the interventions

to improve English vocabulary competency level of senior high school students.

Statistical methods were used for analyzing the collected. After the gathering of

data, the interpretations were evolved and findings were made. Through the findings,

conclusions, and recommendations followed.

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Findings

The succeeding were the findings of the study

1. The level of confidence of the Grade 12 students of SLMCS in terms of their English

vocabulary competency

The top 3 highest levels of confidence of the Grade 12 students of SLMCS are

highly confident, confident and less confident. First is highly confident where sixty-seven

(67) of the students (44.67%) believe that they are always correct in using English language

in terms of vocabulary. Second is confident where forty-seven (47) students (31.33%)

believe that they are often correct in using English language in terms of vocabulary. And

third is less confident where fifteen (15) of the students (10%) believe that are they rarely

correct in using language in terms of vocabulary.

2. The level of competency of the Grade 12 students of SLMCS in terms of their

English vocabulary

The top 3 highest levels of competency of the Grade 12 students of SLMCS are

very satisfactory where ninety-nine (99) students (66%) have very good skills and

knowledge regarding the concepts of English vocabulary that cause them to answer the

questionnaire with very minimal mistakes, satisfactory where forty-five (45) students

(30%) have good skills and knowledge regarding the concepts of English vocabulary that

cause them to answer the questionnaire with few mistakes, outstanding that has two equal

frequencies where three (3) students out of 150 (2%) have excellent skills and knowledge

regarding the concepts of English vocabulary that cause them to answer the questionnaire

with ease and accuracy and poor where 3 students (2%) have poor skills and knowledge
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regarding the concepts of English vocabulary that cause them to answer the questionnaire

with high difficulty creating high number of mistakes.

3. The correlation of the level of confidence and level of competency in English

vocabulary of the Grade 12 students SLMCS

It resulted that there is a negligible negative correlation between the level of

confidence and level of competency of the students in the English vocabulary. They are

rarely inversely proportional with each other.

4. The factors that affect the English vocabulary competency of the Grade 12 students

of St. Louise de Marillac College of Sorsogon

The top 3 factors which affect the Grade 12 students’ English vocabulary

competency are “watching English movies” which affects the English vocabulary

competency of one hundred eighteen (118) respondents (17.35%), “listening to English

songs” which got a frequency of one hundred and three (103) respondents (15.15%), and

“reading English literature” ” factor which affects ninety-nine (99) out of one hundred and

fifty (150) respondents (14.56%) in terms of their English vocabulary.

5. The possible recommendations that can maintain or enhance the English

vocabulary competency among Grade 12 students of SLMCS

The top 3 highest possible recommendations that can enhance or maintain the

English vocabulary competency of the Grade 12 students’ English vocabulary competency

are “spend more time on reading books, articles and other literatures” which got a
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frequency of one hundred eleven 111 out of one hundred and fifty (150) respondents

(24.61%) ; “writing essays, poems and other literary works in English frequently” which

got a frequency of sixty-six (66) (14.63%) ; and “practicing by talking to yourself using

English language” which got sixty-three (63) (13.97%).

Conclusions

The following conclusions were derived from the findings of the study:

1. In the level of confidence, most of the Grade 12 students of St. Louise de Marillac

College of Sorsogon believe that they are sometimes correct or they are confident

in using English language in terms of vocabulary.

2. In the level of competence, most of the Grade 12 students of St. Louise de Marillac

College have very satisfactory skills and knowledge regarding the concepts of

English vocabulary that cause them to answer the questionnaire with very minimal

mistakes.

3. There is a negligible negative correlation between the level of confidence and level

of competency of the students in the English vocabulary.

4. The most evident factor which affects the Grade 12 students of St. Louise de

Marillac College of Sorsogon is watching English movies with subtitles.

5. Spend more time on reading books, articles and other literatures is the most

suggested possible intervention that can enhance the English vocabulary

competency of the Grade 12 students from SLMCS.

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Recommendations

Based from the conclusion of this study, the following recommendations were

made:

1. To boost the students’ confidence on English vocabulary, the teachers may

compliment their students regarding their English vocabulary in an appropriate and

applicable way.

2. School administrators may implement activities that can maintain the English

vocabulary competency of Grade 12 students.

3. The Grade 12 students should know their capabilities or limitations more so they

can accurately balance their level of confidence and their competence.

4. English teachers must give activities regarding the enhancement of using English

vocabulary such as movie viewing with an English subtitles and writing English

literature frequently.

5. School administrators must provide several kinds of books in the library to

encourage students to read more and develop their English vocabulary.

6. Potential studies related to English vocabulary competency level of senior high

school students may be made to emphasize more on recalling English vocabulary

rules to maintain the English vocabulary competency of the students.

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TABLE OF CONTENTS

TITLE PAGE ---------------------------------------------------------------------------------------- i

ACKNOWLEDGEMENT ------------------------------------------------------------------------- ii

LETTER OF APPROVAL ----------------------------------------------------------------------- iii

ABSTRACT ---------------------------------------------------------------------------------------- iv

TABLE OF CONTENTS -------------------------------------------------------------------------- v

LIST OF TABLES --------------------------------------------------------------------------------

LIST OF FIGURES -------------------------------------------------------------------------------

CHAPTER ONE

THE PROBLEM AND ITS SETTING

Introduction ------------------------------------------------------------------------ 1
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LIST OF FIGURES

FIGURES NUMBER FIGURES TITLE PAGE

 xiv

LIST OF TABLES

TABLE NUMBER TABLE TITLE PAGE

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CHAPTER I

The Problem and Its Setting

Background of the Study

Language as a phenomenon is the basic means of communication. It is considered

as a heritage of humankind. Indeed, it is language in its distinctive shape or form that

separates the human race from other living species. Language is the source of

comprehension, which sets one society apart from another. On the other hand, literature is

the source of inspiration and expression of social, philosophical, theological, or whatsoever

sort of ideas. Moreover, the history of any language will be powerful through the careful

and clever use of literature English has developed over the course of more than 1,400 years.

The earliest forms of English, a set of West Germanic (Ingvaeonic) dialect brought to Great

Britain by Anglo-Saxon settlers in the 5th century. Through the worldwide influence of the

British Empire, Modern English spread around the world from the 17th and mid-20th

centuries. Through all types of printed and electronic media, and spurred by the emergence

of the United States as a global superpower, English has become the leading language of

international discourse and the lingua franca in many regions and professional contexts

such as Science, navigation and law.1

Vocabulary is a set of words within a language that are familiar to a particular

person. Every person’s particular vocabulary is unique and often not given much thought

or attention as it tends to develop with age and grow and evolve over time. It is ordinarily
 xvi

defined as ‘all of the words known and used by a particular person’ although ‘knowing’ a

word is not as simple as you may think.

According to an article about understanding vocabulary, having an extensive

vocabulary will help you express yourself clearly and communicate well with clarity. A

linguistic vocabulary is also identical to a thinking vocabulary, which means that you will

be able to think concise thoughts with precision. Although, much of your vocabulary is

built up throughout childhood, it will certainly plateau once you leave education.

According to scholastic, vocabulary is critical to reading success for three reasons.

Comprehension improves when you know what the words mean. Since comprehension is

the ultimate goal of reading, you cannot overestimate the importance of vocabulary

development. Words are the currency of communication. A robust vocabulary improves

all areas of communication — listening, speaking, reading and writing. How many times

have you asked your students or your own children to “use your words"? When children

and adolescents improve their vocabulary, their academic and social confidence and

competence improve, too.2

Vocabulary plays an important part in learning to read. Reading rockets website

states that beginning readers must use the words they hear to understand the words they

see in print. Kids who hear more words spoken at home learn more words and enter school

with better vocabularies. This larger vocabulary pays off exponentially as a child

progresses through school. Consider, for example, what happens when a beginning reader

comes to the word dig in a book. As she begins to figure out the sounds represented by the

letters d, i, g, the reader recognizes that the sounds make up a very familiar word that she
 xvii

has heard and said many times. It is harder for a beginning reader to figure out words that

are not already part of their speaking (oral) vocabulary.3

English is the 3rd most-spoken native language in the world, after Standard Chinese

and Spanish. It is most widely learned second language and is either the official language

or one of the official language in almost 60 sovereign states. There are more people who

have learned it as a second language than there are natives speakers. English is the most

commonly spoke language in the United Kingdom, the United States, Canada, Australia,

Ireland and New Zealand, and is widely spoken in some areas of the Caribbean, Africa and

South Asia. It is co-official language of the United Nations, European Union and may other

world and regional international organizations. It is the most widely spoken Germanic

language, accounting for at least 70% of speakers of this Indo-European branch. English

has a vast vocabulary, though counting how many words any language has is impossible.4

According to Zeeshan Naved, there are several factors that make the English

language essential to communication in our current time. First of all, it is the most common

foreign language. This means that two people who come from different countries usually

use English as common language to communicate. That’s why everyone needs to learn the

language in order to get in touch on an international level speaking it will help you

communicate with people from countries all over the world, not just English-speaking

ones.

English is also essential to the field of education. At the university level, students

in many countries study almost all their subjects in English in order to make the material

more accessible to international students. Although many people think that it is very
 xviii

difficult and confusing, English is actually the easiest language in the world to learn

because there are so many resources available.5

According to Noam Chomsky, competence is the ideal language system that enable

speakers to produce and understand an infinite number of sentences in their language, and

to distinguish grammatical sentences from ungrammatical sentences. This is unaffected by

“grammatically irrelevant conditions” such as speech errors. In Chomsky’s view,

competence can be studied independently of language use, which falls under

“performance”, for example through introspection and grammatically judgements by

native speakers. Chomsky differentiates competence, which is an idealized capacity, form

performance being the production of actual utterances. According to him, competence is

the ideal speaker-hearer’s knowledge of his or her language and it is the “mental reality”

which is responsible for all these aspects of language use which can be characterized as

“linguistic”.

Chomsky argues that only under an idealized situation whereby the speaker-hearer

is unaffected by grammatically irrelevant conditions such as memory limitations and

distractions will performance be a direct reflection of competence. A sample of natural

speech consisting of numerous false starts and other deviations will not provide such data.

Therefore, he claims that a fundamental distinction has to be made between the competence

and performance.6

In a report by Global English Corporation called Business English Index (BEI),

Philippines was tagged as the World’s best country in business English proficiency, in not

just one but two consecutive years. This maybe the reason why the Philippines has taken

over India as a bub for call centers in Asia. However, various studies reveal that the quality
 xix

of education in the Philippines is continuously declining. This notion is based on the results

of achievement tests and board examinations. The Professional Regulatory Commission

(PRC) reports that passers of board examinations in all fields of endeavor continue to go

down. One of the important causes for this phenomenon is the low academic performance

in the elementary and secondary levels. This academic performance of the students can be

attributed to their proficiency in the English language.

Educators agree that proficiency in the English language is the basis for success in

academic pursuits. Reading, writing, and working with numbers are tasks that are based on

language skills. J. Cummins described this as the interplay between everyday language

skills and more advanced communication skills.

The study of M.M. Javier concludes that the students’ weaknesses in Science and

Mathematics subjects are attributed to the student’s difficulty in English. As stated in his

findings, the student’s difficulty in English included difficulties in interpreting of

information, deducing meaning, drawing conclusions, and summarizing ideas. All these

boil down to problem on comprehension, leading the students not to understand what they

are reading. They are not developing proficiency in the language. They have difficulty in

expressing their ideas in written and spoken form. Obviously, the skills in English are pre-

requisites in learning concepts in Science and Mathematics.

The students complain that they could hardly understand a language that is not

native to them even if they try all the means to learn it. To them, even how competent their

teachers are in the language, still they could hardly attain proficiency in the language.7
 xx

These observations related to English vocabulary proficiency and academic

performance prompted the researchers to conduct this study. Particularly, this research

assesses the factors that affects English vocabulary competency of Grade 12 students of

Saint Louise de Marillac College of Sorsogon.

 xxi

Significance of the Study

English became the language that has been used universally through decades. This

is used by numerous fields that brought them a lot of benefits for this is used by most of

the people around the world. This study will test the English vocabulary of Senior High

School students in St. Louise de Marillac College of Sorsogon and will be of great benefit

to the following:

For the students, the results will provide the students with knowledge to enhance

their English vocabulary. This will also help them with their studies.

For the teachers, the given data would guide them on how to facilitate the students

who have difficulty in vocabulary particularly on word usage and spelling. The teachers

would be able to understand on why some students have difficulties in English vocabulary.

For the community, this will guide them to communicate with good vocabulary and

pronunciation in terms of communicating with others such as tourists.

For the future researchers, the results of the study would help them to formulate

some related concepts which may enable them to make their future researches.

Scope and Delimitation

This study is limited only to the Grade 12 students of St. Louise de Marillac College

of Sorsogon. This will include 150 respondents from STEM, ABM, GAS, HUMSS, and

TVL each in their experimental group and control group from all the sections of Grade 12.
 xxii

This study focuses on the different factors affecting English Vocabulary

Competency among the Senior High School students of St. Louise de Marillac College of

Sorsogon. Its purpose is to help the students have knowledge on how to enhance their

English vocabulary skills specifically in pronunciation and word usage.

Statement of the Problem

This study aims to answer the following questions:

1. What is the level of confidence as one of the factors which may affect the

English vocabulary competency of the Grade 12 students of St. Louise de

Marillac College of Sorsogon?

2. How competent are the Grade 12 students of St. Louise de Marillac College

of Sorsogon in their English vocabulary?

3. What is the relationship of the level of confidence and level of competency

in English vocabulary of the Grade 12 students of St. Louise de Marillac

College of Sorsogon?

4. What are factors that affect the English vocabulary competency of the Grade

12 students of St. Louise de Marillac College of Sorsogon?

5. What are the possible recommendations that can maintain or enhance the

English vocabulary competency among Grade 12 students of SLMCS?

 xxiii

Research Hypotheses

H0: There is no significant relationship between the students’ level of confidence and their

score on the vocabulary test.

H0: The factors do not affect the students’ level of competency in the English vocabulary.

Definition of terms

Competency

-The ability to do something successfully or efficiently.8In the study, it is used on assessing

the respondents’ capability on the English language

Proficiency

-The ability to make and communicate meaning verbally and in writing.9It is used in our

study to process the ability and skills of the students in their vocabulary.

Grammar-

-The study of the classes of words, their inflections and their functions and relations in the

sentence.10 It is one of the variables in this research.

English

-The language of the people of England and the US and many areas now or formerly under

British control.11It is the main tool of this research.

 xxiv

STEM

-Science, Technology, Engineering and Mathematics strand prepares the learners to be

equipped with the necessary academic program towards the Physical and Health Sciences,

various fields of Engineering, Technology and Mathematics.12STEM students are one of

the respondents in conducting the research.

HUMSS

-Humanities and Social Sciences strands revolves around improving a students’ reading,

writing and speaking skills.13HUMSS student are one of the respondents in conducting the

research.

TVL

-Technological-Vocational-Livelihood develop students’ skills used for livelihood

project.14TVL students are one of the respondents needed for conducting the research.

GAS

-General Academic Strand are the students who seem to have varied options for them to

choose from.15The GAS students are one of the respondents needed in conducting the

research.

ABM

-Accountancy Business Management, focus on the basic concept of financial

management.16ABM students are one of the respondent in conducting the research.

 xxv

References

1
https://www.researchgate.net/publication
2
https://www.scholastic.com/teachers/articles/teaching-content/understanding-

vocabulary/
3
http://www.readingrockets.org/teaching/reading-basics/vocabulary
4
https://www.researchgate.net/publication
5
https://owlcation.com/humanities/importanceofenglishlanguages
6
https://en.m.wikipedia.org/wiki/Linguistic_competence

7
https://www.ijlll.org
 xxvi

Chapter II

RELATED LITERATURE

This chapter provides the discussion of literature that are relevant to the current

study. The synthesis of the state of the art, gap bridged by the study, conceptual framework

and its paradigm are likewise presented.

Related Literature

Global

ELC Blog stated that English is the language of science, of aviation, computers,

diplomacy, and tourism. Knowing English increases your chances of getting a good job in

a multinational company within your home country or for finding work abroad. It’s also

the language of international communication, the media and the internet, so learning

English is important for socializing and entertainment as well as work.1

The ability of speaking in English is very essential nowadays and this is supported

by The English Language Centre. First is that English is the language of International

Communication. Being able to speak English is not just about being able to communicate

with native English speakers, it is the most common second language in the world. If you

want to speak to someone from another country then the chances are that you will both be

speaking English to do this. Second, English is the dominant business language and it has

become almost a necessity for people to speak English if they are to enter a global

workforce. Research from all over the world shows that cross-border business
 xxvii

communication is most often conducted in English and many international companies

expect employees to be fluent in English. Third, speaking English gives you access to a

world of entertainment. Many of the world’s top films, books and music are published and

produced in English. Therefore, by learning English you will have access to a great wealth

of entertainment and will be able to have a greater cultural understanding. And fourth,

learning English gives you more access to the internet. According to a report by Education

First, English is the language of the internet. An estimated 565 million people use the

internet every day, and an estimated 52 percent of the world’s most visited websites are

displayed in the English language.2 Learning English is important as it gives you access to

over half the content on the internet. Knowing how to read English will allow you access

to billions of pages of information which may not be otherwise available.3 These are

connected to our study for they discuss about the importance of English vocabulary in

many aspects which is part of our study.

Vocabulary refers to the words we must understand to communicate effectively.

Reading rockets website says that educators often consider four types of vocabulary:

listening, speaking, reading, and writing. Listening vocabulary refers to the words we need

to know to understand what we hear. Speaking vocabulary consists of the words we use

when we speak. Reading vocabulary refers to the words we need to know to understand

what we read. Writing vocabulary consists of the words we use in writing.4

According to Dr. Catherine Snow, the importance of vocabulary is made clear by

Dr. Catherine Snow when she presents the following on what teachers need to teach such

as 44 letters of the alphabet, 44 phonemes, and 75,000 words to improve vocabulary. It is

clear that teachers must teach the sounds and letters systematically and explicitly — the
 xxviii

challenge is how to teach 75,000 words. To help students develop a robust vocabulary, the

following methods are formulated by several studies to improve vocabulary. First is Direct

Instruction. Explicit teaching of carefully selected words improves understanding and

helps students’ vocabulary grow. Often, it is best to pre-teach key words. Wide reading or

reading of texts helps expose students to many words including rare words — not high in

frequency but high in important meaning. “Time on text” will have the highest payoff in

terms of helping students learn many, many words. Next is to talk. Try to infuse formal

and informal conversation to model effective use of language and to focus on the

introduction of new vocabulary. Word Study is when students learn about the parts of

words, prefixes and suffixes, and about root words, they are able to figure out many new

words. Also, looking at the origin of words — words from other languages — increases

word and world knowledge. And lastly word consciousness. Being on the lookout for

words, finding out what they mean, engaging in wordplay, looking for multiple meanings

and looking up words in the dictionary all support the acquisition a powerful vocabulary.5

ELD Strategies says that as English language learners acquire English as a second

language, they progress through five language proficiency levels: beginning, early

intermediate, intermediate, early advanced, and advanced. The rate of progression through

each English proficiency level varies according to the individual characteristics of each

English language learner. Students at the beginning language proficiency level may begin

in a "silent stage" where they are unable to understand or produce English independently.

Students at the early intermediate language proficiency level are able to communicate basic

and familiar ideas with simple sentences. Students at the intermediate language level are

able to understand and communicate academic content with more sophisticated academic
 xxix

vocabulary and varied verb tenses. Students at the early advanced language level are able

to understand and communicate academic content in more cognitively complex ways. And

students at the advanced language level are able to communicate and write with native-like

proficiency.6

Spolsky’s (1989) general model of second language learning model suggested that

social contexts play major roles in producing linguistic and non-linguistic outcomes for the

learners. It described several factors affecting students' second language learning

outcomes. Those factors include students' social contexts, attitudes, motivation, age,

personality, capabilities, previous knowledge, and learning opportunities in the form of

formal and informal education.7 This is related to our study because it described several

factors affecting the Grade 12 students' second language learning outcomes.

The study of Marc H. Bornstein, Maurice O. Haynes and Kathleen M. Painter

examines sources of individual variation in child vocabulary competence in the context of

a multivariate developmental ecological model. Maternal sociodemographic

characteristics, personological characteristics, and vocabulary, as well as child gender,

social competence, and vocabulary competence were evaluated simultaneously in 126

children aged 1; 8 and their mothers. Measures of child vocabulary competence included

two measures each of spontaneous speech, experimenter assessments, and maternal

reports. Maternal measures, from proximal to distal, included vocabulary, verbal

intelligence, personality, attitudes toward parenting, knowledge of parenting, and SES.

Structural equation modelling supported several direct unique predictive relations: child

gender (girls higher) and social competence as well as maternal attitudes toward parenting
 xxx

predicted child vocabulary competence, and mothers' vocabulary predicted child

vocabulary comprehension and two measures of mother-reported child vocabulary

expression. In addition, children's vocabulary competence was influenced indirectly by

mothers' vocabulary, social personality, and knowledge of child development. Maternal

vocabulary itself was positively influenced by SES, maternal verbal intelligence, and

mothers' knowledge about parenting. Individual variation in child vocabulary competence

might be best understood as arising within a nexus of contextual factors both proximal and

distal to the child.8

National

According to British Council, key stakeholders from the government, academe,

private, and non-government sectors acknowledged that even if the Philippines is doing

fine in terms of English competency while concerns on how much of a competitive

advantage it still is for the country were raised. The stakeholders agreed that the country

needs to step up its efforts in improving the teaching and learning of English, developing

it as a vital skill of the workforce. This is an initiative that could potentially strengthen the

Philippines' distinct advantage in this part of the world, particularly with the upcoming

ASEAN economic integration.9

The Hopkins International Partners of the Test of English for International

Communication (TOEIC) states that the level of proficiency of College graduates from the

Philippines is lower than the target English Proficiency of High School students in

Thailand.10 Because of this, it inspired our study in aiming to determine which ways in
 xxxi

improving English Competency are the most effective to help improve the English

Proficiency rate in the Philippines.

According to TeleDevelopment, wherein they made a graphic representation

comparing English literate countries around the world, Philippines ranked second in terms

of spoken English while it is alarming to note that the Philippines ranks second to the last

in writing proficiency.11 This is supported by the Board of Investments that states the

availability of quality human resources is one of the Philippines’ key advantages. “Our

people are highly educated. The literacy rate is 94 percent and 70 percent of the population

are fluent in English, making us one of the largest English-speaking countries in the world.

Filipinos also have strong customer service orientation and are highly trainable,”.12

This can be attributed to the earlier premise on colonization and assimilation. To most

Filipinos, speaking the English language can be a plus in both academic perception and

social status. It has, therefore, left everyone thinking that speaking in English well will put

them at an advantage.

According to Inquirer, proficiency in the language is also one of the Philippines’

strengths, which has helped drive the economy and even made it the top voice outsourcing

destination in the world, surpassing India in 2012. The influx of foreign learners of English

is also on the rise due to the relatively more affordable but quality English as a Second

Language (ESL) programs being offered locally.13 Schools in the Philippines like

International School Manila offers the English-as-a-second-language (ESL) program.

Learning both content and language is a formidable challenge for all language

learners. With specialized instruction in the English Development Classes (EDP) in ES

 xxxii

and English for Academic Purposes (EAP) classes in the Middle School and High School.

The ESL program at ISM is designed to help language learners acquire communicative and

academic English skills required to successfully access the grade level curriculum face this

challenge and help them succeed.14

The English Plus Program was put in place in response to Commission on Higher

Education (CHED) Memorandum No. 59 s. 1996, which provides that a Placement

Examination in the English Language be required of all incoming freshmen students.

Students who fail said examination must take and pass a non-credit course, which will

cover grammar, before they are allowed to take English 1.15 It aimed to address the problem

of lack of readiness on the part of college entrants, through the improvement of

crucial English language skills, particularly grammar rules and proper usage.

UP Diliman (UPD) and the Department of Science and Technology’s (DOST)

Philippine Council for Industry, Energy and Emerging Technology Research and

Development (PCIEERD), launched the full version of the Learning English Application

for Pinoys (LEAP) on July 25 at the SMX Convention Center in Pasay City. LEAP is a

standalone, computer-based training program with lessons and exercises to help users

improve their English language skills— a deficiency of many Filipinos. LEAP’s main

goal is to address the need of improving the Basic English proficiency of Filipinos to

meet the demand of growing outsourcing industry in the country. The software contains

accent-neutral and free from culture-based idiomatic expressions. The target users are

Filipino high school students and early collegiate students.16

 xxxiii

Local

According to the study of Carranza, E.F., et.al, most of the Bachelor of Elementary

Education (BEED) and Bachelor of Secondary Education (BSED) students of Sorsogon

State College oftentimes used strategies in learning vocabulary such as reading books and

other materials, looking for clues in sentences and use the dictionary to unlock the

unfamiliar words. The students attained nearly competent vocabulary performance along

context clues, word analysis and dictionary skills. The context clues and word analysis

skills are significantly related to the use of learning strategies when tested at 0.05 level.

The developed vocabulary module to enhance the skills of the students can be validated

and utilized for instruction.17

According to Michael L. Estremera and Geraldine L. Estremera, there are various

factors that affect the reading comprehension of grade six pupils in the City Division of

Sorsogon. These include pupil factors such as study habits and their motivation to read;

language factors such as low comprehension level and the pupils’ immersion to English;

teacher factors such as overlapping teaching loads and extra functions and lack of skills in

preparing reading materials; school head factors such as lack of seminar in teaching reading

and poor supervisory scheme; school factors such as class size and lack of catchy reading

materials; home factors such as no follow-ups at home and less motivation by siblings to

study; and community factors such as lack of support from the barangay council and lack

of support from external stakeholders.18

 xxxiv

Synthesis of the State-of-the-Art

The literatures enumerated above discussed information about the significance of

English literacy in the society and on how it helps individuals especially on their jobs.

Some of them tackled about the ways on how to improve English competency such as

watching movies and TV series with English subtitles and talking to yourself in English

language. It also stated that Vocabulary refers to the words we must understand to

communicate effectively. Other literatures discussed that educators often consider four

types of vocabulary: listening, speaking, reading, and writing. Aside from these, there are

also various factors that affect English proficiency which are discussed by other literature

above. Several factors include students' social contexts, attitudes, motivation, age,

personality, capabilities, previous knowledge, and learning opportunities in the form of

formal and informal education.

National literatures above discussed about Philippines’ performance in terms of

English competency worldwide. One of these states that Philippines ranked 2nd in spoken

English while 2nd in written English. This alarmed the nation to improve the teaching and

learning of English for developing since it is a vital skill of the workforce. This can

potentially strengthen the Philippines' distinct advantage globally particularly with the

upcoming ASEAN economic integration. Other experts had stepped up to make programs

to enhance English proficiency such as the English-as-a-second-language (ESL) program,

English Plus Program, and Learning English Application for Pinoys (LEAP).

Local literature in Bicol particularly in Sorsogon tackled about the factors that

affect the reading comprehension of Grade six pupils. These give further emphasis that
 xxxv

determining the factors affecting English competency among students is a need to

formulate solutions which can aid the negative effects of some factors. There is also a study

conducted in Sorsogon State College that says students in their school oftentimes used

different strategies in learning vocabulary such as reading books and other materials,

looking for clues in sentences and use the dictionary to unlock the unfamiliar words that

made them attain nearly competent vocabulary performance along context clues, word

analysis and dictionary skills.

In general, these literatures tells that knowing and understanding the main concept

of English vocabulary is truly essential in our lives for it can help us become more

proficient and competent in many ways such as communicating, reading and writing. There

can be many factors which may affect and there are also solutions that can enhance the

English vocabulary competency of the people in the society.

Gap Bridged by the Study

After the detailed review on the gathered data for relevant literature, some articles

suggest that there are various factors that affect the English language proficiency among

different people and the ways on improving it. However the current study is focused on the

factors affecting the English vocabulary competency of Grade 12 students of St. Louise de

Marillac College of Sorsogon. Other literatures are more on discussing the factors that

affect English language proficiency of ordinary people, but not on the vocabulary of

students’ specifically senior high school students.

 xxxvi

Figure 1. Conceptual Framework

Input Process

This study aims to gather details regarding the  Survey Questionnaire

following:  Test

1. The relationship of the level of  Tallying of data

confidence and level of competency in  Interpretation of data

the English vocabulary of Grade 12

students of SLMCS
Output
2. Factors affecting English competency

among Senior High School students of  Correlation of the level of

confidence and level of

SLMCS
competency in the English
3. Possible solutions to enhance or
vocabulary of Grade 12 students
maintain the English vocabulary
of SLMCS
competency of Senior High School

students of SLMCS  Most and least common factor

affecting English competency

among Senior High School

students of SLMCS

Outcome

 Possible solutions can help people in the

society in enhancing their English

Language Competency
 xxxvii

Figure 1 shows the inputs regarding the relationship of the level of confidence and

level of competency in the English vocabulary of Grade 12 students of SLMCS, the factors

affecting English competency among Senior High School students of SLMCS, and the

possible solutions that can enhance the English vocabulary competency of Senior High

School students of SLMCS.

In order for these to have accurate data, the researchers used test as research

instrument specifically on vocabulary which will measure the competency of the students

in vocabulary and get their level of confidence in English vocabulary. The researchers also

used survey questionnaire for getting relevant data for the study such as the factors that

affect the English vocabulary competency of the Grade 12 students of SLMCS and the

possible solutions that can enhance it. After organizing the data, the researchers will use

statistical tools to interpret the data. Furthermore, the possible solutions resulted in this

research can help the people in the society on enhancing their English Language

Competency.
 xxxviii

Notes

1
https://www.elc-schools.com/blog/4-reasons-why-learning-english-is-so-

important/
2
https://www.ef.co.uk/epi/insights/english-and-technology/
3
https://www.elc-schools.com/blog/4-reasons-why-learning-english-is-so-

important/
4
http://www.readingrockets.org/teaching/reading-basics/vocabulary
5
https://www.scholastic.com/teachers/articles/teaching-content/understanding-

vocabulary/
6
http://eldstrategies.com/id125.html
7
Spolsky, B. (1989). Conditions for second language learning: Introduction to a

general theory. Oxford: Oxford University Press

8
https://www.cambridge.org/core/journals/journal-of-child-
language/article/sources-of-child-vocabulary-competence-a-multivariate-
model/DC49207B924BABDA3B0B2A89AC769928

9
https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-

concerned-2
10
https://www.gmanetwork.com/news/news/nation/644114/english-proficiency-

of-pinoy-students-teachers-lagging-survey/story/
11
https://www.teledevelopment.com/analysis-of-filipino-english/
12
https://opinion.inquirer.net/86602/english-proficiency-as-a-competitive-edge
13
https://opinion.inquirer.net/90293/state-of-english-in-ph-should-we-be-

concerned
14
http://www.ismanila.org/English-as-a-Second-Language-(ESL)
 xxxix

15
https://ched.gov.ph/cmo-59-s-1996/
16
https://www.upd.edu.ph/~updinfo/aug13/articles/UPD_DOST_launch_LEAP.

html
17
https://s3.amazonaws.com/academia.edu.documents/39601115/Vocabulary_L

earning_and_Strategies_Used_by_Teacher_Education_Students.pdf?AWSAc

cessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1551089498&Signatur

e=FlKFpgIU5B4UlZ6dKNh%2F1P2tdsg%3D&response-content-

disposition=inline%3B%20filename%3DVocabulary_Learning_and_Strategie

s_Used.pdf
18
http://apjeas.apjmr.com/wp-content/uploads/2018/11/APJEAS-

2018.5.3.09.pdf
 xl

Chapter III

METHODOLOGY

Research Design

Research design refers to the overall strategy that the researchers chose to integrate

the different components of the study with the use of logical and analytic methods. It

involves questionnaire and test technique to gather data from of the Grade 12 students of

St. Louise de Marillac College of Sorsogon.

The researchers used quantitative method for the research study about Factors

affecting English vocabulary competency of Grade 12 students of St. Louise de Marillac

College of Sorsogon. This method is used to classify features and construct statistical

models to accomplish and give solutions that are being discussed in the study. By means

of this study, it would be accurate and would help the researchers to generate a better

understanding of the collected data.

In addition, the researchers used both experimental design and non-experimental

design to not alter the predictor variable. Under the experimental design, researchers used

correlational research to measure two variables to access the statistical relationship

between them.

Survey Design

This research is entitled “Factors affecting English Vocabulary Competency among

Grade 12 Students of St. Louise de Marillac College of Sorsogon”. The researchers

 xli

constructed a survey questionnaires and a test that were distributed to the respondents

individually. Test was chosen by the researchers to determine the relationship of the level

of confidence and level of competency of the respondents in the English vocabulary.

Survey questionnaire was also chosen by the researchers to identify the concrete factors

that can affect and the possible solutions that can enhance the English Language

Competency of Senior High School students of St. Louise de Marillac College of Sorsogon.

This is essential on determining easily which factors and solutions are the most and least

present.

Population and Sample

Figure 2. Population And Sample

Sample Size, 21%

Total Population,
79%
 xlii

Figure 2 shows the variation between the total population of Grade 12 students and

the sample size of the study. The researchers needed 150 respondents as their experimental

group and control group out of 580 Grade 12 students. The respondents were composed of

students from the academic track which include Accountancy, Business and Management

(ABM); Science, Technology, Engineering and Mathematics (STEM); General Academic

Strand (GAS); and Humanities and Social Sciences (HUMSS). They also included students

from the Technical, Vocational, and Livelihood (TVL) track.

They used Slovin’s formula to calculate the sample size in their experimental group

and used 7% as their margin of error. The number of respondents per class was calculated

using the Stratified sampling. Stratified sampling is a random sampling technique in which

the population is first divided into strata and then samples are randomly selected from each

stratum. To obtain the sample size per class, divide the total number of students per year

level by the total number of students in school, and then, multiply the result by the overall

sample size.1 After this, the researchers used the systematic sampling to pick the

respondents per class. Systematic sampling is a type of probability sampling method in

which sample members from a larger population are selected according to a random

starting point and a fixed, periodic interval. This interval, called the sampling interval, is

calculated by dividing the population size by the desired sample size.2

Slovin’s formula:

𝑁
𝑛=
1+𝑁𝑒 2

Where 𝑛 = number of samples needed

 xliii

𝑁 = population size

𝑒 = margin of error

Stratified sampling:

𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑝𝑒𝑟 𝑠𝑡𝑟𝑎𝑡𝑢𝑚

𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒 𝑝𝑒𝑟 𝑠𝑡𝑟𝑎𝑡𝑢𝑚 = 𝑥 𝑜𝑣𝑒𝑟𝑎𝑙𝑙 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒
𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑠𝑖𝑧𝑒
 xliv

Table 1. Number of respondents per class

Name of Class Number of Students Per Sample Size Per Class

Class

12 ABM – Courage 34 9

12 ABM – Chastity 38 10

12 ABM – Diligence 34 9

12 GAS – Justice 43 11

12 GAS – Temperance 41 11

12 HUMSS – Prudence 52 14

12 STEM – Compassion 42 11

12 STEM – Courtesy 32 8

12 STEM – Counsel 42 11

12 STEM – Perseverance 40 10

12 TVL – Gentleness 39 10

12 TVL – Loyalty 43 11

12 TVL – Tranquility 46 12

12 TVL – Unity 50 13

∑ = 580 ∑ = 150

Table 1 shows the distribution of respondents in each class.

 xlv

Data Gathering Procedure

The researchers also made a test that will examine the English vocabulary

proficiency of the Grade 12 students. It contains the basic information of the respondents,

the test proper wherein questions are included and the signature of the respondents. The

researchers also constructed a survey questionnaire that contains the cover letter, an

introductory statement about the study that will be conducted; personal information

section, includes some data about the respondents; basic information section, includes the

rating scale to determine the level of English Competency; main information section,

includes checklists and ranks to determine the factors and effects; and open-ended question

that includes some suggestion regarding our study. After constructing the questionnaire

and the test, these were checked by the research adviser for some adjustments.

The researchers made a letter of approval for the survey and the test to be

conducted and distributed to the respondents. This was approved by the research adviser

and the Senior High School Principal. Before the survey and test proper; the letter of

approval was presented to the teacher of the class for permission to conduct the study. After

being approved, the questionnaire and tests were distributed to the respondents. Answering

the questionnaire and tests consumed 5-10 minutes and after it, these were collected by the

researchers.
 xlvi

Quantification of Variables

After retrieving all the completely answered questionnaire by the participants, the

researchers tallied, analyzed and interpreted the necessary data through different diagrams

and statistical tools.

Table 2. Tools used in Quantifying Variables

Research Problem Statistical Tools Diagram

1. How confident are Frequency, Percentage, Table, Column Graph

the Grade 12 Mean, Median, Mode

students of SLMCS

in terms of their

English vocabulary

competency?

2. How competent are Frequency, Percentage, Table, Column Graph

the Grade 12 Mean, Median, Mode

students of SLMCS

in their English

vocabulary?
 xlvii

3. What is the Pearson Product Moment Table, Scatter Plot

correlation of the Correlation Coefficient

level of confidence

and level of

competency in

English vocabulary

of the Grade 12

students SLMCS?

4. What are factors Frequency, Percentage Table, Column Graph

that affect the

English vocabulary

competency of the

Grade 12 students of

St. Louise de

Marillac College of

Sorsogon?

5. What are the Frequency, Percentage Table, Column Graph

possible

recommendations

that can maintain or

enhance the English

vocabulary
 xlviii

competency among

Grade 12 students of

SLMCS?

Table 2 shows the used diagrams and statistical tools in each research problem.

Table 3. Interpretation of the Level of Confidence

Value of Interpretation Description

Mean/Median/Mode

5 Highly Confident The students at this level believe that they

are always (at least almost) correct in

using English language in terms of

vocabulary.

4 Very Confident The students at this level believe that they

are often correct in using English

language in terms of vocabulary.

3 Confident The students at this level believe that they

are sometimes correct in using English

language in terms of vocabulary.

2 Less Confident The students at this level believe that they

are rarely correct in using English

language in terms of vocabulary.

 xlix

1 Not Confident The students at this level believe that it is

very rare for them to be correct in using

English language in terms of vocabulary.

Table 3 shows the possible interpretations on the mean, median, and mode of the

level of confidence in English vocabulary of the respondents.

Table 4. Interpretation of the Level of Competency

Value of Interpretation Description

Mean/Median/Mode

10 Outstanding The students at this level have outstanding

skills and knowledge regarding the

concepts of English vocabulary that cause

them to answer the questionnaire with

ease and accuracy.

7–9 Very Satisfactory The students at this level have very

satisfactory skills and knowledge

regarding the concepts of English

vocabulary that cause them to answer the

questionnaire with very minimal

mistakes.
 l

4–6 Satisfactory The students at this level have satisfactory

skills and knowledge regarding the

concepts of English vocabulary that cause

them to answer the questionnaire with few

mistakes.

0–3 Poor The students at this level have poor skill

and knowledge regarding the concepts of

English vocabulary that cause them to

answer the questionnaire with high

difficulty creating high number of

mistakes.

Table 4 shows the possible interpretations on the mean, median, and mode of the

level of competency in English vocabulary of the respondents.

 li

Table 5. Interpretation the Correlation between Level of Confidence

and Level of Competency

Value of r Strength of Correlation

+1 Perfect positive correlation

+0.71 to +0.99 Strong positive correlation

+0.51 to +0.70 Moderately positive correlation

+0.31 to +0.50 Weak positive correlation

+0.01 to +0.30 Negligible positive correlation

0 No correlation

-0.01 to -0.30 Negligible negative correlation

-0.31 to -0.50 Weak negative correlation

-0.51 to -0.70 Moderately negative correlation

-0.71 to -0.99 Strong negative correlation

-1 Perfect negative correlation

Table 5 shows the possible interpretations for Pearson Product Moment Correlation

Coefficient.
 lii

Statistical Treatment of Data

The researchers used some statistical tools to explicate and interpret the

gathered data. To reach a productive outcome, the researchers applied the following tools:

1. Pearson Product Moment Coefficient Correlation to relate two variables. The

researchers compared the level of confidence and level of competency of the

respondents in English vocabulary to know the significant relationship of these two.

Its formula is given below.

𝑁 (∑ 𝑥𝑦) − (∑ 𝑥)(∑ 𝑦)
𝑃𝑟 =
√[𝑁(∑ 𝑥 2 ) − (∑ 𝑥)2 ][𝑁(∑ 𝑦 2 ) − (∑ 𝑦)2 ]

Where, x = Level of confidence in English vocabulary competency

y = Scores in the 10-item test

N = Number of respondents

2. Mean is used to get the average score of the Grade 12 students. Its formula is as

follows.

∑𝑋
µ=
𝑁

Where, ∑X = Sum of the values in data

N = Total number of values

3. Median is used to determine the center of a numerical data set. Its formula is given

below.

ℎ 𝑁
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝑙 + ( − 𝑐)
𝑓 2
 liii

Where, l = Lower class boundary of median class

h = Size of median class interval

f = Frequency corresponding to the median class

N = Sum of the frequencies

c = Cumulative frequency preceding median class

4. Mode is used to determine the value that appears most often. Its formula is stated

below.

(𝑓𝑚 − 𝑓1 )ℎ
𝑀𝑜𝑑𝑒 = 𝐿 +
2𝑓𝑚 − 𝑓1 − 𝑓2

Where, L = Lower limit of modal class

fm = Frequency of modal class

f1 = Frequency of class preceding the modal class

f2 = Frequency of class succeeding the modal class

h = Size of class interval

5. Frequency is used to get total number of such variables in the study.

6. Percentage is used to determine the dominance of different variables in the study.

Its formula is given below.

𝑥𝑝
𝑃𝑅 = × 100%
𝑛

Where, xp = Value of the datum

n = Highest possible value

 liv

Notes

1
Mercado, J. and Orines, F. (2016). Next Century Mathematics Statistics and

Probability. Quezon City, Manila: Phoenix Publishing House, Inc.

2
https://www.investopedia.com/terms/s/systematic-sampling.as
 lv

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the narrative presentation and interpretation of the gathered

data from the respondents. The results include the level of confidence, level of competency,

the correlation of the level of confidence and the level of competency, factors that affect

the level of competency, and the possible recommendations.

I. The confidence of the Grade 12 students of SLMCS in terms of their

English vocabulary competency

Figure 3. Frequencies and Percentages Levels of Confidence

Confidence Level Frequency Percentage

Highly Confident 13 8.67%

Very Confident 47 31.33%

Confident 67 44.67%

Less Confident 15 10%

Not Confident 8 5.33%

70
60
50
40
30
.
20
Percentage
10
Frequency
0
Outstanding Highly Competent Less Not
Competent Competent Competent
Frequency Percentage
 lvi

Figure 3 reveals that 67 out of 150 participants (44.67%) believe that they are

sometimes correct in using English language in terms of vocabulary. While 47 participants

(31.33%) believe that they are often correct in using English language in terms of

vocabulary. Fifteen of the participants (10%) believe that they are rarely correct in using

English language in terms of vocabulary. Thirteen of them (8.67%) believe that they are

always (at least almost) correct in using English language in terms of vocabulary. And the

remaining 8 participants (5.33%) believe that it is very rare for them to be correct in using

English language in terms of vocabulary.

Figure 4. Level of Confidence in English Vocabulary of Participants

Statistical Tool Numerical Value Interpretation

Mean 3.28 Confident

Median 3 Confident

Mode 3 Confident

3.3
3.25
3.2
3.15
3.1
3.05
3
2.95
2.9
2.85

Mean Median Mode

 lvii

Figure 4 shows the level of confidence of the participants in English vocabulary in

different central modes of tendency. The mean is 3.28, median is 3, and mode is 3 which

fall in the interpretation of Confident. Therefore, the Grade 12 students generally believe

that they are sometimes correct in using English language in terms of vocabulary.

Being confident in your skills can boost your performance. This is supported by the

study conducted by Brewer (2009) wherein he used non-athletes as research participants

and investigated the influence of self-confidence on motor performance. It showed that

confidence enhanced performance.1

II. The competency of the Grade 12 students of SLMCS in terms of their

English vocabulary

Figure 5. Frequencies and Percentages of Levels of Competency

Level of Competency Frequency Percentage

Outstanding 3 2%

Very Satisfactory 99 66%

Satisfactory 45 30%

Poor 3 2%

100

80

60

40
.
20 Percentage
Frequency
0
Outstanding Very Satisfactory Poor
Satisfactory
Frequency Percentage
 lviii

Figure 5 shows that 99 out of 150 participants (66%) have very satisfactory skills

and knowledge regarding the concepts of English vocabulary that cause them to answer the

questionnaire with very minimal mistakes. While the 45 participants (30%) have

satisfactory skills and knowledge regarding the concepts of English vocabulary that cause

them to answer the questionnaire with few mistakes. Three participants (2%) have

outstanding skills and knowledge regarding the concepts of English vocabulary that cause

them to answer the questionnaire with ease and accuracy. And the remaining 3 participants

(2%) also have have poor skills and knowledge regarding the concepts of English

vocabulary that cause them to answer the questionnaire with high difficulty creating high

number of mistakes.

Figure 6. Level of Competency in English Vocabulary of Participants

Statistical Tool Numerical Value Interpretation

Mean 8 Very Satisfactory

Median 7 Very Satisfactory

Mode 8 Very Satisfactory

7.8

7.6

7.4

7.2

6.8

6.6

6.4

Mean Median Mode

 lix

Figure 6 shows the level of competency of the participants in English vocabulary

in different central modes of tendency. The mean is 8, median is 7, and mode is 8 which

all fall to the interpretation of “Very Satisfactory”. Therefore, the Grade 12 students

generally have very satisfactory skills and knowledge regarding the concepts of English

vocabulary that cause them to answer the questionnaire with very minimal mistakes.

Being competent on a job is one of the top requirements for applying for a job. In

connection with this, Vanathophas (2006) stated in here study employee competence and

commitment largely determine the objectives that an organization can set for itself and its

success in achieving them.2

III. The correlation of the level of confidence and level of competency in

English vocabulary of the Grade 12 students SLMCS

Figure 7. Correlation between the level of confidence and level of

competency in English vocabulary of the Grade 12 students SLMCS

Statistical Tool Numerical Value Interpretation

Pearson Product Moment -0.13 Negligible negative

Correlation Coefficient correlation

12
LEVEL OF COMPETENCY IN ENGLISH
VOCABULARY OF GRADE 12

10

8
STUDENTS

0
0 1 2 3 4 5 6
LEVEL OF CONFIDENCE IN ENGLISH VOCABULARY OF GRADE 12 STUDENTS
 lx

Figure 7 shows that there is a negligible negative correlation between the level of

confidence and level of competency of the participants in the English vocabulary. The

bivariate data used by the researchers resulted to a -0.13 Pearson Product Moment

Correlation Coefficient. The scatter plot diagram also shows that the best fit line has a small

negative slope.

Therefore, the level of confidence and level of competency in English vocabulary

has a significant relationship with each other. They are rarely inversely proportional.

However, Feltz’ study showed that self-confidence plays a critical role in athletes 'success;

in contrast, lack of self-confidence seems to be closely associated with athletic failure.3

IV. The factors that affect the English vocabulary competency of the Grade 12

students of SLMCS

Figure 8. Different Factors that affect the English Vocabulary

Competency

Factor Frequency Percentage

1. Reading English literature 99 14.56

2. Watching English movies 118 17.35

with subtitles
3. Listening to English songs 103 15.15

4. Listening attentively to your 79 11.62

English Teacher
5. Speaking or using your 64 9.41
native language every time
on face-to-face conversations
6. Playing online games 44 6.47
 lxi

7. Watching local TV shows 50 7.36

8. Surfing social media sites 77 11.32

every time
9. Conversing in English at 31 4.56
home
10. Using “jeje” language in 14 2.06
texting/chatting
11. Conversing in English at 1 0.14
school
18

16

14

12

10 Percentage
8

0
\

Figure 8 shows the frequencies and percentages of different factors that affect the

English vocabulary competency of participants. Statement 2 got the highest frequency of

118 out of 580 (17.35%) followed by statement 3 that got 103 (15.15%) and statement 1

that got 99 (14.56%). And the factor that got the least frequency of 1 (0.14%) is statement

11.

While statement 4 got 79 (11.62%), statement 5 garnered 64 (9.41%), statement 6

had 44 (6.47%), statement 7 got 50 (7.36%), statement 8 got 77 (11.32%), statement 9

garnered 31 (4.56%), and statement 10 got a frequency of 14 (2.06%).

 lxii

Watching English movies with subtitles is the factor that got the highest frequency

among all of them. Moreover, according to the study of Dr. Hossein Sabouri and Dr.

Mohammad Zohrabi (2015), the use of movies with subtitles can improve students’

engagement in learning and retrieval of new lexical items.4

V. The possible recommendations that can maintain or enhance the English

vocabulary competency

Figure 9. Frequencies and Percentages of possible recommendations on

the English Vocabulary Competency

Factor Frequency Percentage

1. Spend more time on reading 111 24.61

books, articles and other
literatures
2. Use English language in 54 11.97
speaking with friends or
class discussions
3. Limit your time in using 24 5.32
gadgets and playing online
games
4. Writing down new words in 42 9.31
a notebook
5. Watching or participating on 19 4.21
debates
6. Ask for help or guidance to 41 9.09
your teachers to assist you on
developing your vocabulary.
7. Practicing by talking to 63 13.97
yourself using English
language
8. Recording an English 14 3.1
conversation and listen to it
afterwards
 lxiii

9. Writing essays, poems and 66 14.63

other literary works in
English frequently
10. Attend English tutoring 16 3.55
services weekly
11. Conversing in English at 1 0.22
home frequently

25

20

15

10

Percentage

Figure 9 frequencies and percentages of possible recommendations that can

maintain or enhance the English vocabulary competency of participants. Statement 1 got

the highest frequency of 111 out of 451 (24.61%) followed by statement 9 which had 66

(14.63%) and statement 7 which got 63 (13.97%). And the possible recommendation

which got the least frequency of 1 (0.22%) is statement 11.

 lxiv

While statement 2 got a frequency of 54 (11.97%), statement 3 had 24 (5.32%),

statement 4 garnered 42 (9.31%), statement 5 got 19 (4.21%), statement 6 had 41 (9.09%),

statement 8 garnered 14 (3.1%), and statement 10 got a frequency of 16 (3.55%).

The top 1 possible recommendation is “Spend more time on reading books, articles

and other literatures”. Hence, the study of Dawna Duff, J. Bruce Tomblin, and Hugh Catts

(2015) provides strong support for the existence of a Matthew effect between word-reading

skill and vocabulary. It is significant that the magnitude of the effect on absolute

vocabulary levels was found to be large. The effect seems to be driven by strong readers,

rather than weak readers, an encouraging finding for those concerned about outcomes for

weak readers.5
 lxv

Notes

1 https://books.google.com.ph/books?hl=en&lr=&id=UwI4xd3a5W0C&oi=fnd

&pg=PA43&dq=importance+of+confidence+on+performance&ots=OC-

5HRQxt3&sig=cl-

iKwP9E67LcZkBbMzF7rkANZM&redir_esc=y#v=onepage&q=importance%

20of%20confidence%20on%20performance&f=false

2 https://doi.org/10.7903/cmr.49

3 https://www.semanticscholar.org/paper/Self-confidence-and-sports-

performance.-Feltz/87c7e8665b9f389f141d48908085912856283c03

4 https://www.arcjournals.org/pdfs/ijsell/v3-i2/11.pdf

5 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4610292/
 lxvi

CHAPTER V

Summary, Findings, Conclusion, and Recommendations

This chapter represents the summary, findings, the conclusions drawn from the
findings and the recommendations of the study.

Summary

Vocabulary plays an important part in learning to read. It is a set of words with in

a language that are familiar to a particular person. Every person’s particular vocabulary is

unique and often not given much thought or attention as it tends to develop with age and

grow and evolve over time. Having an extreme vocabulary will help you express yourself

clearly and communicate well with clarity. According to Noam Chomsky, competence is

the ideal language system that enable speakers to produce and understand an infinite

number of sentence in their language, and to distinguish grammatical sentences from

ungrammatical sentences. The research was conducted to determine the factors that affects

the English vocabulary competency of Grade 12 students of St. Louise de Marillac College

of Sorsogon. Also, the researchers aim to create an intervention to improve their

competency level and let them be ready for college.

This research is conducted to know the profile of the respondents in terms of self-

evaluated questionnaire in the level of competency, factors that affect English language

competency, its positive and negative effects and ways to aid the negative effects of some

factors to their English language competency. And also, to know the relationship between

the factors that affects the English vocabulary competency and the English vocabulary
 lxvii

competency itself. This will help the researchers gather data. Students, teachers as well as

the school administration and the like will benefit from the study.

Findings

The succeeding were the findings of the study

1. The level of confidence of the Grade 12 students of SLMCS in terms of their English

vocabulary competency

The top 3 highest levels of confidence of the Grade 12 students of SLMCS are

highly confident, confident and less confident. First is highly confident where sixty-

seven (67) of the students (44.67%) believe that they are always correct in using

English language in terms of vocabulary. Second is confident where forty-seven (47)

students (31.33%) believe that they are often correct in using English language in terms

of vocabulary. And third is less confident where fifteen (15) of the students (10%)

believe that are they rarely correct in using language in terms of vocabulary.

2. The level of competency of the Grade 12 students of SLMCS in terms of their

English vocabulary

The top 3 highest indicators of the levels of competency among Grade 12 students of

SLMCS are very satisfactory where ninety-nine (99) students (66%) have very good skills

and knowledge regarding the concepts of English vocabulary that cause them to answer the

test with very minimal mistakes, satisfactory where forty-five (45) students (30%) have
 lxviii

good skills and knowledge regarding the concepts of English vocabulary that cause them

to answer the test with few mistakes, outstanding that has two equal frequencies with poor

level of competency. For outstanding, there were three (3) students out of 150 (2%) who

have excellent skills and knowledge regarding the concepts of English vocabulary that

cause them to answer the questionnaire with ease and accuracy and poor where 3 students

(2%) have poor skills and knowledge regarding the concepts of English vocabulary that

cause them to answer the questionnaire with high difficulty creating high number of

mistakes.

3. The correlation of the level of confidence and level of competency in English

vocabulary of the Grade 12 students SLMCS

It resulted that there is a negligible negative correlation between the level of

confidence and level of competency of the students in the English vocabulary. They

are rarely inversely proportional with each other.

4. The factors that affect the English vocabulary competency of the Grade 12 students

of St. Louise de Marillac College of Sorsogon

The top 3 factors which affect the Grade 12 students’ English vocabulary

competency are “watching English movies” which affects the English vocabulary

competency of one hundred eighteen (118) respondents (17.35%), “listening to English

songs” which got a frequency of one hundred and three (103) respondents (15.15%), and

“reading English literature” ” factor which affects ninety-nine (99) out of one hundred and

fifty (150) respondents (14.56%) in terms of their English vocabulary.

 lxix

5. The possible recommendations that can maintain or enhance the English

vocabulary competency among Grade 12 students of SLMCS

The top 3 highest possible recommendations that can enhance or maintain the

English vocabulary competency of the Grade 12 students are “spend more time on

reading books, articles and other literatures” which got a frequency of one hundred

eleven 111 out of one hundred and fifty (150) respondents (24.61%) ; “writing essays,

poems and other literary works in English frequently” got a frequency of sixty-six (66)

(14.63%) ; and “practicing by talking to yourself using English language” got sixty-

three (63) (13.97%).

Conclusions

The following conclusions were derived from the findings of the study:

1. On the level of confidence, most of the Grade 12 students of St. Louise de Marillac

College of Sorsogon believe that they are sometimes correct or they are confident

in using English language in terms of vocabulary.

2. On the level of competence, most of the Grade 12 students of St. Louise de Marillac

College have very satisfactory skills and knowledge regarding the concepts of

English vocabulary that cause them to answer the questionnaire with very minimal

mistakes.

3. There is a negligible negative correlation between the level of confidence and level

of competency of the students in the English vocabulary.

 lxx

4. The most evident factor which affects the Grade 12 students of St. Louise de

Marillac College of Sorsogon is watching English movies with subtitles.

5. Spend more time on reading books, articles and other literatures is the most

suggested possible intervention that can enhance the English vocabulary

competency of the Grade 12 students from SLMCS.

Recommendations

Based from the findings and conclusions of this study, the following

recommendations were made:

1. To boost the students’ confidence on English vocabulary, the teachers may

compliment their students regarding their English vocabulary in an appropriate and

applicable way.

2. School administrators may implement activities that can maintain the English

vocabulary competency of Grade 12 students.

3. The Grade 12 students should know their capabilities or limitations more so they

can accurately balance their level of confidence and their competence.

4. English teachers must give activities regarding the enhancement of using English

vocabulary such as movie viewing with an English subtitles and writing English

literature frequently.

5. School administrators must provide several kinds of books in the library to

encourage students to read more and develop their English vocabulary.

 lxxi

6. Potential studies related to English vocabulary competency level of senior high

school students may be made to emphasize more on recalling English vocabulary

rules to maintain the English vocabulary competency of the students.

 lxxii

Bibliography
 lxxiii

Appendices
 lxxiv

APPENDIX A

PERMIT

St. Louise de Marillac College of Sorsogon

Basic Education Department
Senior High School
Sorsogon City

February 28, 2019

Ms. Frenie D. Ajero

Principal, SHS

Thru: Mr. John Paul B. Lagamayo

Academic Coordinator, SHS

Dear Ma’am Frenie,

Warmest Greeting!

We, the Grade 12 STEM Courtesy Group 3 researchers would like to ask permission to
conduct an English vocabulary test to the Grade 12 students of St. Louise de Marillac
College of Sorsogon. The 10-item test will collect relevant data in our study entitled
“Factors affecting English Vocabulary Competency among Grade 12 Students of St.
Louise de Marillac College of Sorsogon” as part of our requirements in the subject Practical
Research II.

Your approval for this matter is highly appreciated. Thank you and God bless!

Respectfully,
Group 3 Researchers
STEM 12-Courtesy
Ariane D. Dominguez Earl Dann E. Janoras
Bernard John G. Guantero Gerson Miguel D. Esteves
 lxxv

Christian Paul Jalmasco Nikka C. Escote

Cloudine D. Domens Princess Samantha D. Realuyo

Noted by:

MS. ROCHIEL G. FULGAR

PR2 Research Adviser

Signed by:

MR. JOHN PAUL B. LAGAMAYO

Academic Coordinator, SHS

Approved by:

MS. FRENIE D. AJERO

Principal, SHS
 lxxvi

St. Louise de Marillac College of Sorsogon

Basic Education Department
Senior High School
Sorsogon City

February 13, 2019

To whom it may concern,

Warmest Greeting!

We, the Grade 12 STEM Courtesy Group 3 researchers would like to ask permission to
conduct an English vocabulary test to the Grade 12 students of St. Louise de Marillac
College of Sorsogon. The 10-item test will collect relevant data in our study entitled
“Factors affecting English Vocabulary Competency among Grade 12 Students of St.
Louise de Marillac College of Sorsogon” as part of our requirements in the subject Practical
Research II.

Your approval for this matter is highly appreciated. Thank you and God bless!

Respectfully,
Group 3 Researchers
STEM 12-Courtesy
Ariane D. Dominguez
Bernard John G. Guantero
Christian Paul Jalmasco
Cloudine D. Domens
Earl Dann E. Janoras
Gerson Miguel D. Esteves
Nikka C. Escote
Princess Samantha D. Realuyo

Noted by:

MS. ROCHIEL G. FULGAR

PR2 Research Adviser
 lxxvii

APPENDIX B

SURVEY QUESTIONNAIRE

St. Louise de Marillac College of Sorsogon

Basic Education Department
Senior High School
Sorsogon City

Dear Participants,
Good day!
We are glad to include you as a participant of this test about “Factors affecting
English Vocabulary Competency among Grade 12 Students of St. Louise de Marillac
College of Sorsogon” as a requirement in the subject Practical Research II.

This observes ethical considerations on research. Names and answers of the

participants will all be kept confidential. Thank you for your time and cooperation. God
Bless you!

-Researchers

I. Participant’s Profile

Name (optional):________________________________________________________
Section: _______________________ Sex:
_________

II. Survey Proper

1) If you’re going to rate yourself in a scale of 1 to 10, 1 as the lowest and 10 as the
highest, what is the level of your competency in terms of using English
vocabulary? Write your answer on the space provided after this. _____

2) What do you think are the factors that affect your English vocabulary
competency? Check the choice/s that best suits your answer.

Reading English literature Playing online games

Watching English movies with subtitles Watching local TV shows
Listening to English songs Surfing social media sites
Listening attentively to your English Teacher every time
 lxxviii

Speaking or using your native language Conversing in English at

every time on face-to-face conversations home
Using “jeje” language in
texting/chatting
Others, please specify______________________________________________________

3) Based from the factors that affect your English vocabulary competency, what are
the positive and negative effects of these to you? Check the choice/s that best suits
your answer.

Positive Effects Negative Effects

Enhance your vocabulary, spelling, and Can have a limited knowledge
Grammar on words, and their respective
meanings and uses
Can write good and effective articles, Getting used on using “jeje”
essays, & others texts
Can speak in English fluently Commit more error in
grammar and spelling
Can pronounce words properly Halting when speaking in
English

Others, please Others, please

specify______________________________ specify_______________________

4) What should you do to aid the negative effects of some factors to your English
vocabulary competency? Check three choices that best suit your answer.

Spend more time on reading books, Ask for help or guidance to

articles and other literatures your teachers to assist you on
developing your vocabulary
and grammar
Use English language in speaking with Practicing by talking to
friends or class discussions yourself using
English language
Limit your time in using gadgets and Recording an English
playing online games conversation and
listen to it afterwards
Writing down new words in a notebook Writing essays, poems and
 lxxix

other literary works in English

Watching or participating on debates frequently
Attend English tutoring
services weekly
Others, please specify______________________________________________________
 lxxx

APPENDIX C

TEST

St. Louise de Marillac College of Sorsogon

Basic Education Department
Senior High School
Sorsogon City

III. Participant’s Profile

Name: __________________________________________
Section: ________________________
Signature: ______________________
IV. Test Proper
 RATE your English vocabulary competency according to the scale 1 to 5 (5-
Outsanding, 4-Highly Competent, 3-Competent, 2-Less Competent, 1-Not
Competent). Write the number of your rating on the space provided after this. ____

A. SPELLING POWER
Encircle the letter with the misspelled word.
1. a. Subtle c. Reign
b. Quizes d. Psychology

2. a. Apparent c. Tries
b. Wednesday d. Confered

3. a. Foremost c. Disastrous
b. Young d. Occassion
c.
4. a. Omit c. Sandwich
b. Minute d. Seperate

5. a. Eigth c. Forceful
b. Hypnotize d. Familiar

B. MODIFYING ERRORS (VOCABULARY)

Write NO ERROR if the statement is correct and if it is not, underline the word
which makes the statement wrong and write the correct term after the sentence.
6. One should exorcise regularly to stay trim and healthy.
 lxxxi

7. It is often acceptable to substitute a euphemism for the actual word you mean.
8. The teacher can pinch a student with impunity.
9. The best canteen personnels are slovenly by nature.
10. A naturally shy, untalkative person is said to be reticent
Items from Simulated College Admission Test of MSA Tutoring Center
 lxxxii

APPENDIX C
CURRICULUM VITAE

PERSONAL INFORMATION:
NAME: GERSON MIGUEL DIÑO ESTEVES
AGE: 17 years old
BIRTHDAY: December 19, 2001
ADDRESS: Osmeña St. Sabang, Bulusan, Sorsogon
STATUS: SINGLE

ACADEMIC QUALIFICATIONS:
Elementary: BULUSAN CENTRAL SCHOOL
Poctol, Bulusan, Sorsogon
June 2007 – March 2013

Junior High School: BULUSAN NATIONAL HIGH SCHOOL

Looban, Bulusan, Sorsogon
June 2013 – April 2017

Senior High School: St. Louise de Marillac College of Sorsogon

Tugos, Sorsogon City
July 2017 – present
 lxxxiii

PERSONAL INFORMATION:
NAME: NIKKA CORNELIO ESCOTE
AGE: 19 years old
BIRTHDAY: March 2, 2000
ADDRESS: Payawin, Gubat, Sorsogon
STATUS: SINGLE

ACADEMIC QUALIFICATIONS:
Elementary: PAYAWIN ELEMENTARY SCHOOL
Payawin, Gubat, Sorsogon
June 2007 – March 2013

Junior High School: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON –

GUBAT CAMPUS
Cogon, Gubat, Sorsogon
June 2013 – April 2017

Senior High School: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

Tugos, Sorsogon City
July 2017 – present
 lxxxiv

PERSONAL INFORMATION:
NAME: ARIANE DOMANICO DOMINGUEZ
AGE: 17 years old
BIRTHDAY: May 17, 2001
ADDRESS: Sugod, Bacon District, Sorsogon
STATUS: SINGLE

ACADEMIC QUALIFICATIONS:
Elementary: SUGOD ELEMENTARY SCHOOL
Sugod, Bacon District, Sorsogon City
June 2007 – March 2013

Junior High School: LYDIA D. MARTINEZ MEMORIAL HIGH SCHOOL

Sugod, Bacon District, Sorsogon City
June 2013 – April 2017

Senior High School: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

Tugos, Sorsogon City
July 2017 – present
 lxxxv

PERSONAL INFORMATION:
NAME: CLOUDINE DELADIA DOMENS
AGE: 19 years old
BIRTHDAY: November 8, 1999
ADDRESS: Sugod, Bacon District, Sorsogon
STATUS: SINGLE

ACADEMIC QUALIFICATIONS:
Elementary: SUGOD ELEMENTARY SCHOOL
Sugod, Bacon District, Sorsogon City
June 2007 – March 2013

Junior High School: LYDIA D. MARTINEZ MEMORIAL HIGH SCHOOL

Sugod, Bacon District, Sorsogon City
June 2013 – April 2017

Senior High School: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

Tugos, Sorsogon City
July 2017 – present
 lxxxvi

PERSONAL INFORMATION:
NAME: CHRISTIAN PAUL JALMASCO
AGE: 17 years old
BIRTHDAY: September 6, 2001
ADDRESS: Purok 4 Cambulaga, Sorsogon City
STATUS: SINGLE

ACADEMIC QUALIFICATIONS:
Elementary: DR. JOSE P. RIZAL ELEMENTARY SCHOOL
Area 1, Dasmariñas City, Cavite
June 2007 – March 2013

Junior High School: JESUS SON OF MARY ACADEMY

Area F, Dasmariñas City, Cavite
June 2013 – April 2017

Senior High School: EMILIO AGUINALDO COLLEGE

Congressional East Ave., Dasmariñas City, Cavite
June 2017 – March 2018
ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON
Tugos, Sorsogon City
July 2018 – present
 lxxxvii

PERSONAL INFORMATION:
NAME: PRINCESS SAMANTHA DEJUCOS REALUYO
AGE: 17 years old
BIRTHDAY: October 5, 2001
ADDRESS: Cabid-an, Sorsogon City
STATUS: SINGLE

ACADEMIC QUALIFICATIONS:
Elementary: QUEENSHIP OF MARY LEARNING CENTER
Cabid-an, Sorsogon City
June 2007 – March 2012
SORSOGON EAST CENTRAL SCHOOL
Burabod, Sorsogon City
June 2012 – March 2013

Junior High School: SORSOGON NATIONAL HIGH SCHOOL

Almendras, Sorsogon City
June 2013 – April 2017

Senior High School: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

Tugos, Sorsogon City
July 2017 – present
 lxxxviii

PERSONAL INFORMATION:
NAME: EARL DANN ESCOBEDO JANORAS
AGE: 18 years old
BIRTHDAY: May 16, 2000
ADDRESS: Basud, Sorsogon City
STATUS: SINGLE

ACADEMIC QUALIFICATIONS:
Elementary: EM’S SIGNAL VILLAGE ELEMENTARY SCHOOL
Miranda, Taguig City, Metro Manila
June 2007 – March 2013

Junior High School: SIGNAL VILLAGE NATIONAL HIGH SCHOOL

Ballecer, Taguig City, Metro Manila
June 2013 – March 2014
RIZAL INTEGRATED HIGH SCHOOL
Rizal, Sorsogon City
June 2014 – March 2015
SORSOGON NATIONAL HIGH SCHOOL
Almendras, Sorsogon City
June 2015 – April 2017

Senior High School: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

Tugos, Sorsogon City
July 2017 – present
 lxxxix

PERSONAL INFORMATION:
NAME: BERNARD JOHN GREFALDA GUANTERO
AGE: 18 years old
BIRTHDAY: July 11, 2000
ADDRESS: Somalot, Casiguran, Sorsogon
STATUS: SINGLE

ACADEMIC QUALIFICATIONS:
Elementary: CASIGURAN CENTRAL SCHOOL
Central, Casiguran, Sorsogon
June 2007 – March 2009
ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON
Talisay, Sorsogon City
June 2009 – March 2013

Junior High School: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

Talisay, Sorsogon City
June 2013 – March 2017

Senior High School: ST. LOUISE DE MARILLAC COLLEGE OF SORSOGON

Tugos, Sorsogon City
July 2017 – present