BIBLIOGRAPHY

MAGDALINA P. JAIME, April 2006. English Vocabulary Proficiency and the
Academic Performance of the UB Science High School Freshmen, SY 2005-2006. Benguet State
University, La Trinidad, Benguet.

Adviser: Prof. Josefina A. Dacanay, M.A.Ed.

ABSTRACT


This study aimed to identify the relationship between the English vocabulary proficiency
level and the academic performance of the freshmen of the University of Baguio Science High
School. It also sought to determine the English vocabulary proficiency levels of the respondents
along the identified variables: sex, language spoken at home, reading material preferences.
As to the sex variable, both the male and the female respondents showed a competent
English vocabulary proficiency level.

Along the language spoken at home variable, respondents who speak Tagalog and
English showed a competent proficiency level. The Ilokanos and the lone Punjabi and French
speakers performed moderately competent. Koreans manifested an incompetent proficiency
level.

All the respondents in all kinds of reading material faired generally competent but differ
significantly. The readers of English pocketbooks manifested an advantage over the readers of
computer-generated reading materials, English newspapers and magazines, and English
textbooks.

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There is no significant difference in the English vocabulary proficiency levels of the
respondents along sex and language spoken variables. Reading material preference variable, on
the other hand, bears a difference in the respondents’ proficiency level.


It was revealed that there is a significant and positive correlation between the
respondents’ English vocabulary proficiency levels and their academic performance. The higher
the respondent’s English vocabulary proficiency level, the better his academic performance.

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TABLE OF CONTENTS









Page

Bibliography ………………………………………………………….
i


Abstract ………………………………………………………….
i

Table of Contents
…………………………………………………
iii

INTRODUCTION ………………………………………………… 1

Background of the Study
………………………………… 1

Statement of the Problem
………………………………… 4

Objectives of the Study
………………………………… 5
Importance of the Study
………………………………… 6
Scope and Delimitation of the Study………………………….
7
REVIEW OF LITERATURE
…………………………………
9

Conceptual Framework
………………………………… 25
Definition of Terms ………………………………………...
30


Research Hypotheses
………………………………… 32

METHODOLOGY
………………………………………………… 33

Locale of the Study ………………………………………...
33

Respondents of the Study
…………………………………
33


Instruments
…………………………………………….…..
33


Data Gathering Procedure
………………………………...
34


Statistical Treatment of Data ………………….……………..
35

RESULTS AND DISCUSSION
…………………………..…….
38


English Vocabulary Proficiency Level

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of the Respondents Along Sex Variable
…………………
38

English Proficiency Level of the Respondents

Along Language Spoken Variable
………………………...
40

English Vocabulary Proficiency Level
of the Respondents Along Reading
Material Preference
………………………………..
41
Significance Level of the Difference

in the Proficiency Levels of the

Respondents Along Sex Variable
…………..…………..
42

Significance Level of Difference in the

Proficiency Level of the Respondents

Along Language Spoken Variable
………………………
45

Significance Level of the Difference

in the Proficiency Levels Along

Reading Material Preference ………………………………
47

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The Relationship Between the Respondents’

English Vocabulary Proficiency Level

and their General Academic Performance
……………..
50

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS …… 53

Summary ……………………………………………… 53

Findings ……………………………………………… 54

Conclusions ………………………………………………
55

Recommendations ………………………………………….
55

LITERATURE CITED
……………………………………...
58

APPENDICES ……………………………………………...
64


The Instrument
……………………………………...
64

English Vocabulary and the General Academic

Performance of the Respondents
………………………
70

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INTRODUCTION

Background of the Study

“Words are vehicles that can transport us from drab sands to the dazzling
stars.” – M. Robert Syme
“From a large university,” Khan (2001) quotes in his article, “a group of
researchers gave a group of people an English vocabulary test and then tracked
those people for twenty years. Strange as it may seem, those who knew the
definitions of the most words were in the highest income group twenty years
later. The researchers discovered that the people who, in the beginning, had the
worst vocabulary scores were in the lowest income group twenty years later.
There wasn’t a single exception.”
In another study, the executive and supervisory personnel of thirty-nine
manufacturing plants were given extensive testing. All of them, from the lowest
level of supervisor to the top of the executive elite rated higher than average on
leadership qualities. Between all the leaders, there was a close similarity in
leadership ability. But there were striking differences on the vocabulary test.
Basically, the higher the person’s score on the vocabulary test, the higher his
position in that company. The presidents and vice presidents of the companies
had an average score of 236 (a perfect score was 272). The average score for
superintendents was 140. Foremen averaged 114. In virtually every case,
vocabulary coincided with executive level and rank on the corporate ladder.

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A Human Engineering laboratory study tested the vocabularies of
thousands of people in various careers and age groups and found that the people
drawing the highest salaries scored highest on the vocabulary test. In fact, they
scored with a consistency that bordered on predictability. Moreover, of dozens of
measures used, Human Engineering Laboratory could find only one common
characteristic of successful people: a superior vocabulary.
So much must have been said about vocabulary as essential of learning.
Indeed, the enduring effects of the vocabulary limitations of students with
diverse learning needs are becoming increasingly apparent and this caught the
educators’ attention. And why not? Learning itself depends on language.
Certainly, as Adams (1990) suggests, most of our formal education is acquired
through language. Learning something new does not occur in vacuum. Rather,
new learning always builds on what the learner already knows. Adams suggests
that new learning is the process of forming novel combinations of familiar
concepts. Learning, as a language-based activity, is fundamentally and
profoundly dependent on vocabulary knowledge. Learners must have access to
the meaning of words.

Indeed, facts have attested that vocabulary is one of the requisites of
effective communication. For an individual to express his ideas in both written
and oral discourse, he has to use the right words. There have been so many
instances when a student has a profound idea to share but would hesitate to raise

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his hand because he could not find the right words to say it. Or how a speaker
would pause in the midst of speech because he has to grope for the precise words
to express exactly what he has in his mind. A wide vocabulary is also needed if
one has to correctly understand the drift of what is being said by the speaker or
author. There had been so many instances, too, when, even the simplest
mathematical or any problems seem to be complex because the intended client is
not proficient in the language with which the problem is expressed.
In the light of formal instruction, the importance of early reading and
writing has been heavily emphasized. In contrast, vocabulary development,
although clearly recognized, has not received the same degree of instructional
attention as other literacy skills. After all, as smith (1997) puts it, “Vocabulary
development is not an academic subject like reading, mathematics, and science.
Although vocabulary development pervades every subject from reading to
mathematics to physical education, it is difficult to isolate for instructional
purposes.”
This research tries to, in its farthest reach, describe the vocabulary
proficiency of the respondents and its relationship to the general academic
performance, which is, in its most objective form, measured by the general
weighted average of all academic subjects in their school.
And as the problem on vocabulary development among learners rages on
in the language subjects specifically English, there has been no local study that

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establishes a solid link between vocabulary proficiency and the general
performance of the students in all other academic subjects. In view of these, this
study was conducted.

Statement of the Problem

This study, inspired by the prevalent insufficient vocabulary knowledge
of students, aimed to identify if such level of English vocabulary proficiency has
something to do with general academic performance.

Specifically, the study sought to answer the following queries:
1. What is the level of English vocabulary proficiency of the freshmen
of University of Baguio Science High School along the following
variables:
a. sex
b. language spoken at home, and
c. reading material preferences
2. Is there a significant difference in the vocabulary proficiency levels of
the respondents along the variables:
a. sex
b. language spoken at home and
c. reading material preference

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3. Is there a significant correlation between the respondents’ English
vocabulary proficiency level and their general academic performance
in school?

Objectives of the Study
Generally, this study aimed to identify the correlation between the
English vocabulary proficiency level and the general academic performance of
the University of Baguio Science High School freshmen.

Specifically, this study was geared towards determining the:
1. English vocabulary proficiency level of the respondents along the
variables:
a. sex
b. language spoken at home, and
c. reading material preference
2. Significance level of the difference in the English vocabulary proficiency
levels of the respondents considering the following variables:
a. sex
b. language spoken at home, and
c. reading material preference
3. The correlation between the English vocabulary proficiency level and the
general academic performance of the respondents.

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Importance of the Study

The researcher’s motivation to conduct this study stemmed from the
foreseen contributions of this study to the teaching-learning field.

The results of this study may be of use to educators. English teachers will
be informed of any relationship between the vocabulary proficiency and the
general academic performance. Hence, the English teachers may come to know
and understand the crux to good academic performance. This, in turn, may result
to a strengthened and innovative instruction that targets vocabulary development
of learners.
This study may also be of great help to syllabus makers. The results may
help them identify which of the areas in language teaching needs more time and
more preparation. Strategic activities for vocabulary acquisition can be devised to
help students improve.
More so, course planners may design or include highly relevant subjects
to bridge the gap between what the students at a particular educational level
ought to know and what they know.
The knowledge of what reading material the students prefer and what
reading materials are more helpful may be of great help for educators to plan
strategies that may address vocabulary development problems.


To concerned parents, the findings of this research may be enlightening.

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The findings may help them plan out-of-school study course that may help their
children develop good reading habits and excellent vocabulary knowledge.
To future researchers who are interested in the same language area, this
study may provide them initial findings to base further researches and may even
inspire further researches on vocabulary development.
Most significantly, it would be the students who may greatly benefit from
the results of the study since the results may be used by the teachers to improve
whatever instructional methods or materials exist in the school to bridge the gap
among students who are more proficient and less proficient in vocabulary
acquisition.
To a mere reader, this research may be informative.
To the researcher who is a language teacher, this study may enhance her
confidence in conducting future language researches. Her readings on her study
may deepen her knowledge and understanding of vocabulary acquisition which is
a primary requirement of language acquisition.

Scope and Delimitation of the Study
The study was conducted at the University of Baguio Science High School,
second quarter of the school year 2005-2006. The respondents were the
freshmen.
The study delved only on the vocabulary proficiency of the respondents along
sex, language spoken at home and reading material preference variables. It also

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looked into whatever correlation between the vocabulary proficiency and the
general academic performance of the respondents in school which is best
represented by their weighted average in all academic subjects.
The study, however, is not into identifying other strenuous factors like study
habits, motivations and socio-economic factors that may affect the vocabulary
proficiency and the general academic performance of the respondents.

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REVIEW OF LITERATURE


This section provides facts, findings, and highly relevant information
from books, studies, reports and the Internet.

The Significance of English Vocabulary Proficiency

“All words are pegs to hang ideas on.” – Henry Word Becker

In the book “The Word-A-Day Vocabulary Builder”, lexicographer
Borgen Evan as quoted by Clark (1984) states, “Words are the tools for the job of
saying what you want to say. And what you want to say are your thoughts and
feelings, your business and your pleasures – almost everything, indeed, that
makes up you. Except for our vegetable-like growth and our animal-like impulse,
almost all that we are is related to our use of words. Man has been defined as a
tool-using animal, but his most important tool, the one that distinguishes him
from all other animals, is his speech.
The significance of extensive vocabulary knowledge is further asserted by
Brooks, (1964) "It is the utmost consequence in the life of an individual that he
learns to use the form of communication. The skills he develops in the use of
these tools influence his choice of vocation, the friends he draws about him and
the pattern of personal living he builds for himself clearly and with confidence.
And those who enjoy books and reading tend to select academic work in the high
school, to go to college and to enter the profession or become a business,

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industrial, social or political leader. A person who lacks linguistic skill - who has
less extensive vocabulary and less facility in self- expressions or reading tends
for his vocation to types of works with people and things in which the linguistic
demands or of different sort and other competences or more important than
facility in the use of language."
Groot (1994) gave empirical evidence that reading comprehension is
dependent on word knowledge. He cited that for an adequate understanding of
academic texts, a vocabulary of at least 7,000 words is required.
Hazenberg (1996) mentioned an even higher – 10,000 words. Nation
(1993) and Laufer (1997) suggest target vocabulary of 5,000 as minimum lexical
requirement for understanding general, non-specialized text. The rationale for
these numbers is that only a vocabulary this size will result in a sufficiently dense
lexical coverage of text of this kind. These researches have demonstrated that for
adequate comprehension of texts, the readers must be familiar with more than 90
percent of the words used. With such a dense lexical coverage of text,
percentage of unknown words is so low that they will either be not essential for
an understanding of the text or their meaning may be deduced from the context.

Reading development researchers, Pikulski and Templeton (2003) assert
that there is no question that people who have large speaking vocabularies
generally tend to have large listening, reading, and writing vocabularies;
likewise, people who are limited in one of these aspects are likely limited in

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other aspects as well. Although this relationship does not exist in preliterate
children, the relationship is evident in the years during which the children
develop as readers and writers. There is an increasingly high relationship among
all four aspects of vocabulary – listening, speaking, reading and writing.

Even in the field of Mathematics, the importance of language has been
recognized. Martinez (2000) emphasized importance of mathematics language in
the classroom as follows: a) Language is the medium of teaching. It is the major
means of communication. b) Students build understanding as they process ideas
through language. c) Teachers diagnose and assess students’ understanding by
listening to their oral communication and by reading their mathematical
writings.
One reason teachers are concerned with teaching vocabulary is to
facilitate comprehension of a text that students are assigned to read. If students
do not know the meaning of many words they encounter in a text, their
comprehension of the selection is compromised. For strong obvious reasons, any
learner needs to equip himself with sufficient, operational, and functional
vocabularies.

Vocabulary Proficiency and Sex

One of the most known factors that explain differences in human
preferences is the sex of an individual. In fact, many human attributes are
classified as male of female attribute. Although many of the attributes are not
strictly male or strictly female, there are many which are considered dominantly

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female and dominantly male. Language, for example, is believed to be acquired
more easily by females than males. The following authors attest to or contest this
statement.
In her book, Burstall (1970) found out that “foreign language learning
was less popular among boys than among girls who are better at it. It was found
out that girls are more favorably disposed toward foreign language learning and
made better progress than boys.
Encyclopedia of Educational Technology (1994) offers the information
that primarily, females test better on perceptual speed, verbal fluency,
determining the placement of objects, precision manual tasks, identifying specific
attributes of objects and arithmetic calculations (simple math). Males, on the
other hand, test better on spatial tasks, target motor skills, spotting shapes
embedded in complex diagrams, and mathematical reasoning.

Locally, the study conducted by Galangco (1988) conforms with the
preceding facts. Galangco found out that female teachers had a “good
proficiency” while the male teachers had “fair proficiency” in their English
proficiency test in which vocabulary is one of the area tested.

Similarly, Mangkarotai (1989) made a study on the problems met by his
freshmen respondents in learning communication arts language and found out
that there is a significant relationship between sex and the problems in

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communication arts. The male respondents generally had a greater difficulty than
their female counterparts.

Moreover, Millan’s study (1992) revealed that female respondents
showed a better competence with the score average of 161.7, the male
respondents recorded 140.67 score average.

Furthermore, Calos (1991) shares the same findings with Millan. She
concluded that females have better communicative competence.

As a further buttress to this claim, Maranan (1994) cited the study
conducted by Lopez (1986) on communicative competence in English among
high school students in the University of Baguio. Lopez discovered that as to the
variable of sex, the female respondents performed better than their male
counterparts.

Similarly, Dacanay (2000) revealed in her study that gender affected her
respondents’ comprehension of non-verbal materials which include graphs,
flowcharts, diagrams, and tables. Accordingly, females performed better than
their male counterparts.

Anderson and Hayes’ (1996) study results paralleled the aforementioned
studies. They explained, “Teachers had more interaction with girls in reading
classrooms. The more interaction a girl had with the teacher in reading class, the
higher the test score would be.” At first, the initial ability of boys and girls in
linguistic areas had no difference. However, because of the greater interaction of

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the girls with their English teachers, by the year’s end, girls were higher in
language achievement than boys. Anderson and Hayes delved deeper into this
phenomenon. They learned that girls are as not as capable as the boys in science
and in mathematics and so they learn to compensate their perceived inability in
these subjects by excelling in language classes. Hence, they exhibit a greater
linguistic proficiency than boys.
Tiorisio (1998), in her thesis cited other authors who claimed that boys
are not as good as girls in language skills. She quoted Rubin who asserted, “Girls
surpass boys in verbal ability. From infancy to childhood, female usually express
themselves in words more readily and skillfully than boys.”
Tiorisio (1998) again referred to another source, this time Moir’s study.
Apparently, Moir maintained that males’ and females’ brains are structurally
different from birth. Because of this structural difference, men’s and women’s
brains process information in different ways which account for different
perceptions, priorities, and behaviors. This structural difference explains why
men have better spatial abilities and women have better language skills.

Tiorisio cited Feingold stating that on the average, males score higher
than females on tests of general knowledge and mechanical reasoning; females
score higher than males on tests of language usage such as grammar, spelling and
vocabulary.

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Agreeing to such assertion is Naiden as referred to by Tiorisio. He said
that boys at every age are inferior to girls in size of vocabulary, in correctness of
sentence and in the ability to express their meaning adequately. In fact,
contemporary researches have found that boys usually outnumber girls in
remedial reading classes as stressed by Naiden.
In the international scene, Trudeau (1997) reported that the part of the brain
responsible for language skills is larger in women than in men. This, according to
her, may explain why baby girls begin to talk earlier than baby boys, and it
could account for other language differences between women and men.

Contradictory to the preceding studies and claims, Tiorisio’s findings
revealed that the vocabulary scores which were taken in remedial classes were
the same regardless of gender. According to her, one cannot say that those
females are more linguistically proficient than males or vice versa.


One with the finding of Tiorisio is the finding of Alsiyang (1997)
that the communicative proficiency level of the respondents along the gender
variable was of no significant difference.






Bautista (1995), in her research, also concluded that gender did
not affect the English proficiency of her student teacher respondents.
A
Hawaii-based
researcher,
Brant Meier (2003) shares the
same result with Bautista’s. He concluded that gender differences do not account
for the difference in second language reading comprehension of which

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vocabulary is the chief factor. “Male,” he says, “had no advantage over females,
and females had no advantage over males.”




A difference in the comprehension levels among male and female
subjects was noted by Bugel and Buunk (1996) as cited by Meier. They claim,
however, that the difference is attributed to passage content and not to gender
difference. Male subjects recalled significantly more idea units and scored higher
in a test about boxing and the female subjects recalled significantly more idea
units and scored higher in a test about a housewife.
Vocabulary and First Language

Whether a particular first language has a bearing on the vocabulary
acquisition and/or development is a debate in the linguistic area.

Local researchers have come to the following conclusions after
conducting their studies.

Alsiyang’s (1997) research on communicative proficiency with respect to
the dialect spoken shows that there is no significant difference in the
communicative proficiency level of her respondents exists.

Hufana (1980) probed into the errors of freshmen agricultural students
who belonged to six linguistic groups – Ilocano, Pangasinan, Ibaloi, Ifugao,
Benguet Kankana-ey, and Bontoc Kankana-ey. She found out that the first
language of her respondents did not show any significant relationship with the
type of errors her respondents made.

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Corpuz (1987) also concluded that there is no significant relationship in
the level of communicative competence in written communication of the
University of Baguio student teachers along L1 variable.

On the contrary, Wui concluded in her research that the dialect which her
respondents spoke has a significant bearing on their written communicative
proficiency.

Similarly, Rayos (1982) found out that along English vocabulary,
students who spoke English at home performed significantly better than those
who use only the vernacular.

Furthermore, Wandit (1990), concluded in his research that there is a
significant difference in the competence of his respondents in the comprehension
tests of two-word verbs. The Ibalois garnered 30.97 mean score; the Ifugaos,
30.29; Bontocs, 30.08; Northern Kankana-eys, 29.75; and Kalinga-Apayao,
25.93.

International Language Researcher Galasso (2002) concluded in his
research that there is a definite L1 (first language) interference in L2 (second
language) learning. Particularly, he reported that the nature of L2 errors are not
just random errors taken from the myriad of possible L1-L2 mismatch constructs
made available by UG (Universal Grammar), but rather, such errors, indeed, tend
to be strategically derived from the speaker’s native L1 parameter settings. In a

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stronger and simpler version, the L2 learners tend to fall back to the L1 rules
when constrained by L2’s different structures.

Vocabulary and Mass Media

The students are undoubtedly exposed to myriad types of mass media.
Mass media, indeed, invaded everywhere: school, homes, work places and many
more. Practically, the world is at the tip of everyone who is at least a computer
literate.
Reading materials do not only come in the form of print but also non-
print.
Al-Saghayer (2001) postulates that computer applications also have the
potential to increase the depth of word knowledge of students. Many students
develop vocabulary independently and sometimes even unconsciously. He adds
that computer-generated vocabulary words create mental images in the learners,
thus, words become easier to remember.
Groot (2003) conducted a computer-assisted Second language vocabulary
acquisition. He identified problems on functional language proficiency. He said
that functional language proficiency requires mastery of a considerably larger
number of words and incidental acquisition has a very low frequency.
Acquisition of new words from authentic L2 reading texts is not also a solution
for a number of reasons. There is a need for an intentional of many words in a
relatively short period of time. Groot identified Computer-Assisted Second

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Language Vocabulary Acquisition or CAVOCA as an alternative for slow
unintentional word learning.

Another research by Krashen as quoted by Asraf and Ahmad (2003)
suggests that the best way to help students increase their vocabulary proficiency
is to encourage them to read extensively. He further explains that good
vocabulary proficiency is a result of “in-school” reading and “out-of school”
voluntary reading or sustained individual reading.

Likewise, Hayashi’s (1999) research on second language acquisition was
very affirmative that the more exposed the L2 learners are to English reading
materials, the greater their improvement in reading ability and vocabulary
knowledge is than their less exposed counterparts are.

The most convincing evidence for the benefits of extensive reading
comes from what has come to be known as “book flood” studies Elly (1983)
which looked at the effects of extensive reading on English language proficiency
to be overwhelmingly positive. Academic performance also significantly
improved.
Wakely (2004) also asserts in his article that for initial stages, the
textbooks and teachers normally ensure that a basic vocabulary is acquired in the
classroom and related homework study. As the course progresses, the passages
become longer and are less likely to have been written especially for the courses.
For the intermediate learners, readers with modified vocabulary load and with

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accompanying explanations, notes and pictures are useful. For the more
advanced learner, the best help comes from the unmodified texts with notes and
glosses in the first language and second language to help in different passages.
There is a debate on to whether literary works are best, since fiction has a high
type-token ratio and therefore presents new words in abundance. More important
is to ensure motivation by encouraging learners to choose texts that interest them.
Accordingly, learners read such material, they feel the need to learn words and
they get the continued and repeated exposure to appropriate items in unmodified
language.
In the local scene, Lubrica (1986) attested to the favorable effects of mass
media to vocabulary development among learners when she concluded that
exposure to mass media in Filipino an increase the knowledge of students in
words. Considering this finding, one can assume that exposure to English mass
media can also facilitate the acquisition of English vocabulary among students.

A local study by Bautista (1995), however, revealed that exposure to
media had nothing to do with English proficiency.

An American-based Filipino teacher, Crisostomo (1997) concluded that
exposure to media did no significantly affect the English proficiency of his 515
respondents.

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On the contrary, Corpuz (1987) reported that there is observed significant
difference in his respondents’ level of communicative competence with regards
to mass media exposure.

Calos (1989) strengthens the findings of Corpuz when she concluded that
exposure to mass media play a significant role in communicative competence.
This is supported by the fact that the students who were exposed to mass media
performed significantly better both in their vocabulary and linguistic
competence.

Vocabulary and General Learning
One of the questions researchers sought to answer in multiple researches
is this: “Why do poor children have so much trouble learning to read and
learning how to learn?” One of America’s great educational theorists, E.D.
Hirsch Jr. as referred to by Wolf (2003) and a number of other researchers who
are writing in the current edition of American Educator, have an answer. They
present a compelling argument that the primary reason these children fall behind
is a huge vocabulary deficit. This deficit puts them at an increasing disadvantage
as they get older and the material they must read becomes more complex.

A very strong statement comes from Mc Laughlin (2004) that vocabulary
is a key to successful reading and to successful academic learning generally.
“Vocabulary is the best predictor of academic success,” he added. Mc
Laughlin’s study looked not only at the size of the child’s vocabulary, but also

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the depth of understanding of meanings of the words. Mc Laughlin gave the
example, the word “run.” In English, we say, “The clock runs”, “The boy runs”,
His nose runs”, “Her stockings run”. The child has to learn all of the multiple
uses of such English words.
Literacy experts share the belief that vocabulary knowledge and the
ability to comprehend text are inextricably linked – that the breadth and depth of
a student’s vocabulary is a key predictor of his or her ability to understand a wide
range of texts. According to Anderson and Freebody (1981), this fact is true for
both native English speakers and non-native speakers.
The report of the National Reading Panel (2000), for example, concluded
that the importance of vocabulary knowledge has long been recognized in the
development of reading skills. As early as 1924, researchers noted the growth in
reading power relies on continuous growth in word knowledge.

Effective vocabulary instruction develops the relationship between words
and concepts. Concepts are the basic units of thought and belief (Smith, 1995),
and words are the labels for these thoughts and beliefs. If a concept is a familiar
one, then the word that corresponds to this underlying knowledge will be
understood, remembered, and used. Concepts grow and develop through
experiences and through examining those experiences, concretely and through
reading and writing. This in turn leads to learning and using more labels —
words.

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One of the great challenges for educators in the early primary grades is
helping students become independent learners. Independent learning in general
cannot be separated from student independence in learning new vocabulary.
However, if students are not continually challenged to expand their vocabularies,
the degree to which they learn word meanings independently may begin to be
reduced. This reduction in student independent learning is more of an issue for
diverse learners than normal achievers. Diverse learners are less likely to have
been exposed to the “rich” language environments that characterize the
experiences of many normal achievers. This “rich” experience with language
may provide the necessary context needed for word learning that characterizes
many life-long word learners. Thus, a comprehensive vocabulary development
program that meets the needs of diverse learners should (a) teach words that are
strategic to academic success and not typically acquired independently, and (b)
include systematic procedures to make students independent word learners,
primarily by helping them become wide readers.
Further asserted by Hodges (2004) is the fact that vocabulary
development is, of course, a lifetime undertaking in which schools play a critical
role in enriching and extending the young child’s basic lexical repertoire,
particularly through the medium of written language. Yet, “it is not the
enlargement of vocabulary itself that is of value but the enlargement of the mind
to new ideas”. For this reason, vocabulary instruction properly belongs in all

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subjects of the curriculum in which students meet both new ideas and the words
by which they are represented in the language. The opportunities for vocabulary
instruction are especially pronounced; however, in language arts and reading
where words themselves can be an appropriate focus of study. Bearing in mind
the dictum that knowledge of word meaning is the ultimate objective of the study
teachers can provide numerous opportunities for students to explore the origins
and forms of words as a means of extending and enriching their word knowledge.
Teachers can also use students’ personal experiences and prior knowledge to
develop vocabulary in the classroom. Through informal activities such as
semantic association students brainstorm a list of words associated with a
familiar word, pooling their knowledge of pertinent vocabulary as they discuss
the less familiar words on the list.

Dissociation of Language
And General Intelligence

Pinker, in his book, explained the human brain circuitry. The left
hemisphere surrounding the sylvan fissure appears to be designed for language,
though how exactly their internal wiring gives rise to rules of language is
unknown. The brain mechanisms underlying language are not just those allowing
humans to be smart in general. Pinker cites a poof for the dissociation between
language and general intelligence. Strokes, for example, leave adults with
catastrophic losses in language though not necessarily impaired in other aspects

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25
of intelligence such as those measured on the non-verbal parts of the intelligence
quotient tests. Similarly, there is an inherited set of syndromes called specific
language impairment which is marked by delayed onset of language, difficulties
in articulation in childhood, and lasting difficulties in understanding, producing,
and judging grammatical sentences. More interestingly, there are syndromes
showing the opposite dissociation where intact language coexists with severe
retardation. These cases show that language development does not fully depend
on fully functioning general intelligence.
It may have also been thought that language and its different aspects go
together as dictated by the left-right hemispheres of the brain. But even in the
specific area of the brain devoted to language, there are further subdivisions that
account to highly specific language concerns. Multiple Intelligence proponent
Howard Gardner, for example, cited the Broca's area of the brain. If this area is
damaged, a person will lose the ability to express himself in clear grammatical
sentences, though his understanding of vocabulary and syntax remains intact.

Conceptual Framework
This study is grounded on the paradigm (Figure 1), the process, from
which significant findings are expected to arise.
The input identifies the linguistic theories on whose account the variables
were chosen. This includes theories which attempt to explain the language
differences in male and female humans, the interplay of an individual’s L1 and L2

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26
INPUT

1. Linguistic theories
2. English Vocabulary Proficiency Level
3. Learner Variables
a. Sex
b. Language spoken at home
c. Reading material preference
4. General Academic Performance (General weighted
average of grades in all academic subjects)



PROCESS


Analysis of test results (English vocabulary
proficiency Level)




OUTPUT


1. Level of performance
49 - 6 0 = very competent
37 - 48 = competent
24 - 36 = moderately competent
13 - 24 = incompetent
0 - 12 = very incompetent
2. Effects of the learners variables on the English
vocabulary proficiency level
3. Correlation of the English vocabulary proficiency
level and general academic performance



Figure 1. Paradigm of the Study

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27
and the intricacies of L2 vocabulary acquisition, and the general learning
implications of language.
On account of the sex variable, a well-established and accepted scientific
finding offers the explanation of the language difference between the two sexes.
Encyclopedia of Educational Technology (1994) offers the information that
primarily, females test better on perceptual speed, verbal fluency, determining
the placement of objects, precision manual tasks, identifying specific attributes of
objects and arithmetic calculations (simple math). Males, on the other hand, test
better on spatial tasks, target motor skills, spotting shapes embedded in complex
diagrams, and mathematical reasoning.
What accounts for the individual language learning differences and other
learning preferences aside from socio-cultural influences may be the brain
dominance.
It has long been accepted and certified true that for most people
(practically all right-handers and most left-handers) the two sides of the cortex
perform different functions. The left hemisphere is responsible for most linguistic
performance in adults.
Recent studies strongly suggest that the left brain is also involved in
certain non- linguistic functions, specifically those related to the perception of
time: for example, the left hemisphere is superior to the right in judging temporal
order, or deciding which of two stimuli was presented first. The "other side of the

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28
brain, the right hemisphere, appears to be responsible for spatial relations, so-
called "gestalt" perception (exemplified by the ability to rapidly estimate the
number of dots on a card after an extremely brief exposure, without actually
counting each dot), and "part-to-whole" judgments (for example, matching arcs
to circles). Some aspects of musical perception may also be done by the right
hemisphere.
On L1-L2 intricacies, Chomsky offered his theory on the universality of
language. Chomsky’s Universal Grammar describes how the first language (L1)
affects second language (L2) acquisition. In the Universal Grammar theory or
UG, he postulated that there is a universality of all language. This theory claims
that UG which is present in every human renders all languages identical. It
further suggests that there is a set of universal principles which is activated when
an individual begins to acquire his L1 and which facilitates a positive carryover
from L1to L2 learning. On this account, it may be said that L2 learning should not
be difficult.
Another theory, Krashen’s theory (1981) contradictorily posits that the
learner’s knowledge of L1 will have no effect on the L2 learning processes –
neither positively, negatively via default or otherwise. In a stronger version of
this, transfer of L1 to L2 is strictly impossible.
Obviously, there is a vast difference between the development of the
native, or first language, and the subsequent learning of a second language.

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29
Central to the understanding of the process of second language acquisition is
Cummins' theory of language proficiency. He claims that in order for a student to
become proficient in a second language, both Basic Interpersonal
Communication Skills (BICS) and Cognitive Academic Language Proficiency
(CALP) need to be developed. The latter is the basis for a student's academic
success but may take anywhere from 5 to 7 years, or longer, to master. Basic
interpersonal communication skills, in contrast, are usually attained within the
first two years of exposure to a second language and are characterized by
superficial oral language skills. Language proficiency develops along
continuums: from context-embedded to context-reduced communication on
which vocabulary knowledge is a requirement, and from cognitively
undemanding to cognitively demanding tasks.
Another hypothesis offered by L2 researcher is the Interaction
Hypothesis. This hypothesis proposes that language acquisition is strongly
facilitated by the use of the target language in interaction. In particular, the
negotiation of meaning has been shown to contribute greatly to the acquisition of
vocabulary.
The richness of a person's vocabulary is popularly thought to be a
reflection of intelligence or level of education. In fact, most standardized tests,
such as the SAT (Scholastic Aptitude Tests), K-BIT (Kaufman Brief Intelligence
Test) have questions that test vocabulary. Even non-linguists have recognized the

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30
potency of vocabulary as a component of the famous human attribute –
intelligence.
These theories and claims have established a sufficient ground on which
the study is anchored.
The second phase, process, treats the analysis of test results known in this
study as the English vocabulary proficiency level.
The final phase, output, offers the description of the English vocabulary
proficiency of the respondents using the five-point scale. It also describes the
effects of the learner variables on the English vocabulary proficiency level of the
respondents. Finally, it will identify and describe the correlation between the
respondents’ English vocabulary proficiency level and their general academic
performance.
With this assumed working framework, the study is expected to rev into
actuality.

Definition of Terms
The common terms employed in this study, are the following:

Computer-generated articles. These refer to all kinds of reading articles
accessible through the computer.
English Textbooks. These refer to all textbooks written in English
regardless of the subject.

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31
English Vocabulary Proficiency. This refers to the knowledge of the
meanings of words and their use in different context.
Freshmen. This refer to the first year students of the University of Baguio
Science High School SY 2005-2006.
General Academic Performance. This refers to the weighted average of
the respondents’ grades in all academic subjects during the second academic
quarter of SY 2005-2006.
Interaction Hypothesis. This proposes that language acquisition is
strongly facilitated by the use of the target language in interaction.
Interference. This refers to the negative transfer or carryover of L1 to the
L2 .
Language Spoken at Home. This refers to the primary language used by
the family members.
Lexis. This refers to words.
L1. This refers to first language.
L2. This refers to second language or English.
Reading Material Preferences. This refer to English pocketbooks,
computer-generated reading materials, English newspapers and magazines, and
English textbooks.
UG. This stands for Universal Grammar which Chomsky claimed to be
present in every human. This, accordingly, renders all languages identical. This

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32
set of universal principles which is activated when an individual begins to
acquire his L1 and which facilitates a positive carryover from L1to L2 learning.
Vocabulary. This refers words.

Hypotheses

The following hypotheses were formulated for testing.
1. The English vocabulary proficiency of the respondents is very competent
along sex, language spoken at home, and reading material preference
variables.
2. There is no significant difference in the English vocabulary proficiency
levels of the respondents along sex, language spoken at home, and
reading material preference variables.
3. There is no significant correlation between the English vocabulary
proficiency and the general academic performance of the respondents.

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33
METHODOLOGY

Locale and Time of the Study

The study was conducted at the University of Baguio Science High
School during the second academic quarter, School Year 2005-2006.

The University of Baguio Science High School, founded in 1963, is the
first science high school in the city. At present, it continues to provide secondary
education to 414 students with its holistic curriculum.

Respondents of the Study

The respondents of the study were the freshmen of the University of
Baguio Science High School SY 2005-2006. There were 4 sections of freshmen,
each section having 30 students totaling to 120 freshmen. The researcher took
100 per cent of the population. Two, however were absent during the day of test
administration making the actual population of 118. There were 64 female and 54
male respondents.

Instruments of the Study
A. The Personal Data Sheet

The researcher administered a personal data sheet to the respondents to
determine the three moderator variables (sex, language spoken at home, and
reading material preference) along which the respondents were classified.

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34
B. The Vocabulary Proficiency Test

The researcher used the 40-point vocabulary section of the Michigan Test
and an additional 20-point test of similar type adopted from previous studies.

Reliability and Validity of the Instrument
The Michigan Test is a standardized test used by several researchers in
testing the English proficiency of subjects. The researcher took only the 40-point
vocabulary section since her study involves vocabulary competence only. The
additional 20-point test was added to the Michigan Test to ensure a wider and
therefore representative of the vocabulary words. The test was used by other
researchers like Iloreta (2002) in their query to determine the vocabulary
proficiency of their respondents.
As such, the reliability and validity of such instruments were well
established.

Data Gathering Procedure

The researcher completed this study following this procedure:
She personally sought from the University of Baguio Science High
School principal the permission to administer the Vocabulary Proficiency Test
and the personal data sheet among the freshmen.
She personally administered the Vocabulary Proficiency Test and the
personal data sheet.

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35
The score of the respondents were classified and interpreted by using this
five-point scale:
49 - 60 = Very Competent
37 - 48 = Competent
25 - 36 = Moderately Competent
13 - 24 = Incompetent
0 - 12 = Very Incompetent
She also got a copy of the general weighted average of the freshmen after
the second academic quarter. This, she did, because she had full access to the
information.
Finally, she collated, tallied, subjected to statistical tools, and interpreted
the data. Hence, the results and the conclusions are rendered authentic.

Statistical Treatment of Data

The data of this research were subjected to statistical tools that allowed
interpretation of the raw data.
The researcher used the weighted mean to describe the vocabulary
proficiency level of the respondents. This answers the first problem.
The formula runs:

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36
Where:
X = assigned value to the obtained scores of the respondents in the
English Vocabulary Proficiency Test
∑ = summation
W = weight of assigned values
To test whether there is a significant difference in the vocabulary
proficiency level of the respondents along sex, language spoken, and reading
material preference variables, the researcher used Friedman two-way analysis of
Variance by Ranks.
The formula runs:
F-Computed:
Fr = MSSb



MSSw


Where:

Total Sums of Squares: TSS = ∑X2-(∑X)2
Sum of the Squares Between Columns:
SSb = ____1_____ ∑(sum of each column)2 - (∑X)2
No. of rows


N

Sum of the Squares Within Columns: SSw = TSS-SSb

Total Degree of Freedom: dft = N-1

Between Columns Degree of Freedom: dfb = K-1

Within Columns Degree of Freedom: dfw = dft - dfb

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37
Mean Sum of Squares Between Columns: MSSb = SSb






dfb
Mean Sum of Squares Within Columns: MSSw = SSw









dfw
F-computed: Fr = MSSb


MSSw


Where:


N= the number of samples


Fr = the computed value of F


Ft = the tabular value


K = the number of columns


df = the degree of freedom
To determine the relationship between the respondents’ vocabulary
proficiency level and their academic performance, the researcher used Pearson’s
Product Correlation Coefficient. The formula is:
r =
n∑XY-∑X∑Y
__________________________
√ [n ∑X2- (∑X)2 ][nY2-( ∑Y)2 ]
Where:

N=number of paired observations

∑X= sum of values of X
∑Y= sum of the values of Y

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38
RESULTS AND DICUSSIONS


This chapter presents data which were gathered, tabulated and subjected
to statistical tools and their corresponding interpretations that answer the
problems of this study.

English Vocabulary Proficiency Level
of the Respondents Along Sex Variable

Table 1 presents the finding that the male freshmen’s English vocabulary
proficiency level was 3.59 interpreted as competent and that the female
freshmen’s English vocabulary proficiency level was 3.67 which was slightly
higher with the same descriptive interpretation.
Of the 54 male respondents, 4 scored very competent and of the 64
female respondents, 5 scored a very competent English vocabulary proficiency
level.
Majority of both sexes showed a competent proficiency level.
Meanwhile, 26 percent of the male population or 14 males and 31 percent
of the female population or 20 females showed a moderately proficient level.
Under incompetent proficiency level, there were 6 or 11 percent of the
males and 3 or 5 percent of the females.
None of the respondents manifested a very incompetent proficiency level.
The male respondents with 3.59 and the female respondents with 3.67,

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39
Table 1. English Vocabulary Proficiency Levels Along Sex Variable


Very
Competent Moderately Incompetent
Very
Wtd
SEX
competent

competent

Incompetent
Mean
(4.51-
(3.51-4.5 )
(2.51-3.5)
(1.51-2.50)
(1.0-1.50)
5.00)
Males
4
30 14 6 0
3.59
Females
5 36 20 3 0 3.67

were interpreted competent. Hence, the hypothesis that the respondents’
vocabulary proficiency level is very competent, is rejected.
Various researchers, Alparo (1997), for example, revealed in their study
that vocabulary, as a component of English proficiency, is an area of difficulty.
Alsiyang (1997) concluded that along vocabulary, her subjects showed an
incompetent proficiency level.
The respondents of the studies by As-il (1997), Iloreta (2002) and Lopez
(1986) showed a fairly satisfactory level of competence.
On the other hand, Bautista (1995) concluded that along vocabulary, her
respondents showed a very good proficiency level.
It may be assumed that since English is a second language among
Filipinos (and not a foreign language as it is to other non-native speakers), they
should be very competent in vocabulary. But there are other surrounding factors
that determine the vocabulary proficiency of the students which may be beyond
classroom influences.

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40
English Vocabulary Proficiency
Level of the Respondents Along
Language Spoken Variable

Table 2. The English Vocabulary Proficiency Level Along Language Spoken
Variable

Language
Very
Competent Moderately
Incompetent
Very
Wtd.
competent

competent

Incompetent Mean
(4.51-
(3.51-4.5 )
(2.51-3.5)
(1.51-2.50)
(1.0-1.5)
5.00)
Tagalog 6
57
21
2
0
3.78
Ilokano 0
4
9
2
0
3.13
English 3
5
0
0
0
4.38
Korean 0
1
1
5
0
2.43
French 0
0
1
0
0
3.00
Punjabi 0
0
1
0
0
3.00

Table 2 summarizes the vocabulary proficiency levels of the respondents
according to language spoken at home variable.
The Tagalogs, who made up 73% of the population, averaged 3.78
described as competent. Details show that 6 of them were very competent, 21
faired moderately competent and 2 scored incompetent.
Of the 15 Ilokano speakers, 9 of them faired moderately competent; 4
faired competent; and 2 scored under incompetent proficiency level totaling to a
3.13 average interpreted as moderately competent.
Of the 7 English-speaking respondents, 3 were very competent and the
rest averaging 4.38 interpreted as competent.
Meanwhile, the Koreans averaged 2.43 interpreted as incompetent. This
proficiency level was attributed to the incompetent proficiency level of 5 of the 7
Koreans.

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41
With the varied and lower general vocabulary proficiency level of the
respondents according to their linguistic group, the hypothesis that the
vocabulary proficiency level of the respondents along language spoken variable
is very competent, is therefore rejected.

English Vocabulary Proficiency
Level of the Respondents Along
Reading Material Preference


Table 3 presents, according to reading material preference, the
respondents’ English vocabulary proficiency level.
In a multiple response survey questionnaire, English newspapers and
magazines appear to be the most read by the respondents. Sixty-nine respondents
who preferred English newspapers and magazines scored 3.67 weighted average
interpreted as moderately competent.

Meanwhile, computer-generated reading materials came next to English
newspaper and magazines. Sixty-one readers of these materials averaged a 3.72
English vocabulary proficiency level which was competent.

English textbooks readers manifested competent English vocabulary
proficiency with a 3.55 weighted average.

English pocketbooks appeared to be the least preferred with only
40 readers who revealed the highest weighted average but with the same
descriptive proficiency level that is competent.

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42
Table 3. English vocabulary proficiency level along reading material preference
Reading
Very
Competent
Moderately
Incompetent
Very
Wtd.
Material
Competent

competent

Incompetent
Mean
Preference
(4.51-5.00)
(3.51-4.50)
(2.51-3.5)
(1.51-2.50)
(1.00-1.50)
Computer-
7 33 18 3 0 3.72
generated English
Reading Material
English
5
29
6 0 0 3.98
Pocketbooks
English
4 30 18 6 0 3.55
Textbooks
English
3 41 24 1 0 3.67
Newspapers
and Magazines


With the respondents’ competent vocabulary proficiency along all the
reading material preferences, the hypothesis that the respondents’ vocabulary
proficiency level along all the reading material preferences is very competent is
rejected.

Significance Level of the Difference
in the Vocabulary Proficiency Levels
of the Respondents Along Sex Variable


Table 4 points out the significance level in the proficiency levels of the
respondents along sex variable.
The observed value, 7.60, was lower than the tabular value of 9.488. This
indicated that there was no significant difference in the English vocabulary
proficiency levels of the male and female freshmen of the University of Baguio
Science High School. Thus, the hypothesis that there is no significant difference

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43
Table 4. Significance Level in the Difference in the Proficiency Levels of the
Respondents Along Sex Variable

SEX
Very
Competent Moderately Incompetent
Very
Wtd.
competent

competent

Incompetent Mean
(4.51-5.00)
(3.51-4.50)
(2.51-3.50)
(1.51-2.50)
(1.00-1.50)
Males
4
30 14 6 0
3.59
Females
5 36 20 3 0
3.67

X2.05=9.488
Fr=7.60 -Not
Significant

in the English vocabulary proficiency levels of the respondents along sex
variable is accepted.

Parallel to this result is Alsiyang’s (1997) finding that along gender
variable, the males did just as well as the female respondents.

As a further support to this is Bautista’s (1995) finding that gender
rendered no effect on the English proficiency (of which vocabulary knowledge is
a component) of her student-teacher respondents.

Moreover, Tiorisio (1998) also concluded in her research that one cannot
say that the females are more linguistically proficient than males or vice versa.

On the contrary, Lopez (1986) revealed that his female respondents
performed better than the males in a communication competence test in English.

Tiorisio (1998), citing Rubin’s study, maintained that girls surpass boys
in verbal ability hence, females usually express themselves in words more readily
and skillfully than boys.

Similarly, Dacanay (2000) revealed in her study that gender affected her
respondents’ comprehension of non-verbal materials which include graphs,

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44
flowcharts, diagrams, and tables. Accordingly, females performed better than
their male counterparts.

In agreement to the previous author, Calos (199) found out that her
female subjects performed better than their male counterparts in vocabulary
competence.

Moreover, Galangco (1988) disclosed that female teachers had a higher
English proficiency than the male teachers.

Naiden, as cited by Tiorisio, furthered the assertion that boys, at every
age, are inferior to girls in size of vocabulary. This claim is further strengthened
by researchers’ reports that boys usually outnumber girls in remedial reading
classes.

It is frequently asserted that individual difference in learning may be
attributed in part to sex. There are myriad studies aiming to determine whether or
not the sexes differ in general intelligence but have not yielded consistent
findings. Sometimes, statistically significant differences favor the girls;
sometimes, they favor the boys. The significant difference usually is usually
attributed to the size of samples used. Mean differences between the two sexes
are small and seem to be largely a function of a particular test used, the nature of
the items, and the age of the subjects. With reduced sex biases in the I.Q. test, the
differences may be attributed to the different experiences of the sexes.

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45
Significance Level of the Difference in the
Vocabulary Proficiency Levels of the
Respondents Along Language Spoken Variable


Table 5. Significance Level of Difference in the Vocabulary Proficiency Levels
of the Respondents Along Language Spoken Variable

Language
Very
Competent Moderately
Incompetent
Very
Wtd.
competent

competent

Incompetent Mean
(4.51-5.00)
(3.51-4.50)
(2.51-3.50)
(1.51-2.50)
(1.00-1.50)
Tagalog
6
57
21
2 0 3.78
Ilokano
0
4 9 2 0 3.13
English
3
5 0 0 0 4.38
Korean
0
1 1 5 0 2.43
French
0
0 1 0 0 3.00
Punjabi
0
0 1 0 0 3.00

X2.05=9.488
Fr=8.10 Not
significant

Table 5 presents the significance level in the proficiency levels of the
respondents along language spoken at home variable.
The observed value, 8.10, at .05 significance level was lower than the
tabular value, 9.488. This indicated that there was no significant difference in the
English vocabulary proficiency levels of the respondents along language spoken
variable. With this, the hypothesis that there is no significant difference in the
vocabulary proficiency levels of the respondents along the language spoken
variable is accepted.
It may be observed that the Koreans, Ilokanos, and the lone French and
Punjabi speakers averaged far below the other linguistic groups but their
population is too small as compared to the Tagalogs. Hence, the difference in the

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46
mean does not render a significant difference in the proficiency level of the
respondents.
Alsiyang’s (1997) research on communicative proficiency with respect to
the dialect spoken shows that there is no significant difference in the
communicative proficiency level of her respondents exists.

Hufana’s investigation (1980) on the errors of freshmen agricultural
students who belonged to six linguistic groups – Ilocano, Pangasinan, Ibaloi,
Ifugao, Benguet Kankana-eys, and Bontoc Kankana-eys show the same result
that the first language of her respondents did not project any significant
relationship with the type of errors her respondents made.

Corpuz (1987) also concluded that there is no significant relationship in
the level of communicative competence in written communication of the
University of Baguio student teachers along L1 variable.

On the contrary, Wui concluded in her research that the dialect which her
respondents spoke has a significant bearing on their written communicative
proficiency.

Similarly, Rayos (1982) found out that along English vocabulary,
students who spoke English at home performed significantly better than those
who use only the vernacular.

International Language Researcher Galasso (2002) concluded in his

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47
research that there is a definite L1 (first language) interference in L2 (second
language) learning. Particularly, he reported that the nature of L2 errors are not
just random errors taken from the myriad of possible L1-L2 mismatch constructs
made available by UG (Universal Grammar), but rather, such errors, indeed, tend
to be strategically derived from the speaker’s native L1 parameter settings. In a
stronger and simpler version, the L2 learners fell back to the L1 rules when they
were constrained by L2’s different structures.

Significance Level of the Difference in the
Vocabulary Proficiency Levels of the Respondents
Along Reading Material Preferences

Table 6 points out the level of significance of the proficiency levels of the
respondents according to the reading material preference.
The observed value of 14.95 was greater than the table value, 9.488, at a
significance level of .05. Hence, the hypothesis that the English vocabulary
proficiency levels of the respondents along reading material preference variable
do not differ significantly, is rejected.
It is then fair to say that readers of pocketbook manifest an advantage
over readers of computer-generated reading materials, English newspapers and
magazines and English textbooks.

Favorable to the preceding finding, Corpuz (1987) reported that there is
observed significant difference in his respondents’ level of communicative
competence with regard to mass media exposure.

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48
Table 6. Significance Level of Difference in the Proficiency Level Along
Reading Material Preference

Reading
Very
Competent
Moderately
Incompetent
Very
Wtd
Material
Competent

competent

Incompetent
Mean
Preference
(4.51-5.00)
(3.51-4.50)
(2.51-3.50)
(1.51-2.50)
(1.00-1.50)
Computer-
7 33 18 3 0 3.72
generated English
Reading Material
English
5
29
6 0 0 3.98
Pocketbooks
English
4 30 18 6 0 3.55
Textbooks
English
3 41 24 1 0 3.67
Newspapers
and Magazines
X2.05=9.488
Fr=14.95
*Significant
Similarly, Calos (1989) strengthened the findings of Corpuz when she
concluded that exposure to mass media plays a significant role in communicative
competence. This is supported by the fact that the students who were exposed to
mass media performed significantly better both in their vocabulary and linguistic
competence.
In like manner, Lubrica (1986) attested to the favorable effects of mass
media to vocabulary development among learners when she concluded that
exposure to mass media in Filipino can increase the knowledge of students in
words. Considering this finding, one can assume that exposure to English mass
media can also facilitate the acquisition of English vocabulary among students.
Moreover, Al-Saghayer (2001) postulated that computer applications also
have the potential to increase the depth of word knowledge of students. Many
students develop vocabulary independently and sometimes even unconsciously.

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49
He added that computer-generated vocabulary words create mental images in the
learners, thus, words become easier to remember.
Groot (2003) conducted a computer-assisted Second language vocabulary
acquisition and found out that students master target language vocabulary with
Computer-Assisted Second Language Vocabulary Acquisition or CAVOCA.
Consequently, he proposed that CAVOCA is a good alternative for slow
unintentional word learning.

Likewise, Hayashi’s (1999) research on second language acquisition was
very affirmative that the more exposed the L2 learners are to English reading
materials, the greater their improvement in reading ability and vocabulary
knowledge than their less exposed counterparts.

The most convincing evidence for the benefits of extensive reading
comes from what has come to be known as “book flood” studies Elly (1983)
which looked at the effects of extensive reading on English language proficiency
to be overwhelmingly positive.
Wakely (2004) also asserts in his article that for initial stages, the
textbooks and teachers normally ensure that a basic vocabulary is acquired in the
classroom and related homework study. For the intermediate learners, readers
with modified vocabulary load and with accompanying explanations, notes and
pictures are useful. For the more advanced learner, the best help comes from the
unmodified texts with notes and glosses in the first language and second

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50
language to help in the different passages. There is a debate on to whether
literary works are best, since fiction has a high type-token ratio and therefore,
presents new words in abundance.

Contrary to the result of this study are findings of other researchers.
Bautista (1995), for example, revealed that exposure to different forms of media
bears no impact in the English proficiency level of her respondents.

An American-based Filipino teacher, Crisostomo (1997) concluded that
exposure to media did not significantly affect the English proficiency of his 515
respondents.

The Relationship Between the Respondents’
English Vocabulary Proficiency Level
and their General Academic Performance

Using the Pearson’s Product Correlation Coefficient, the researcher
established the relationship between the two major variables of this study.
The observed value, 0.55094, at 0.5 level of significance, was higher than
the tabular value 0.1946. This indicated that there was a significant and positive
correlation between the respondents’ English vocabulary proficiency level and
their general academic performance. Thus, the hypothesis that there is no
significant correlation between the two variables is rejected.
Directly parallel to this finding is the result of the recent study of
Adebayo (2004). Using a multiple regression analysis, Adebayo found out that
the vocabulary score of some college students on the NDRT (a re-admission

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51
test) is a significant predictor of academic achievement and that other variables
such as age and gender did not predict academic success of the students.
A strong suggestion that shares this finding comes from Becker (1977),
who, after a lengthy research, concluded that a relationship exists between
vocabulary knowledge and academic achievement.
Congruent to Becker’s suggestion is Foorman’s (1986) conclusion that
word identification is a reflection of accessibility to text.



Years later, researchers such as Simmons and Kameenui (1998) reported
that learning, as a language-based activity, is fundamentally and profoundly
dependent on vocabulary knowledge.
In affirmation, Chall, Jacobs and Baldwin (1987) asserted that between
low and high academic achieving students, the vocabulary difference is estimated
to be approximately 5000 words.
As a further support to the foregoing conclusions, Hirsch Jr., as cited by
Wolf (2003) presented a compelling argument that the primary reason children
fall behind is a huge vocabulary deficit.
In the frontiers of reading, Anderson and Freebody (1981), literacy
experts, share the belief that vocabulary knowledge and the ability to
comprehend text are inextricably linked – that the breadth and depth of a
student’s vocabulary is a key predictor of his or her ability to understand a wide

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52
range of texts. According to them, this fact is true for both native English
speakers and non-native speakers.
The report of the National Reading Panel (2000), for example, concluded
that the importance of vocabulary knowledge has long been recognized in the
development of reading skills. As early as 1924, researchers noted the growth in
reading power relies on continuous growth in word knowledge.
Linguist Smith, (1995) summarized his studies on vocabulary and
learning. He said that effective vocabulary instruction develops the relationship
between words and concepts. Concepts are the basic units of thought and belief
and words are the labels for these thoughts and beliefs. If the concept is a
familiar one, then the word that corresponds to this underlying knowledge will be
understood, remembered, and used. Concepts grow and develop through
experiences and through examining those experiences, concretely and through
reading and writing. This in turn leads to learning and using more labels —
words.

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53
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS


Summary


This study aimed to identify the relationship between the English
vocabulary proficiency level and the academic performance of the freshmen of
the University of Baguio Science High School. It also sought to determine the
English vocabulary proficiency levels of the respondents along the identified
variables: sex, language spoken at home.
The male and the female respondents showed a competent English
vocabulary proficiency level, as to the sex variable.

Along the language spoken at home variable, respondents who speak
Tagalog and English showed a competent proficiency level. The Ilokanos and the
lone Punjabi and French speakers performed moderately competent. Koreans
manifested an incompetent proficiency level.
All the respondents in all kinds of reading material faired generally
competent but differ significantly.

There is no significant difference in the English vocabulary proficiency
levels of the respondents along sex and language spoken variables. Reading
material preference variable, on the other hand, bears a difference in the
respondents’ proficiency level. The readers of pocketbook manifest an advantage
over readers of computer-generated reading materials, English newspapers and
magazines and English textbooks.

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54

It was revealed that there is a significant and positive correlation between
the respondents’ English vocabulary proficiency levels and their academic
performance. The higher the English vocabulary proficiency level of a
respondent, the better his academic performance.

Findings


The following findings are the answers to the problems of this study:
1. a. The English vocabulary proficiency level of the University of Baguio
Science High School along the variable sex is competent.
b. The respondents who speak Tagalog and English showed a competent
English vocabulary proficiency. The Ilokanos manifested a moderately
competent proficiency level. The Koreans showed an incompetent
vocabulary proficiency level and the lone Punjabi and French speaking
students faired moderately competent along language spoken variable.
c. The readers of English pocketbooks, computer-generated reading
materials, English newspapers and magazines and English textbooks
manifested a competent English vocabulary proficiency.
2. There is no significant difference in the English vocabulary proficiency levels
of the respondents along sex and language spoken variables. On the other hand,
there exists a significant difference in the English proficiency levels of the
respondents along the reading material preference variable.

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55
3. A significant and positive correlation exists between the respondents’
English vocabulary proficiency level and their general academic performance.

Conclusions
The following conclusions are based on the findings of the study:
1. The English vocabulary proficiency levels of the University of Baguio
Science High School freshmen is competent.
2. Sex and language spoken at home variables do not account for the
difference in the respondents’ English vocabulary proficiency levels but
reading material preference variable does.
3. The English vocabulary proficiency level of the University of Baguio
Science High School freshmen is a good predictor of general academic
performance. The higher the English vocabulary proficiency level of the
respondent is, the better his academic performance.

Recommendations

Based on the findings, the following recommendations are forwarded:
1. Wide and independent reading should be encouraged among learners until
it becomes a habit. Through wide and independent reading, students come
in contact with vocabulary that rarely occurs in spoken language, but that
is much more likely to be encountered in printed language. Vocabulary
used in oral communication such as television or adult conversation is

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56
extremely restricted. Through wide reading, learners gain a sense of the
context in which each new and unfamiliar word is used. Fiction works
such as pocketbooks offer a wider scope of vocabulary.
2. It is most appropriate for every language teacher or reader to develop “a-
word-a-day” routine wherein there is a focus on an interesting and
challenging word. The words should be introduced and discussed and
students should be encouraged to look for them and use them in and out
of school. As a tool, a vocabulary notebook is most fitting and therefore
recommended.
3. Teachers and even parents should teach children as early as possible the
proper use of dictionaries, thesauruses, and other reference works.
Exploring dictionary entries can be one important and effective
component of understanding a word deeply.
4. There should be a more teacher-directed and curriculum-directed
classroom activities to fostering vocabulary. If education is going to have
a serious function, then it must do its best to ensure good vocabulary
knowledge among learners. Vocabulary development should not simply
be left to chance.
5. Schools should offer a wide variety of reading materials – especially
those that are highly relevant to the age and interest o children. Fiction

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57
works, which, more likely use unfamiliar words offer better chance of
vocabulary development.
6. Not all learners, kids – most especially are alike, but educators could do
more to bridge the vocabulary knowledge difference between high and
low academic performing learners by devising tools for vocabulary
development which are both interesting and challenging.
7. There is a need for teachers to create language situations where students
are constrained with the need to know a lot of words. As such, language
learners’ extrinsic motivation may shift to intrinsic motivation.
8. Since learners show genuine interest in computer-generated reading
materials, school administrators ought to provide students sufficient
access to the Internet.
9. Teachers themselves should be interested in words. A language teacher is
most appropriately a “linguaphile.”
10. Further researches on vocabulary development is encouraged especially
on what and which vocabulary teaching strategies are most effective.

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58
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64
Appendices A

THE INSTRUMENT
A. Personal Data Sheet
I. Personal Information

Name: _________________________
Sex: Female









Male









Language Spoken at Home: (Please check one.)
____English
____Tagalog
____Ilokano
____Ibaloi
____Kankana-ey
_________________(Others,
please
specify.)

Reading Material Preferences
Please check the reading materials you prefer to read.

____ Computer-generated English articles(All sorts of reading texts.)
____ English pocketbooks (novels)
____ English textbooks (all textbooks in any subject using the English
language)
____ English newspapers and magazines


B. English Vocabulary Proficiency Test
PART II OF THE MICHIGAN ENGLISH
PROFICIENCY TEST VOCABULARY
A.
There are two types of vocabulary items in this test. In the first type you
are given a sentence followed by four words and phrases. You are to find
the word or phrase that is closest in meaning to the underlined word or
words in the sentences and that could be used in the sentence without
changing its meaning greatly.
Example
1. It’s too windy to go for a stroll


a. swim
b.
sail

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65
c.
drive
d.
walk


The word “walk” means about the word “stroll” in this sentence. The sentence,
“It’s windy 2to go for a stroll.” To show that “d”, “walk” is the correct answer,
blacken or shade the box that corresponds to you answer.

B.
In the other type of item you are given a sentence with one word omitted
and a list of four words. You are to find the word that would best complete the
sentence.
Example:

1. Because of the storm and rough winds, it would be foolish to go
out sailing today in a small _____.
a. automobile
b. house
c. boat
d. beast
The word “boat” fits best the sentence so that it reads, “Because of the storm and
rough waves, it would be foolish to go out today in a small boat.” To show that
“c” is the correct answer, encircle the letter.

1. One hundred thousand people wanted to go to the football game but the
stadium had seats for only fifty thousand people.
a. attendants b. victims
c. bullies
d. spectators
2. Peaches are plentiful this year.
a. pleasant
b. very sweet
c. in large supply
d. in full
baskets
3. He bet money on every horse race and every baseball game even though
his wife did not want him to _____.
a. propel
b. gambe
c. exploit
d. endow
4. Harris was never able to do the work by himself because Mary would
always ______.
a. defer
b. interfere
c. dispense
d. discontent
5. When food is scarce, people try to hoard large quantity of it.
a. eat up
b. grow up
c. store up
d. sell
6. David is married to Mary; he is her ______.
a. plasma
b. span
c. anathema d. spouse
7. He rejected all the plans that were given to him.
a. changed
b. like
c. thought about
d. refused
8. John did not have to write the composition if he didn’t want to; it was
_____.
a. optional
b. eligible
c. reorganized
d. unseemly

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66
9. Their performances are always outstanding.

a. outside
b. crowded
c. very good
d. understood
10. Jenny’s dress became too small after she washed it because it _______.
a. shrank
b. slumped
c.

d. stalled
11. If you moisten this, it will work better.
a. dry
b. wet
c. fix
d. change
12. You told me that Jack will arrive tomorrow, but I am not certain that he
will. Can you give me some _______?
a. prescription
b. agreement
c. assurance d. insurance
13. He is hardly awake.
a. completely
b. scarcely
c. already
d. never
14. They need something to lure the fish.
a. cook
b. clean
c. attract
d. find
15. This farm breeds some of the best race horses in the country.
a. raises

b. sells
c. owns
d. races
16. He was asked to leave school because of his bad behavior.
a. credit
b. character
c. health
d. actions
17. Blend the ingredients carefully.
a. cook
b. study
c. mix
d. bake
18. I am going to hire someone to prune the trees.
a. dig up
b. pick the fruit from
c. plant
d. cut some
branches
19. Bees live in a _____.
a. hindrance b. hive
c. sty
d. stable
20. He is very stubborn.
a. short
b. strange
c. hard to change
d. young
21. A spider spins a ______ that looks like lace.
a. web
b. yarn
c. thicket
d. fare
22. The policeman wouldn’t take the money when Chester tried to ____ him.
a. gripe
b. bribe
c. grief
d. bridle
23. Aside from his salary, he has little money.
a. even with b. because
c. compared to
d. except for
24. Stones used for building houses usually come from _____.
a. dales
d. bumps
c. mines
d. quarries
25. He is revising the plans for the building.
a. changing
b. seeing
c. painting
d. learning
26. You should overlook his faults.
a. correct
b. watch
c. find
d. not notice
27. We could hear the dog gnawing on the bone.
a. biting on
b. fighting over
c. barking at d. begging for
28. John wishes to lease a house.
a. rent
b. build
c. move
d. sell

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67
29. I need something to quench the fire.
a. start
b. put out
c. feed
d. cook on
30. If the work here were important, I would help you do it, but I won’t help
because it is so _______.
a. trivial
b. reliable
c. sleepy
d. sad
31. Bill was very drowsy.
a. drunk
b. angry
c. sleepy
d. sad
32. I have not been able to ascertain the fact.
a. talk about b. discover
c. follow
d. consider
33.It has not rained for forty days, so there will not be much water to drink
until the end of the ______.

a. sponge
b. drought
c. draft
d. spout
34. Allene is sick, but she will be able to go to the Christmas party next week
because her illness is ______.
a. affable
b. affluent
c. temporary
d. temporal
35. I don’t relish the thought of going to work early.
a. enjoy
b. understand
c. draft
d. spout
36. We must revoke the grant given to the school.

a. increase
b. talk back

c. watch
d. credit
37. He barely made it on time.
a. alone
b. never
c. just
d. seldom
38. Mary seems rather subdued today.
a. silly
b. quiet
c. angry
d. early
39. His remarks were flattering.
a. interesting b. stupid
c. easy to understand d. full of praise
40. He was fettered and unable to stand up.
a. frightened b. sick
c. chained
d. feathered

B.
Read the paragraph below, after which, pick out from the option the
correct meaning of the underlined word I the paragraph.

Possibilities
abound in the ocean. In addition to hundreds of varieties of
fish, some kinds of sea weeds an be eaten, or planktons could be easily be
nurtured and harvested as a crop. So far, though, this floating mass of
microscopic plants and animals is considered pretty much inedible. It’s nutritious
enough, containing many proteins, vitamins and minerals that humans need for
survival, but so far, no one has been able to figure out how to disguise its awful
taste.

_____41. abound


a. few
b. do not exist
c. many
d. kind of mineral

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68
_____42. planktons

a. tiny sea life b. wood-like plant
c. game fish d. kind of mineral
_____43. nurtured

a. discovered b. raised
c. examined d. washed
_____44. microscopic

a. too enormous
b. very small c. fascinating d. easy to catch
_____45. inedible

a. not fit to eat
b. nourishing c. popular
d. hard to grow

C. Read the sentences and pick out the synonym of the underlined word.

_____46. Starfish are the best-known members of invertebrate phylum
echenodermata.

a. famous
b. unpopular c. biggest
d. expensive
_____47. The verdict given by the judge is just.

a. punishment
b. decision
c. evaluation d. suggestion
_____48. The son of the murdered man is in a vindictive spirit.

a. quarrelsome
b. angry
c. revengeful d. rage
_____49. Vultures are enormous birds that live mainly a scavengers or carrion.



a. tiny
b. big
c. scary
d. cruel
_____50. How could people afford to spend so much on cosmetics when
thousands of
people are living in penury?

a. wealth
b. generosity c. poverty
d. simplicity

C. Read each sentence and choose the antonym of the underlined word.
_____51. Melancholic movies make her cry.

a. interesting b. joyful
c. sad
d. long
_____52. Not all hounds abhor foxes.
a.
hate
b.
love
c.
bite
d.
befriend
_____53. The statements given were purely ambiguous.

a. clear
b. vague
c. short
d. provoking
_____54. The statistics report was accurate.

a. erroneous b. exact
c. false
d. true
_____55. The jaguar is a wild cat found in South Africa.
a.
cruel
b.
tame
c.
wide
d.
frightful


D. Choose the letter of the word that means the same as the item.
_____56. Illustrious

a. odd
b. concealed c. famous
d. industrious

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69
_____57. Discreet

a. careful
b. careless
c. brief
d. secretive
_____58. Flunk

a. fail
b. suffer
c. mourn
d. succeed
_____59. Meritorious

a. infamous b. learned
c. ambitious d. praiseworthy
_____60. Tranquility

a. humility
b. courage
c. antiquity
d. serenity

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70
Appendices B

English Vocabulary Score and the General Academic Performance of the
Respondents

General Academic
Eng. Voc Prof Score
Performance
NO. NAME
OF
STUDENTS
(Weighted Ave.)
99 – highest possible
60 – perfect score
grade

MALES


1
ABALOS, Amaranth
39
88.46
2
ABRATIQUE, Banoar R.
46
97.03
3
ACOSTA, Anna Jane
33
89.31
4
ACOSTA, Louise Ann B.
36
94.83
5
ALMORA, Ivana Rae G.
48
93.77
6 AMON
Gabriel
Angelo
P.
40
84.00
7
BALTAZAR, Sofia
37
94.00
8
BANASAN, Kenneth
40
84.63
9
BANDONG, Diana
30
91.43
10 BARIWAN, Hannah B.
40
90.37
11 BATENGA,
Marie
46
95.63
12 BAUTISTA, Jeanine
43
91.51
13 BAYLON, Marianne Sophia C.
47
93.00
14 BERNABE, Chelsea
40
91.57
15 BIDDIC, Jefflynne Valerie B.
31
90.46
16 BILLIONES, Chrisann
48
98.03
17 BITAGA, Marjorie
32
89.23
18 BLANDO,
Martin
E.
42
84.80
19 BOLIMA,
Haoji
S.
32
87.06
20 BOTENGAN, Daryl P.
34
84.97
21 BUCAOTO, Charisse P.
41
94.49
22 CACHERO, Cesar
46
89.40
23 CALINAO, Elizabeth
40
85.89
24 CALUB, Marc Jan D.
45
95.34
25 CANLAS, Jinky Grace E.
51
93.71
26 CARREON, Benjamin M. Jr.
26
85.86
27 CHAE, Roy
13
85.29
28 CHUNGALAO, Rufino Jim H.
50
84.23
29 COLTE, Melody
24
91.77
30 COOPER, Colvin
35
86.46

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71
31 DE
DIOS,
Mark
41
85.09
32 DE FIESTA, Ian Gabriel M.
42
88.23
33 DEGAY, Kyla Mae Luise
39
90.29
34 DEL ROSARIO, Julia Noemi P.
39
92.20
35 DHO, Jin Sung
18
93.80
36 DIATOR, Cedric T.
34
85.66
37 DIOQUINO, Paolo Luis S.
48
92.06
38 DOMINGUEZ, Roge Carla S.
36
89.34
39 DONATO, Inna Camille C.
30
95.89
40 DUMAWING, Hardy P.
31
89.83
41 ESTACIO,
Sarah

27
90.51
42 FERNANDEZ, Rufus M.
31
85.06
43 FORONDA, Nicole C.
51
94.23
44 FRIAS, Samantha Paige M.
38
87.26
45 GAERLAN, Avery Joshua C.
51
87.03
46 GAVIOLA,
Thea
Caryl
40
89.14
47 GENOVE,
Ruel
E.
35
87.97
48 GOMEZ, Megan
22
87.66
49 GUTAY, Shemmy
41
92.83
50 JEOUNG, Ean-A
36
92.43
51 JIMENEZ, Vea Jenina
46
93.51
52 KIM, Ji-woo (kevin)
23
85.51
53 KIM, Sang Yun (simon)
20
86.77
54 KONG, Un-Chel (eric)
26
83.91
55 LIBAN,
Michelangelo
D.
38
88.91
56 LICERALDE, Karen P.
43
90.77
57 LICERALDE, Van Reynald
43
96.66
58 LUNES, Jesrei M.
38
88.06
59 MACAY, John Jefferson E
41
89.71
60 MALLARI,
Meghan
G.
39
91.11
61 MALONES, Mark Christian L.
43
91.11
62 MALONG,
Amberleigh
B.
39
91.40
63 MANALO, Tiffany
38
89.31
64 MARIANO, Jordi Arryne C.
36
90.51
65 MARTINEZ, Amber Ruth L.
43
92.09
66 MARTINEZ, Roxielle
31
90.83
67 MARZAN,
Raymond
Jordan
48
91.97
68 MENDOZA, German
40
89.57
69 MOLINA,
Romar
P.
38
93.63
70 MORAN, Nilo Angelo G.
52
91.77
71 NAVARRO, Marico Gabrielle B.
46
96.14
72 NIDOY, Krizzia
32
91.97

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72
73 NISPEROS, Janet Claire
25
90.17
74 NONES, Nikki N.
44
91.34
75 OCHOA, Patricia G.
43
89.09
76 ODSEY, Ronjasen
33
86.91
77 PALMA, Raquel
33
93.77
78 PANTALEON, Joaquin Adrian M.
45
89.29
79 PARIÑAL, Jezreel Philip L.
47
88.31
80 PATAUEG, Ian Marlo D>
28
86.80
81 PATNAAN, Walford M.
26
86.57
82 PATROCINIO, Yvette
52
95.17
83 PERALTA,
Alissa
Lora
V.
46
91.91
84 PEREZ, Raiza
34
88.14
85 PUNJABI, Avinash
38
87.91
86 REFUERZO, Vann Raphael
37
87.63
87 REGACHO, Cassandra Gaile G.
46
94.17
88 RIBAYA, Sofia Marice D.
46
89.54
89 RICO, Precious
28
88.60
90 RODRIGUERA, Eduard Angelo Q.
45
95.46
91 RODRIGUEZ, Tristan Jaiko G.
30
89.83
92 RUIZ, Raiza Loren Grace
30
92.60
93 SALAZAR, Julles Adrian S.
39
89.74
94 SANCHEZ, Kenneth Paul M.
39
85.14
95 SANTONIL, Princess P.
42
91.83
96 SANTOS, Flora Mae M.
52
97.57
97 SAPIGAO, Jenicka G.
37
94.89
98 SINGALAWA, Gene
39
90.57
99 SINGH, Gurmeen
30
85.91
100 SINGSON, Krizza D.
39
94.80
101 SOMERA, Derrick
41
84.74
102 SONG, Min Hye
41
94.91
103 SORIANO, Mharge Danielle A.
35
90.14
104 SURTIDA, Janel Aira M.
45
91.77
105 TACAY, Gerlyn Mae B.
23
91.34
106 TACULOG, Wilbur
30
86.80
107 TANDOC, Gayle
48
93.54
108 TANDOC, Mikko
41
86.51
109 TIBALDO, Inah
36
90.60
110 TORRES, Luisito
49
94.60

---

73
111 TUAZON, Kenn
39
86.26
112 UY, Oliver Dwyne P.
46
90.34
113 VALENCERINA, Cheryl Beafranz L.
37
91.17
114 VERIDIANO, Raiza Nerissa B.
40
91.17
115 VILLA, Frances
35
87.94
116 YAGYAGEN, Shieldera Lynn L.
40
92.77
117 YAP, Jeanil I.
34
91.77
118 YNIGUEZ, Adrianne Aniana B.
49
91.66

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74
BIOGRAPHICAL SKETCH
Born a farmer’s daughter in a geographically remote sitio of Taba-ao,
Kapangan exactly ten years before the 1990 earthquake, the researcher grew up
with kids whose bare feet trustingly ran the rough-and-gentle sloped Kapangan
mountains.
She had her first year of primary education at Ubod Barrio School, Taba-
ao and graduated at Taba-ao Elementary School.

She finished her secondary education at Saint Theresita’s High School in
her town.

Very much aware of her family’s financial predicaments, she sought for
college scholarships of which she was granted – the Comission on Higher
Education Scholarship and the Cruz Scholarship. In June 1997, she enrolled
Bachcelor of Secondary Education Major in English at Saint Louis University,
Baguio City and in April 2001, she graduated cum laude.

Right after graduation, she taught at Benguet Vocational School for a
semester. On October 20, she was hired at San Jose High School as a classroom
teacher and as a school paper adviser. She would have stayed there longer but her
adventurous spirit drove her to explore farther and further. In June 2003, she was
hired at Lorma Colleges Special Science High School. Not long after, she
realized she needed to come home.

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75
In June 2004, she taught as a contractual teacher at Saint Louis
University. On August 20 of the same year, she was hired at the University of
Baguio Science High School where she is still teaching at present.

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76

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77

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Document Outline

• English Vocabulary Proficiency and theAcademic Performance of the UB Science High School Freshmen, SY 2005-2006
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
  • REVIEW OF LITERATURE
  • METHODOLOGY
  • RESULTS AND DICUSSIONS
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
  • LITERATURE CITED
  • APPENDICES

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