EFFECTIVENESS OF ENGLISH CAMPAIGN AND ENGLISH

PROFICIENCY

A THESIS

Presented to the

FACULTY OF THE COLLEGE OF EDUCATION

BOHOL WISDOM SCHOOL

Tagbilaran City

In Partial Fulfilment

of the Requirements of the Degree

BACHELOR IN SECONDARY EDUCATION

Major in English

CAMPECIÑO , MICHELLE JANE T.

DELA TORRE , NICOLE BERNADETTE J.

GUMAPAC , GWYNETH P.

OMUS , HONEY GRACE U.

SARAYAN , APRIL JANE P.

MAY 2023
 ABSTRACT

This thesis study aimed to investigate the

effectiveness of the English campaign and the English
proficiency of students in Bohol Wisdom School
specifically, the students in the college department.
The study will use a descriptive survey research design
with the aid of perceptionnaire for assessing the
implementation of the English Campaign and a
questionnaire for evaluating the respondents' English
proficiency. The study will explore the current
proficiency of students in the English language -
Spelling Vocabulary, Grammar and Usage, and Reading
Comprehension.

The college students may acquire proficiency in

English – Spelling Vocabulary, Grammar and Usage, and
Reading Comprehension however, their proficiency is not
solely dependent on the implementation of the English
campaign in the department. This means that the English
proficiency of the college students is not significant
to the implementation of the English campaign.
 DEDICATION

This product of diligent labour is devoted with love.

the following individuals:

To our adoring and encouraging parents, siblings,

family members, friends, and classmates who support us,

for supporting us and our aspirations;

Thanks to our mentors for motivating us to press on

with our adventure, never give up, and go to

overcome all obstacles in order to achieve

our hopes and objectives;

To our All-Powerful Father and His Blessed Mother for

providing us with direction, bravery, illumination, and

strength

In order to carry out this investigation, this article

of labor is gratefully committed.

College students of Bohol Wisdom School A.Y. 2022-2023,

as well as the survey's respondents for their

cooperation and unwavering support in making the study

feasible.

Family and friends for their unwavering love and

support

and worry about doing their coursework.

And most importantly, to our Almighty Father who gives

them the spiritual support, direction, fortitude, and

knowledge they need to keep battling and achieve the

success they want.

God bless you and thank you!

- The Researchers

Acknowledgment
 With utmost happiness and unspeakable appreciation

would like to give their sincerest praise to the

Supreme Being, the triune God, for his unconditional

love, guidance, protection, and enlightenment that in

him they draw their strength and to the following who

provided them the expertise that the researchers need

along the research process.

Maricel F. Deloso, Ph. D., The dean of the College

of Education, for her constant and undying support for

this research endeavour and for allowing the

researchers to conduct the gathering of data for their

research.

Ray B. Alagon, LPT, LIA , The research adviser who

encourages his research advisees to accomplish this

humble work and for patiently checking and editing the

different parts of the study of the researchers' group

from time to time and for being supportive.

Raul H. Deloso, LPT, Ph.D., the head of the

administrative team, is the researcher's statistician

for guiding and sharing his expertise in statistical

matters.
 Lydia A. Sayon, M. A Ed., the researchers' subject

teacher, for sharing pieces of advice as well as

motivating the researchers to pursue their study

despite the adversities encountered along the process.

Dr. Maricel F. Deloso, Dr. Raul H. Deloso, Dr.

Billy O. Cosares, Dr. Fe F. Aparicio, the panel of

examiners, for sharing their expertise as well as

guiding the researchers throughout the process by

giving suggestions, recommendations, and constructive

criticisms for the betterment and validity of this

humble work.

Fourth Year College Students, for the support and

cooperation they have given to the researchers in the

distribution and retrieval of the perceptionnaire. This

work would not be valid and possible without them.

Parents and Families, of the researchers for their

willingness to extend their hands for the financial

needs of the researchers and for their unending

understanding and concern.

 TABLE OF CONTENTS

TITLE PAGE . . . . . . . i
ACKNOWLEDGEMENT . . . . . . . ii
TABLE OF CONTENTS . . . . . . iv

CHAPTER PAGE
1 THE PROBLEM AND ITS SCOPE . . . . 1
INTRODUCTION . . . . . . 1
Rationale . . . . . 1
Literature Background . . . 4
Conceptual Framework . . . 5
THE PROBLEM . . . . . . 10
Statement of the Problem . . . 10
Statement of the Hypothesis . . 10
Significance of the Study . . 11
RESEARCH METHODOLOGY . . . . 12
Design . . . . . . 12
Environment and Respondents . . 12
Instrument . . . . . 12
Data Gathering Procedures . . 13
Statistical Treatment . . 13
DEFINITION OF TERMS . . . . 14
2 PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA . . . . . . .
3 SUMMARY, FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS . . . . . . 32
Summary . . . . . . 32
Findings . . . . . . 33
 Conclusions . . . . . 33
Recommendations . . . . 34
ACTION PLAN . . . . . . . 36
REFERENCES LISTS . . . . . . 44
APPENDICES . . . . . . . 48
Appendix A . . . . . 49
Appendix B . . . . . 53
Appendix C . . . . . 64
CURRICULUM VITAE . . . . . . 67
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Language is important in our lives as it is vital

in communication for human connection. It allows us to

share ideas and feelings with others, and build

relationships. Speaking, writing and reading are

integral in everyday living, where language acts as the

primary tool for expression and communication.

English can be confusing even for people who

learned it as their first language. It contains

countless exceptions to what seems to be an endless

list of rules. This connects too many different issues

in learning and teaching the English language - poor

English vocabulary confusing spelling, no interaction,

or lack thereof with native speakers, difficult

grammar, feeling embarrassed, confusion colloquialisms,

and slang pronunciation.

One of the most common problems that Filipino

students face is their difficulty in speaking English.

There are several reasons why Filipino students find it

hard to speak English. First, the Philippines is a

country with a rich diversity of languages. As a

result, many Filipino students are not exposed to

English as often as they should be. Second, the

educational system in the Philippines is heavily

focused on rote learning. This means that students are

often memorizing facts and figures without really

understanding the concepts behind them. Third, the

Philippines is a largely rural country. This means that

many Filipino students may not have access to the

resources that would help them learn English

effectively. Despite the challenges, there are still

many Filipino students who are able to speak English

fluently. This is because they are willing to put in

the effort to learn the language. They understand that

English is a critical language in today’s globalized

world and that it can open up many opportunities for

them.

The highlight of this study is to examine the

students’ perception of the effectiveness of the

English Campaign and the English Proficiency of College

Seniors in Bohol Wisdom School. The English Campaign

ensures the use of the English language by emphasizing

to its students that English is a skill to be used in

communication.

Literature Background

The English Language is important for students to

broaden their minds, and improves their quality of life

by opening doors to different opportunities.

This study is anchored on Bruner's Interactionist

Theory (1983), Chomsky Universal Grammar Theory (1956),

Piaget’s Theory of Assimilation and Accommodation

(1919) and Cummins Common Underlying Proficiency Theory

(1980).

Bruner's Interactionist Theory (1983) proposes

that language exists for the purpose of communication

and can only be learned in the context of interaction

with adults and other children. Language develops

depending on social interactions. This includes the

people with whom a child may interact and the overall

experience of the interaction. The social environment a

child grows up in affects how well and how quickly they

develop their language skills.

In addendum, in order to be fluent in speaking

English; one should practice speaking English through

interacting with others. Furthermore, this interaction

will help children to be encouraged to communicate with

others in the school which helps to enhance their

English Proficiency.

Bruner’s Interactionist Executive Order No.

Theory 210 states that:

Language exists for Strengthen the

the purpose of use of the
communication. (Jerome English
Bruner 1983) language as a
medium of
Chomsky’s Universal Grammar
instruction in
Theory
0 the Educational
Language as a normal System.
course of development.
(Noam Chomsky 1956)
CHED Memorandum
Cummins’ Cognitive Academic Order No. 24,
Language Proficiency Article IV, section
5.2, series of 2017
Language required for
states that:
academic achievement.
(Jim Cummins 1984) English is
integrated into
Piaget’s Assimilation and
schools.
Accommodation
Language development
use assimilation and
accommodation. (Jean
Piaget 1919)

BWS 1st YEAR TO 4TH YEAR COLLEGE

STUDENTS

ENGLISH
CAMPAIGN PROFICIENCY

Proposed Action Plan

 Chomsky’s Universal Grammar Theory (1956),

suggests that children learn the language as a normal

course of development as they are facilitated by their

Universal Grammar. When a child begins to listen to

his/her parents, the child will unconsciously recognize

which kind of language a child is dealing with, and

that said child will set his/her own grammar to the

correct one.

An individual naturally holds ability to learn

grammar through their brain regardless the language.

Chomsky believed that the basic structures of language

are already set into human brain upon birth. Therefore,

an individual has its own idea on what language is

being used as he/she is interacting by others in a

daily basis. Human is born with the tools to learn

language with the aid of the given set of rules in the

environment for him to understand and produce native

language.

Cummins’ Cognitive Academic Language Proficiency

proposed (1984) states that the language ability is

required for academic achievement in a context-reduced

environment includes school, classroom lectures and

textbook reading assignments where there are few

environmental cues like facial expressions or gestures

that enable students to comprehend and understand the

message and the content. The language one needs for

academic and higher-order cognitive purposes that is

used in discussing topics in a more academic and

professional level where learners interact with the use

of English as a medium of communication to convey

his/her own knowledge and subject-specific vocabulary

is required. The concept of Cognitive Academic Language

Proficiency deal with skills essential to academics

such as listening, reading, speaking, and how to write

about the relevant subject matter. Landing this

language skill is a crucial concept when it comes to

student’s academic success. It takes time and patience

for a student to become proficient in language skills

necessary for academic learning.

This theory implies the connection of one’s

intelligence with his language proficiency mainly,

proficiency in English language. Knowledge in language

is pressed for a student to succeed in academic.

Piaget’s Assimilation and Accommodation (1919),

Language development suggests that students use both

assimilation and accommodation to learn language.

Assimilation is the process of changing one’s

environment to place information into an already

existing schema or idea. The theory of Assimilation

deals about the environment itself in which a

particular community or area is changing depends on the

way of living of the people or the language that is

being used by the people. Assimilation attempts to

interpret new information about the language within the

framework of existing knowledge. Accommodation is the

changing of one’s schema to adapt to the new

environment. An individual is able to adjust in which

he/she is located and is able to adapt what language is

used in a specific environment. New information changes

or replaces an existing knowledge and transforms

current interpretation of reality. Piaget believed that

children need to first develop mentally before language

acquisition occur.

Children first create mental structures within the

mind called schemas and from these schemas, language

development occurs. However, the English language is

always evolving, and with these mistakes in learning

the English language happens inevitably. When errors

persist, misunderstanding comes in that causes delays

in decoding and encoding of information. There is an

assumption that all languages have a common structural

basis. Regardless of this, the learner will eventually

develop their skills and competence in learning the

English language as the learner is exposed to a world

that uses English as a medium of communication.

Executive Order No. 210, establishing the policy

to strengthen the use of the English language as a

medium of instruction in the Educational System. It is

said that English grammar is the most important aspect

of English competencies which affirms that there is a

need to develop the aptitude, competence, and

proficiency of our students in the English language as

a medium of instruction

English is used widely in the global especially in

the economy. The executive order no. 210 supports the

usage of English language in the school, therefore

English is used in different subjects in giving

discussion and instructions. Additionally, the

competence and proficiency of all students in the use

of the English language make them better prepared for

the job opportunities emerging in the new technology-

driven sectors of the economy.

 Article IV of the CHED Memorandum Order No. 24,

Series of 2017, Section 5.2, Global communication in

the twenty-first century is made possible using

English, a language understood by all. As an official

language of the Philippines, English is integrated into

schools by theory in practice to produce graduates who

not only have adequate facility of English but can

competently and effectively use the language in

different contexts and for various purposes.

Bohol Wisdom School has a policy that is being

implemented which is the English Campaign. This

campaign encourages the students to use English

language in interacting with one another inside the

school campus. This let the students to maximize the

use of English and help them to develop their

competence and proficiency.

The learners’ understanding of the language

aspects makes them acquire the language for the process

of understanding the reading materials. It simplifies

about understanding the language aspects of vocabulary,

grammar, and pronunciation for meaning in acquiring the

language. Reading will not only improve reading

comprehension, but also other language aspects

including grammar. Getting the learners to respond or

talk in their class is a problem that most teachers

face. Such problem affects the progress of the learners

toward improving their oral fluency and accuracy

requiring teachers to put more effort in their teaching

strategies so that learners are able to demonstrate

mastery of basic skills in English (Tapa, et. al.,

2021).

Teachers must explicitly teach speaking in

language classrooms to challenge learners to use the

target language. The use of the target language serves

as a dynamic skill involving simultaneous processes

requiring the speaker’s knowledge and skills to be

activated in real world speaking situations (Goh &

Burns, 2019). This means that simply giving speaking

activities to learners is not the same as learning the

knowledge, skills and strategies of speaking.

Teachers have to be competitive enough in using

the language to effectively teach students in becoming

critical and analytical in communicating with the use

of English. Learning experiences that will help

students reach the optimum level of their communicative

ability must be provided (Suelto, 2020). However, the

teacher’s assistance in the classroom setting will

further motivate students to pursue learning and

developing their English language skills.

According to Maria Lourdes DC. Ramirez (2019), in

her articles, English serves as a tool for global

networks and for local identities. There is a need to

achieve higher English proficiency level among students

in order to meet the demands of time and to totally

gear them up for global competitiveness. This is the

reason why our educational system is taking the lead to

uplift the level of proficiency of our students in

English.

Since English is considered as a worldwide used

language, it is a need for every learner to be

proficient enough in using the language in

communicating. Integrating the use of English language

help the students to prepare them to become a competent

speaker of the language would be a great help to build

their self-esteem and also it is an edge for a more

opportunities they may face in a real-life situation

either locally or domestically.

Charisse M. Tocmo (2020) stated that the

Philippines is always referred to as an English-

Speaking country. Amidst of the Mother Tongue Based

Education Program of Department of Education, still,

some schools implement the use of English Policy in

which it uses English as a medium of instruction and

practice in developing a competitive individual An

institution is in charge of the student’s additional

knowledge and learning as well as opening a door

towards chances.

Despite the spread of many languages and dialects

across the nation, English only policy is implemented

in many schools specifically the Bohol Wisdom School

which uses English language as a medium of

communication in order for the students to enhance

their speaking skills in English and to competently

speak the language that would hone them for future

purposes.

English grammar is precisely one of the important

requirements to enhance the English Proficiency of

students. The use of the English language brings out a

lot of better opportunities for students in their

future careers in teaching. It has been asserted that

the English language is the universal language for it

can be understood easily by everyone around the globe.

One’s competence in English grammar leads him or her to

stand proficient in whatever objective or purpose he or

she meets.

THE PROBLEM

Statement of the Problem

The main thrust of this study was to examine the

students’ perception of the effectiveness of the

English Campaign and the English Proficiency of College

Students.

Specifically, this study sought to answer the

following questions:

1. What is the English proficiency profile of the

freshmen and senior students in the education

department in terms of:

1.1 spelling vocabulary,

1.2 grammar and usage; and,

1.3 reading comprehension?

2. What is the profile of the respondents’ perception

on the effectiveness of English Campaign?

3. What is the respondents’ profile on the English

proficiency?

4. Is there a significant relationship between the

effectiveness of the English Campaign and the English

Proficiency of the College of education students?

5. What action plan could be proposed base on the

findings of the study?

Statement of Hypothesis
There is no significant relationship between the

effectiveness of the implementation of the English

Campaign and the English Proficiency of the College of

Education students.

Significance of the Study

The researchers pursued this work with the hope of

producing an output, which proves beneficial to the

following:

School Administrators. They would take certain

measures which would cater to the learning difficulties

of the students, particularly in English competencies.

 English Language Teachers. They would employ

strategies and provide programs to improve the

student’s proficiency in English competencies.

Students. The results of the study make the

students identify their proficiency in the English

language.

Future Researchers. This study will be a valuable

resource for researchers who wish to do any similar

research that adheres to the standards underlying the

Bachelor of Secondary Education Major in English. This

research could be one of the foundations for a new

learning theory.

RESEARCH METHODOLOGY

Design

This study employed the descriptive-survey

research design with the aid of perceptionnaire for the

English Campaign and questionnaire for the English

proficiency as the main data-gathering tool. The

perceptionnaire technique is a valuable method for

gathering the desired data from the perceptions of the

respondents.
Environment and Respondents

This study was conducted at Bohol Wisdom School

located at Carlos P. Garcia, North Avenue, Tagbilaran

City, Bohol. It is the only private Filipino-Chinese

Academic institution in Bohol that has been managed and

operated by the current elected members of the Board of

Trustees who are mostly from the Filipino – Chinese

community in Bohol. Bohol Wisdom School was founded in

1930 and currently offering pre-elementary, elementary,

secondary (junior high school and senior high school),

college (undergraduate programs).

The respondents of this study were the college

students, specifically from the 1st year to the 4th year

level who were enrolled at Bohol Wisdom School during

the school year 2022 – 2023.

Table 1
Year Level Number of Students
First Year 79
Second Year 51
Third year 53
Fourth year 5
Total 188
Distribution of Respondents

Instruments
 This study utilized the use of perceptionnaire for

the English Campaign and standardized questionnaire for

the English proficiency to obtain the desired data

among the college students. The test perception items

of the English Campaign were referred from the study

Cornito (2020) and websites from the internet, and the

test questionnaire for the English Proficiency were

referred from the study of Tapa (2021) and Tadle (2022)

that are checked by experts for comments and revisions.

The specific perceptionnaire is composed of 30 items

for the effectiveness of the English campaign and 30

items questionnaire for the English proficiency.

Data Gathering Procedure

In conducting the study, the researchers asked

permission from the Dean of the College of Education to

allow them to conduct the study. They also asked the

registrar for the list of names of college students and

asked the research statistician about the formula to be

used in this study. Total population sampling was used.

The perceptionnaire and questionnaire were given to

their block governor and retrieved the next day. The

data will be collected, tallied, interpreted, and

statistically treated.
Statistical Treatment

The scores of students were gathered and were

used for statistical treatment.

r = √[ n∑ x 2−( ∑ x ) 2 ] [n ∑ y 2−( ∑ y ) 2 ]
n ( ∑ xy )− ( ∑ x ) (∑ y)

Where:

r = Pearson r Correlation Coefficient

n = number of value in each data set

∑xy = sum of the products of paired scores

∑x = sum of x scores

DEFINITION OF TERMS

The researchers provided conceptual definitions of

some terminologies employed in this study. The purpose

of this study is to examine the relationship between

the effectiveness of the English Campaign and the

English Proficiency of the college of education

students.

Effectivity. This refers to the successful and

adequate accomplishment of a purpose producing the

intended results.
 English Campaign. It is a program implemented in

the school that the students must abide to enhance

their English competency.

English Proficiency. It refers to a student’s

ability to use English to make and communicate meaning

verbally and in writing during their program of study.

Grammar. It refers to the systematic rules of the

sentence structure of the English language.

Language. It is a standardized code that is used

in either verbal or written communication.

Perceptionnaire. Set of questions or statement

that is carried out to understand the opinion of the

target respondents or students.

Chapter 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter extends the analysis and

interpretation of data proportional to the effectivity

of the English campaign and English proficiency –

Spelling Vocabulary, Grammar and Usage, and Reading

Comprehension of the College students. This section is

subdivided into two parts.

 The first part shows the data which composes

Respondents’ English proficiency profile in Spelling

Vocabulary (Table 2), Grammar and Usage (Table 3), and

Reading Comprehension (Table 4).

The second part presents the data which consists

of the Respondents’ profiles of their perception of the

effectiveness of the English Campaign of Spelling

Vocabulary (Table 5), Grammar and usage (Table 6), and

Reading Comprehension (Table 7).

Table 2
Respondents’ Profile on Spelling Vocabulary
( N = 188 )
Range Description F % Rank
0-2 Beginning 1 0.5 5 Table
3-4 Developing 2 1.1 4
2 5-6 Approaching Proficiency 7 3.7 3 shows
7-8 Proficient 28 15 2
the 15
Advanced
9 - 10 0 80 1
respondent’s profile of the Spelling Vocabulary. 80% of

the respondents fall under the “advanced” category,

ranking it first. While 0.5% of the respondents fall

under the “beginning” category, making it to the last

ranking. It implies that the majority of the

respondents were “advanced”. This indicates that the

most of the respondents were proficient and competent

enough to write the correct spelling of a word when

given the right meaning and pronunciation of a word.

 In line with the result, a study from Prodanovska

(2022) states the spelling is more than just a process

or activity of writing or naming the letters of a word,

or a correct way of writing by combining words and

minding rules of writing and reading in a foreign

language. It encompasses acquiring profound

phonological knowledge, morphological awareness, and

sound knowledge of orthographic rules. Therefore, in

order to be able to spell correctly learners need to

have a proper control of the structure and sound system

of a language and its spelling rules.

Table 3
Respondents’ Profile on Grammar and Usage
( N = 188 )
Range Description F % Rank
0 - 2 Beginning 1 2 5
3 - 4 Developing 2 45 3
5 - 6 Approaching Proficiency 7 5 1
7 - 8 Proficient 28 55 2
9 - 10 Advanced 150 81 4

Table 3 shows the respondent’s profile of Grammar

and Usage. Majority of the respondents which is 81%

which belongs to the "advanced" category based on the

result of their grammar and usage proficiency test with

the use of the questionnaire. This indicates that most

of the respondents are advanced or is more proficient

and confident in their grammar and usage when using the

second language.

Leyaley (2020) showed that the English language

proficiency of first-year students registered in the

Institution of Teacher Education in Kalinga-Apayao is

regardless of what kind of institution they left after

high school, the curriculum is referred to as Early

Intermediate. They can thus engage in English

communication using their previous taught vocabulary

and sentences structures.

On the contrary, they frequently make grammatical,

word choice, and pronunciation mistakes. Therefore,

they considerably gain from specific instruction and

modelling of high-frequency vocabulary, grammatical

constructions, and frameworks for sentences (Baeta et

al., 2022).

Table 4
Respondents’ Profile in Reading Comprehension
( N = 188 )

Range Description F % Rank

0 - 2 Beginning 84 45 1
3 - 4 Developing 80 43 2
5 - 6 Approaching Proficiency 23 12 3
7 - 8 Proficient 1 0.5 4
9 - 10 Advanced 0 0
 Table 4 shows the respondent’s profile in Reading

Comprehension. 45% of the respondents fall under the

“beginning” category; ranking it first, while 0.5 of

the respondents belonged to the “proficient” category.

Most of the respondents are in the beginning level of

their reading comprehension, the researchers found out

that encountering unfamiliar words of respondents is

the main reason that can affect the student’s

performance in terms of reading comprehension, and lack

of confidence is the main problem of the respondents

why they have difficulty in oral communication.

According Chen et, al. (2020), reading

comprehension is a multifaceted process that requires

the integration and coordination of a variety of

abilities, including word decoding, the capacity to

decipher or recognize written words, and speech or

listening comprehension, the ability to comprehend what

is decoded in spoken form. It is also found in their

study that difficulties in grammar are the main problem

of the students because of the poor use of the English

language in the country, especially in their house and

in the school and because English is not used if not

necessary, which significantly affects their academic

performances.
 Table 5
Respondents’ Profile on the Effectiveness of the
English Campaign in Spelling Vocabulary
( N = 188 )
Statements Mean DV Rank
1. I can recognize unfamiliar words. 2.81 ME 8
2. I can spell each word by catching
falling letters in the correct order. 2.85 ME 7
3. I can select one letter at a time to
correctly spell each word from their
list. 2.95 ME 5
4. I can spell each word by choosing
the letters to correctly spell the
word. 2.91 ME 6
5. I can write the words with correct
spelling. 2.79 ME 9
6. I can memorize words easily. 2.52 ME 10
7. I love learning new words in English
and using them in regular conversations
with the help of English Campaign. 3.32 NE 1
8. I know the spelling of the word but
tend to forget its meaning. 3.28 NE 3
9. I don’t know the spelling of the
word, but I know its meaning. 3.31 NE 2
10. I tend to forget immediately the
words I just heard. 3.14 ME 4
Overall Mean 2.99 ME

Legend:
0 – 1.00 – Highly Effective (HE)
1.01 – 2.00 – Effective (E)
2.01 – 3.00 - Moderately Effective (ME)
3.01 – 4.00 - Not Effective (NE)

Table 5 presents the profile of the respondent’s

perception of their Spelling vocabulary proficiency.

Data revealed that item 7, “I love learning new words

in English and use them in regular conversations with

the help of English Campaign” gained the highest mean

of 3.32 with a descriptive value of Not Effective,

while item 6 which is “I can memorize words easily”

gained the lowest weighted mean of 2.52 with a

descriptive value of Moderately Effective. Based on the

overall weighted mean which is 2.99 with a descriptive

value of Moderately Effective, this implies that the

implementation of English campaign has been a medium

factor that aided students’ skills and is helpful to

the respondents in developing their Spelling Vocabulary

as students continue to exercise the usage of the

English language.

This result is parallel to the study of Tetyana

Koshmanova and Brandy Bessette-Symons (2021) entitled

"The Effect of English-Only Language Policy on English

Language Learners’ Acquisition of Academic English

Vocabulary". This study examines the effect of an

English-only language policy on English Language

Learners' acquisition of academic English vocabulary.

The proponents found that English Language Learners in

an English-only language policy environment had

significantly lower levels of academic English

vocabulary acquisition than those in a bilingual

education environment.
 Table 6
Respondents’ Profile on the Effectiveness of the
English Campaign in Grammar and Usage
( N = 188 )
Mea
Statements n DV Rank
1. It is hard for me to construct
sentences. 2.96 ME 5
2. When I speak, I pay attention to
the grammar I use. 3.07 ME 4
3. I am not confident in speaking
English. 2.54 ME 10
4. It is easy for me to understand
because I follow English Campaign. 2.84 ME 8
5. It is difficult for me to take part
in group discussions in English. 2.72 ME 9
6. When I write or speak in English, I
use words and structures that we
recently learned. 2.93 ME 6
7. English Campaign helps me improve
my grammar and usage in speaking. 3.34 NE 1
8. In English, I pay attention to the
errors I make when writing or speaking
in English. 3.27 NE 3
9. I can usually understand English
conversation but I can’t construct
correct grammar in English Campaign. 2.87 ME 7
10. In English Campaign, I try not to
speak to avoid grammar errors. 3.31 NE 2
Overall Mean 2.99 ME

Legend:
0 – 1.00 – Highly Effective (HE)
1.01 – 2.00 – Effective (E)
2.01 – 3.00 - Moderately Effective (ME)
3.01 – 4.00 - Not Effective (NE)

Table 6 presents the profile of the respondent’s

perception of Grammar and Usage. Data revealed that

item 7, “English Campaign helps me improve my grammar

and usage in speaking”, gained the highest mean of 3.32

with a descriptive value of Not Effective, while item 3

“I am not confident in speaking English” gained the

lowest mean of 2.54 with a descriptive value of

Moderately Effective. Based on the overall weighted

mean which 2.99 with a descriptive value of Moderately

Effective, this implies that the implementation of

English campaign is effective in developing the

respondents’ skills in using the English language and

has a contribution of the students’ improvement on

their grammar and usage.

The study by Maritza Macdonald (2021) found that

an English language immersion program improved the

academic achievement and English proficiency of English

language learners in a New York City high school. The

program helped students develop their grammar and usage

skills, as well as their vocabulary and reading

comprehension. This indicates that students' technical

knowledge and proficiency in utilizing the language

will increase as they use it more frequently.

Table 7
Respondents’ Profile on the Effectiveness of the
English Campaign in Reading Comprehension
( N = 188 )
 Statements Mean DV Rank
1. I can recognize the main idea and key M
details in every text. 2.87 E 7
2. I can draw conclusions and/or make M
predictions of the story. 2.91 E 5
3. I can analyze the critical idea and the M
details in a text. 2.8 E 8
4. It is easy for me to understand what I M
read. 3.01 E 3
5. I can read a story once and understand it M
without reading it again. 2.53 E 10
6. I can relate the ideas presented in the M
text to my own knowledge and experiences. 2.89 E 6
M
7. I can make a summary of the story.
2.75 E 9
8. I can understand and follow instructions. 3.35 NE 1
9. I can easily understand story if it read M
loudly. 2.98 E 4
10. I can easily understand story if it is M
read silently. 3.02 E 2
M
Overall Mean
2.91 E

Legend:
0 – 1.00 – Highly Effective (HE)
1.01 – 2.00 – Effective (E)
2.01 – 3.00 - Moderately Effective (ME)
3.01 – 4.00 - Not Effective (NE)

Table 7 presents the profile of the respondent’s

perception of Reading Comprehension. Data revealed that

item 8 “I can understand and follow instructions.”

gained the highest mean of 3.35 with a descriptive

value of Not Effective, while item 5 “I can read a

story once and understand it without reading it again”

gathered the lowest mean of 2.53 with a description

value of Moderately Effective. Based on the overall

weighted mean of 2.91 with a descriptive value which is

Moderately Effective implies that the implementation of

English campaign is effective in developing the

respondents’ skills through reading by the use of

English language and also contributes of the students’

improvement on comprehension skills.

Kazazoglu (2020) stated that reading is more

efficient with better performance in reading

comprehension tests in printed texts compared to the

text in digital. This implies that reading

comprehension can most be effective when attached in

printed text. Also, Guo et. al. (2020, indicated that

multimodal texts that incorporate images into the text

positively improve reading comprehension. This means

that given reading materials can rapidly increase the

improvement of student’s comprehension skills.

Table 8
Correlational Relationship between the Respondents’
English Proficiency in Spelling Vocabulary towards
English Campaign
(N= 188)
Computer r Critical r value P – value Decision

0.0402 ± 0.12 0.58 Accept Ho

 Table 8 presents the Correlational Relationship

between the respondents’ English proficiency in

Spelling Vocabulary towards English Campaign. The

computed r is 0.0402, which is lesser than the critical

value of ±0.12, and the computed p-value of 0.58 is

greater than the tabulated p-value of 0.05. Therefore,

the null hypothesis is accepted. There is no

significant relationship between the respondents’

English proficiency in spelling vocabulary towards

English campaign. This means that the implementation of

English campaign does not directly affect the students’

English Proficiency in Spelling Vocabulary.

Table 9
Correlational Relationship between the Respondents’
English Proficiency in Grammar and Usage towards
English Campaign
(N= 188)
Computer r Critical r value P – value Decision

0.0662 ± 0.12 0.366725 Accept Ho

Table 9 presents the Correlational Relationship

between the respondents’ English proficiency in grammar

and usage towards English Campaign. The computed r is

0.0662, which is lesser than the critical value of

±0.12, and the computed p-value of 0.366725 is greater

than the tabulated p-value of 0.05. Therefore, the null

hypothesis is accepted. There is no significant

relationship between the respondents’ English

proficiency in Grammar and usage towards English

campaign. This means that the implementation of English

campaign does not directly affect the students’ English

Proficiency in Grammar and usage.

Table 10
Correlational Relationship between the respondents’
English Proficiency in Reading Comprehension towards
English Campaign
(N= 188)
Computer r Critical r value P – value Decision

0.1388 ± 0.12 0.05748 Accept Ho

Table 10 presents the Correlational Relationship

between the respondents’ English proficiency in grammar

and usage towards English Campaign. The computed r is

0.1388, which is greater than the critical value of

±0.12, and the computed p-value of 0.05748 is greater

than the tabulated p-value of 0.05. Therefore, the null

hypothesis is accepted. There is no significant

relationship between the respondents’ English

proficiency in grammar and usage towards English

campaign. This means that the implementation of English

campaign does not directly affect the students’ English

Proficiency in grammar and usage.

Table 11
Correlational Relationship between the Respondents’
English Proficiency towards the implementation of
English Campaign
(N= 188)
Computer r Critical r value P – value Decision

0.1947 ± 0.12 0. 0074 Reject Ho

Table 11 presents the Correlational Relationship

between the respondents’ English proficiency towards

the implementation of English Campaign. The computed r

is 0.1947, which is greater than the critical value of

±0.12, and the computed p-value of 0.0074 is lesser

than the tabulated p-value of 0.05. Therefore, the null

hypothesis is rejected. There is a significant

relationship between the respondents’ English

proficiency towards the implementation of English

campaign. This means that the implementation of English

campaign directly affects the students’ English

Proficiency.

The result stated above is strengthened by a study

according to Wei (2020), which claims that most

university students in the English as Medium of

Instruction environment agreed that the policy can

improve their English communication abilities and this

study was also cited in the study of Rahayu & Margana

(2021), in which they added that the learners agreed to

have such instruction in their classroom as their

English proficiency improved. As they were exposed to

an English-speaking environment in the classroom, they

became more comfortable speaking English.

 Chapter 3

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter shows the summary of findings,

conclusions, and recommendations. The data gathered

which were analyzed and interpreted in the previous

chapter are summarized here.

Conclusions were drawn based on the findings of

the study.

Summary

The major goal of this study is to evaluate the

success of the English campaign's implementation and

the level of English proficiency among college students

at Bohol Wisdom School. 188 people responded to the

survey for the academic year 2022–2023.

A modified perceptionnare and a standardized

questionnaire are the main data collection tools in

this descriptive research study.

It also aims to determine the success of the

English campaign's execution and the current English

proficiency of college students.

Findings

Based on the data analysis, the following

conclusions, and recommendations were drawn, using the

findings as the foundation:

1. Proficiency perceptionnaire profile in Spelling

Vocabulary with the computed r of 0.0402, the

results showed that the respondents are not

proficient in spelling vocabulary through the

implementation of English Campaign.

2. Proficiency perceptionnaire profile in Grammar and

Usage with the computed r of 0.0662, the results

showed that the respondents are not proficient in

grammar and usage though the implementation of

English Campaign.

3. Proficiency perceptionnaire profile in Reading

Comprehension with the computed r of 0.1388, the

results showed that the respondents are not

proficient in reading comprehension through the

implementation of English campaign.

4. The results of the respondents’ English proficiency

showed that the implementation of the English

campaign directly affects the students’ English

proficiency.
Conclusions

Based on the findings, it can be concluded that

the there is a significant relationship between the

effectiveness of the English Campaign and the English

Proficiency of the College of Education students.

However, college students may acquire proficiency in

English – Spelling Vocabulary, Grammar and Usage, and

Reading Comprehension but their proficiency in using

the English language is not solely dependent on the

implementation of the English campaign in the

department.

Recommendations

English proficiency is an important skill for

college students, as it can impact their academic and

career opportunities. Here are some potential

recommendations from the researchers based on the

findings:

1. School administrators may continue and consistently

implement the rules and consequences of the English

campaign policy, choose resources, curriculum, and

teaching methodologies for the student-centered

campaign.
2. Teachers may expand campaign scope, frequency,

duration for increased English language engagement

among students and implement several strategies to

maintain the students’ improvement regarding their

English proficiency.

3. Students may maintain a language learning journal to

track progress and document milestones of language

proficiency growth and may consistently use the

language inside or outside the campus for them to

nurture their second language skills.

4. Future researchers may conduct more studies related

to English proficiency and English campaign and conduct

a follow-up study to assess the long-term impact of the

English campaign on students' proficiency.

 ACTION PLAN

EFFECTIVENESS OF ENGLISH AND CAMPAIGN

AND ENGLISH PROFICIENCY

English language proficiency is crucial for

individuals seeking to participate in today's global

community. The increasing importance of English as a

lingua franca in academic, business, and social

contexts worldwide has led to a growing demand for

high-quality English language education. To meet this

demand, schools and institutions have established

English language environments, where learners are

immersed in an English-speaking environment to promote

language acquisition and proficiency. "Effective

English campaigns can bridge the language gap and

promote social integration, fostering a more inclusive

and diverse society." – (Dr. Michael Lee 2007).

However, the effectiveness of these environments in

enhancing English language proficiency is still

debatable, and there is a need to explore the factors

that contribute to their success or failure.

 The study aims to investigate the effectiveness of

the implementation of the English language campaign and

the English proficiency of college students in Bohol

Wisdom School. The rationale for this study is based on

the importance of English proficiency in the globalized

world. English is widely accepted as the language of

international communication, and proficiency in English

is essential for individuals to succeed in various

fields such as education, employment, and business.

With this, the researchers yearn to recommend

strategies to improve the implementation of the English

campaign and English proficiency for the benefit of the

participants in this study, including the students,

teachers, school administrators, parents, and future

researchers,

Objectives

The following goals are sought to be accomplished by

the proposed improvement plan for the Effectiveness of

the English Campaign and English Proficiency:

1. Increase the number of students who are proficient

in English language skills, particularly in reading,

writing, speaking, and listening

2. Encourage greater interest and engagement in

learning English as a second language.

3. Foster greater awareness and appreciation of the

importance of English proficiency for personal and

professional success.

4. Enhance the competitiveness of the nation's

workforce by improving English language skills.

5. To promote bilingualism and multiculturalism among

students.

6. To prepare students for higher education and careers

that require English proficiency.

7. To raise awareness among parents and educators about

the importance of English language education.

8. To establish a benchmark for measuring the progress

of students' English language proficiency.

Mechanics of Implementation

1. Effectiveness of the English campaign in the school:

- Conduct a needs assessment to determine the current

level of English proficiency among students and

identify areas that need improvement.

- Develop a clear and comprehensive English campaign

strategy that aligns with the school's goals and

objectives.

- Allocate resources, such as funds and personnel, to

support the English campaign.

- Establish a monitoring and evaluation system to

assess the impact of the campaign on students' English

proficiency.

2. Improvement of English proficiency among students:

- Implement a structured English language curriculum

that covers grammar, writing, listening, and speaking

skills.

- Encourage students to participate in extracurricular

activities related to the English language, such as

literature clubs or debate teams.

- Provide opportunities for students to practice their

English skills through language immersion programs or

online language learning platforms.

- Conduct regular assessments to track students'

progress, identify areas of weakness, and adapt

teaching strategies accordingly.

3. Expanding students’ motivation and engagement in

learning English:

- Design engaging and interactive learning activities

that cater to students' diverse learning styles.

- Incorporate technology into the English curriculum,

such as educational apps and multimedia resources.

- Offer incentives and rewards to students who

demonstrate excellent English proficiency or show

significant improvement.

- Organize school-wide events, such as English debates

or drama performances, to foster a culture of language

learning and celebrate student achievements.

- Facilitate peer-to-peer learning and collaboration to

encourage students to support each other in their

language development.
Schedule of Implementation

The application of this improvement may be put

into effect thereafter the recommended action plan that

was provided is approved.

Monitoring and Evaluation

1. Conduct pre-and post-assessments to measure the

English proficiency levels of the students before and

after the implementation of the improvement plan.

2. Implement regular assessments every semester or

academic year to track the progress of the student’s

English proficiency.

3. Gather feedback from teachers, students, and parents

about the effectiveness of the English campaign and the

improvement plan. Conduct classroom observations to

observe students’ engagement in learning English.

4. Collect and analyze data on English proficiency

levels, attendance, scores on assessments, and

demographics.

5. Engage stakeholders such as teachers, students,

parents, and school administrators in the evaluation

process.

6. Review the improvement plan regularly to assess its

effectiveness and identify areas that need to be

updated or revised.
PROPOSED ACTION PLAN ON THE EFFECTIVENESS OF ENGLISH
CAMPAIGN AND ENGLISH PROFICIENCY
Areas of Objective Strategie Perso Time Budget
Concern s s n/s Frame
Invol
ved
Spelling to The Teach Acade Not
Vocabular gradually teacher ers mic Applica
y grow and should and Year ble
widen the have a stude 2023-
learners’ pre-test nts 2024
vocabular and a
y and post-test
learn new spelling
vocabular vocabular
y in y every
context. week
written
in their
journal
notebooks
including
the
definitio
n and the
proper
pronuncia
tion of
words.
Grammar to help The Teach Acade Not
and Usage learners teacher ers mic Applica
with a should and Year ble
structure engage stude 2023-
to the nts 2024
recognise students
as they in
learn to conversat
understan ion with
d, speak other
and write students
new and focus
languages on the
and correct
develop usage of
the the
learner’s grammar.
 communica
tion
skills in
using
English
language.
Reading to expand The Teach Acade Not
Comprehen the range teacher ers mic Applica
sion of words should and Year ble
and provide stude 2023-
vocabular reading nts 2024
y materials
knowledge to the
through learners
reading for them
which is to read
essential during
for the their
learners leisure
to make time.
connectio
ns
between
words and
grammar
English to The Teach Acade Not
Proficien improve teacher ers mic Applica
cy the should and Year ble
students’ reinforce stude 2023-
level of the nts 2024
fluency students’
and to always
proficien speak in
cy in English
English within
the
school
facilitie
s.
REFERENCE
LIST
 REFERENCE LISTS

Cherry, K. (2022, October). verywell mind. Retrieved

[Link]:[Link]
what-is-assimilation-2794821

Cornito, F. (2020). Multimodal Ensembles: Students'

Attitudes and Academic Achievement in English.
Tagbilaran City: Bohol Island State University.

Cummins, J. (2000). Language, power, and pedagogy:

Bilingual children in the crossfire. Clevedon: UK:
Multilingual Matters.

Custodio, M. (2020, April). Chapter II REVIEW OF

RELATED LITERATURE AND STUDIES. Retrieved from
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Chapter_II_REVIEW_OF_RELATED_LITERATURE_AND_STUDIE
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Davis, U. (2019, September). LibreTexts Social Siences.

Retrieved from [Link]:https://
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am/Book%3A_Child_Development_(CummingsClay)/
08%3A_Module_6%3A_Language_Development/
08.1%3A_Human_Language_Development#:~:text=Assimil
ation%20is%20the%20process%20of,before%20language
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Donlaya Kaewwichian. (2018, December). Retrieved from

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Falcon, M. (2010). Retrieved from [Link]:

[Link]
anguage-acquisition/interactionist-theory/

Garrett, L. M. (2019). Los Angeles County. Retrieved

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Li, C. (2021). Retrieved from

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t/pdf/bbm:978-981-16-0139-2/[Link]
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Reading and Grammatical Competence. Tagbilaran
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Pangket, W. F. (2019, April). Oral English

Proficiency: Factors Affecting the Learner's
Development. Retrieved from
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Portillas, A. F. (2018, January). Retrieved from

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Robles, C. (2006). [Link]. Retrieved from

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s_questionnaire_in_english_by_m._victori_and_e._tr
[Link]
APPENDICES
 APPENDIX A
Transmittal Letters
January 31, 2023
RAUL H. DELOSO, Ph.D.
Head, Administrative Team
Bohol Wisdom School
CPG North Avenue, Tagbilaran City

Sir:

Greeting of peace and love!

The undersigned are the students of the College

Department of Bohol Wisdom School, who are currently
writing their research titled, “EFFECTIVENESS OF
ENGLISH CAMPAIGN AND ENGLISH PROFICIENCY.”

The researchers are humbly asking your permission to

allow them to conduct the aforementioned study to the
1st to 4th year college students of your school. Rest
assured that utmost courtesy and proper decorum will be
observed during the gathering of data. Furthermore, the
data gathered will be treated with confidentiality.

Your positive response on this request will be of great

help in making this study a great success.

Very respectfully yours,

(SGD.) MICHELLE JANE T. CAMPECIÑO

(SGD.) NICOLE BERNADETTE J. DELA TORRE
(SGD.) GWYNETH P. GUMAPAC
(SGD.) HONEY GRACE U. OMUS
(SGD.) APRIL JANE P. SARAYAN

NOTED:
(SGD.) RAY B. ALAGON, LIA
Adviser, Research 2

APPROVED:
(SGD.) RAUL H. DELOSO, LPT, Ph.D.
Statistician
January 31, 2023
MARICEL F. DELOSO, LPT, Ph.D.
Dean, College of Education
Bohol Wisdom School
CPG North Avenue, Tagbilaran City

Ma’am:

Greeting of peace and love!

The undersigned are the students of the College

Department of Bohol Wisdom School, who are currently
writing their research titled, “EFFECTIVENESS OF
ENGLISH CAMPAIGN AND ENGLISH PROFICIENCY.”

In connection with this, the researchers are humbly

asking your permission to allow them to conduct the
said English Campaign Perceptionnaire and English
Proficiency Test. Rest assured that utmost courtesy and
proper decorum will be observed during the gathering of
data. Furthermore, the data gathered will be treated
with confidentiality.

Your positive response on this request will be of great

help in making this study a great success.

Very respectfully yours,

(SGD.) MICHELLE JANE T. CAMPECIÑO

(SGD.) NICOLE BERNADETTE J. DELA TORRE
(SGD.) GWYNETH P. GUMAPAC
(SGD.) HONEY GRACE U. OMUS
(SGD.) APRIL JANE P. SARAYAN

NOTED:
(SGD.) RAY B. ALAGON, LIA
Adviser, Research 2

APPROVED:
(SGD.) Maricel F. Deloso, LPT, Ph.D.
Dean, College of Education
January 31, 2023
LYDIA A. SAYON, LPT, M.A. Ed
English Teacher, High School Department
Bohol Wisdom School
CPG North Avenue, Tagbilaran City

Ma’am:

Greeting of peace and love!

The undersigned are the students of the College

Department of Bohol Wisdom School, who are currently
writing their research titled, “EFFECTIVENESS OF
ENGLISH CAMPAIGN AND ENGLISH PROFICIENCY.”

In connection with this, the researchers are humbly

asking your permission to allow them to conduct the
English Campaign Perceptionnaire and English
Proficiency Test. Rest assured that utmost courtesy and
proper decorum will be observed during the gathering of
data. Furthermore, the data gathered will be treated
with confidentiality.

Your positive response on this request will be of great

help in making this study a great success.

Very respectfully yours,

(SGD.) MICHELLE JANE T. CAMPECIÑO

(SGD.) NICOLE BERNADETTE J. DELA TORRE
(SGD.) GWYNETH P. GUMAPAC
(SGD.) HONEY GRACE U. OMUS
(SGD.) APRIL JANE P. SARAYAN

NOTED:
(SGD.) RAY B. ALAGON, LIA
Adviser, Research 2

APPROVED:
(SGD.) LYDIA A. SAYON, LPT, M.A. Ed
Subject Teacher
February 6, 2023
Bohol Wisdom School
CPG North Avenue, Tagbilaran City

Dear 1st Year College Students:

Greeting of peace and love!
We, the third year English majors of the College of
Education of Bohol Wisdom School, are currently writing
our undergraduate research titled, “EFFECTIVENESS OF
ENGLISH CAMPAIGN AND ENGLISH PROFICIENCY.”

In connection, we inform you that you are one of the

students who are selected as the respondent of the
study. Those who are selected are generally 1st year
college students of Bohol Wisdom School in the school
year 2023-2024. This survey is to obtain the desired
data that will be used as a basis for analyzing the
Effectiveness of English Campaign that will affect the
English Proficiency of the students.

We wish to assure you that all information obtained in

this study will be kept with utmost confidentiality. As
much as possible, please do not leave any item in the
perceptionnaire and questionnaire blank.

Your positive response on this request will be of great

help in making this study a great success. And we, the
researchers will greatly appreciate your participation
in this survey.

Very respectfully yours,

(SGD.) MICHELLE JANE T. CAMPECIÑO
(SGD.) NICOLE BERNADETTE J. DELA TORRE
(SGD.) GWYNETH P. GUMAPAC
(SGD.) HONEY GRACE U. OMUS
(SGD.) APRIL JANE P. SARAYAN

NOTED:
(SGD.) RAY B. ALAGON, LIA
Adviser, Research 2

APPROVED:
(SGD) MARICEL F. DELOSO, LPT, Ph.D.
(SGD) LYDIA A. SAYON, LPT, [Link].
 APPENDIX B: RESEARCH INSTRUMENTS
Dear respondent,
This questionnaire serves as a tool in gathering
pertinent data to assess the listening and reading
habits of the students. Kindly fill up and rate
honestly the given activities below.

Perceptionnaire on Students Proficiency in English

Campaign

NAME: __________________________________ SEX: ______

ADDRESS: _______________________________ AGE: ______

Instructions: Read and analyze each selection

carefully. Put a check mark if it is HIGHLY EFFECTIVE
(HE), EFFECTIVE (E), MODERATELY EFFECTIVE (ME), or NOT
EFFECTIVE (NE) in the given statement.

A. SPELLING VOCABULARY

ENGLISH CAMPAIGN HE E ME NE
1. I can recognize unfamiliar words.
2. I can spell each word by catching
falling letters in the correct order.
3. I can select one letter at a time to
correctly spell each word from their
list.
4. I can spell each word by choosing the
letters to correctly spell the word.
5. I can write the words with correct
spelling.
6. I can memorize words easily.
7. I love learning new words in English
and use them in regular conversations
with the help of English Campaign.
8. I know the spelling of the word but
tend to forget its meaning.
9. I don’t know the spelling of the word
but I know its meaning.
10. I tend to forget immediately the words
I just heard.
 ENGLISH CAMPAIGN HE E ME NE
1. It is hard for me to construct
sentences.
2. When I speak, I pay attention to
grammar I use.
3. I am not confident in speaking
English.
4. It is easy for me to understand
because I follow English Campaign.
5. It is difficult for me to take
part in group discussion in
English.
6. When I write or speak in English,
I use words and structures that we
recently learnt.
7. English Campaign helps me improve
my grammar and usage in speaking.
8. In English, I pay attention to the
errors that I make when I write or
speak in English.
9. I can usually understand English
conversation but I can’t construct
correct grammar in English
Campaign.
10. In English Campaign, I try not to
speak in order to avoid grammar
errors.
B. GRAMMAR AND USAGE

C. READING COMPREHENSION
ENGLISH CAMPAIGN HE E ME NE
1. I can recognize the main idea and
key details in every text.
2. I can draw conclusions and/or make
predictions of the story.
3. I can analyze the critical idea
and the details in a text.
4. It is easy for me to understand
what I read.
5. I can read a story once and
understand it without reading it
again.
6. I can relate the ideas presented
in the text to my own knowledge
and experiences.
7. I can make a summary of the story.
8. I can understand and follow
instructions.
9. I can easily understand story if
it read loudly.
10. I can easily understand story if
it is read silently.

Questionnaire on Students’ English Proficiency

A. Spelling Vocabulary
Direction: Unscramble each word below. Write your answers in
the blank before the number.

______________1. ffaialtonii – is the act of connecting

or association with the person or organization.
______________2. nummcotiinoac – simply the act of
transferring information from one place, person or
group to another.
______________3. alulions – an implied or indirect
reference especially in literature.
______________4. repatecuh – a cloth canopy which feels
with are and allows a person or a heavy object attached
to it descend slowly when dropped from air craft.
_____________5. tefor – a thing at which someone
excels.
_____________6. houepiar – it is a feeling or state of
intense excitement and happiness.
_____________7. chcrote – a handicraft in which yarn is
made up into a pattern fabric by looping yarn with a
hooked needle.
_____________8. gobyne – gone by; past.
_____________9. iwstulf – full of yearning or desire
tinged with melancholy.
_____________10. bujialnt – feeling or expressing great
happiness and triumph.
 B. Grammar and Usage
Directions: Read and analyse each selection carefully.
Answer the questions below. Choose the best answer in
each item. Write the letter of your answer in the space
provided.

_____1. Nedda including her sister _______ invited to

join the organization. A. is B. are C. was
_____2. Neither Lawrence nor his parents ________
present. A. was B. were C. are
_____3. Neither Francis nor Joseph _________ the piano.
A. plays B. play C. played
_____4. Not only the girls _______ but also their
mother in superstition. [Link] B. believes C.
believed
_____5. Eight and four _______ twelve.
A. makes B. make C. made
_____6. The teacher, as well as her students _________
a gift. A. donate B. donates C. donated
_____7. She cracks jokes that _______ the officials.
A. ridicule B. ridicules C. ridiculed
_____8. Nobody in the class _______ seeing the book in
the shelf. A. admit B. admits C. admitted
_____9. The mother of the twins ________ excited.
A. Appear B. appears C. appeared
_____10. Every man and woman _______ for the success of
the organization. A. work B. works C. is working

C. Reading Comprehension

Directions: Read and analyse each selection carefully.

Answer the questions below. Choose the best answer in
each item. Encircle the letter of the correct answer.

1. The Children's Services Ombudsman serves as an

advocate and problem solver for children placed in
group homes. The Ombudsman is independent from the
agencies that place children in those facilities.
Children are encouraged to call or email the Ombudsman
who will conduct an investigation of the issues they
raise if needed and provide assistance in resolution of
problems. Conversations between the Ombudsman and
children are confidential.
According to the information provided,
A. anonymous letters sent to the Ombudsman through
the mail will not be acted upon.
B. the Ombudsman is a resource to assist children
who reside in group homes to solve their
problems.
C. agencies that place the children are
responsible for ensuring that all complaints
made by the children are kept confidential.
D. issues brought to the Ombudsman that merit an
investigation will be mediated solely by the
Ombudsman.

2. Through the years, the 10-story Patriotic Hall has

been a familiar sight to those who have travelled the
freeways near downtown Los Angeles. Patriotic Hall
stands as a historical icon amidst an ever-changing
skyline. Owned and operated by the County of Los
Angeles, Patriotic Hall is a practical and living
memorial to veterans. It was dedicated by the Board of
Supervisors in 1926. Members of the Grand Army of the
Republic, veterans of Indian Wars, Spanish American War
veterans, and World War I veterans were among the first
to use the facilities.
According to the passage, Patriotic Hall
A. does not honour veterans of post-WWI wars.
B. was built as a local memorial to honour the
veterans of the community.
C. will need to be renovated as the skyline of
downtown Los Angeles undergoes change.
E. is used as a residence by veterans of various
wars.

3. Prior to the implementation of any exterior

modifications or improvements to any Marina del Rey
parcel, review and approval of plans by the Design
Control Board (DCB) is required. This includes new
development, renovations, repainting, signage, re-
landscaping, etc. The DCB can approve a submittal as
proposed, approve it with revisions, or deny it.
Depending on the type of request, additional permits
may be required from the Department of Public Works
Division of Building & Safety, the Department of
Regional Planning and the California Coastal
Commission.
Based on the information provided,
A. a business that obtains approval from the DCB
will be able to proceed with its plans without
further restrictions.
B. the DCB has the authority to suspend new
developments that do not conform to the
approved submittal.
C. the implementation of a redesign plan for an
indoor restroom facility of a restaurant in
Marina del Rey would be subjected to approval
by the DCB.
D. a modification to the landscaping of a parcel
in
the Marina will be subject to DCB review.

4. Between the 1970s and the last decade of the 20th

century, the Superior Court was strongly committed to
court coordination with the twenty-four former
Municipal Court Judicial Districts throughout Los
Angeles County. Through these efforts, the
participating courts were able to maximize use of their
limited resources to provide necessary services in
support of judicial, clerical, and administrative
functions. Furthermore, duplication of functions was
eliminated and centralized operations were set up to
administer certain court support functions.
According to the passage,
A. consolidation of the Municipal Court Judicial
Districts led to fewer districts.
B. the implementation of the court coordination
plan led to the offering of additional
services.
C. a centralized operation was created by the
Superior Court’s court coordination efforts.
D. the court systems limited resources were the
 reason why the Superior Court decided to
develop its plan.

5. When a publicly recorded property transfer occurs,

the Assessor generally receives a copy of the deed and
determines whether a reappraisal is required under
State law. If it is required, an appraisal is made to
determine the new market value of the property. The
property owner is then notified of the new assessment.
The property owner has the right to appeal the value,
if he/she does not agree with it. The transfer of
property between husband and wife does not cause a
reappraisal for property tax purposes. This includes
transfers resulting from divorce or death. Also, the
addition of joint tenants, whether related or not, does
not result in reappraisal.
Based on the information provided, which of the
following statements is CORRECT?
A. A property owner who disagrees with an
appraised
value has the right to dispute it.
B. Transfers of property that are outside the
public record is still subject to reappraisal.
C. An assessor receives notice from a variety of
internal and external sources to determine if a
reappraisal is necessary.
D. A property that is reappraised at a lower value
than its previous appraisal value will result
in an unchanged appraised value.
6. The Registrar-Recorder’s “touch-screen voting”
project was very well received with nearly 22,000
voters casting their ballots on this modern equipment
at nine locations during the November 2000 election.
Blind and visually impaired voters especially liked the
system because they could vote privately and
independently with the aid of an audio component.
Furthermore, the system provided voters whose first
language is not English the ability to display the
ballot in their choice of one of seven languages. The
department is seeking increased funding to expand
touch-screen voting as an option for voters to cast
their ballot during the next election at 35-40
locations throughout the County.
The passages suggest that
A. touch-screen voting systems will be installed
at
35-40 locations throughout the County during
the next election.
B. non-English speaking voters were able to cast
their ballots by having the touch-screen voting
system display the ballot in any language of
their choice.
C. visually impaired voters were able to privately
cast their ballot without the aid of a poll
worker.
D. touch-screen voting system was available at
nine
locations in Los Angeles County prior to the
November 2000 election.
7. Beginning in 1997, volunteers began performing civil
wedding ceremonies at a wedding chapel located at the
Registrar-Recorder’s office in Norwalk. To date, 35
volunteers have responded to our volunteer recruitment
and have been sworn-in as deputy commissioners of civil
marriage and trained to conduct marriage ceremonies.
The award-winning Marriage Ceremony Volunteer Program
provides citizens from all walks of life the
opportunity to volunteer in public service while saving
taxpayer money. Department staff, who performed
marriage ceremonies before the volunteer program was in
place, are now able to complete more specialized tasks
and help reduce backlogs which had developed as a
result of staff reductions in the Birth, Death, and
Marriage Section.
The passage implies that
A. productivity of Registrar-Recorder staff
performing specialized tasks has increased due
to the Marriage Ceremony Volunteer Program.
B. Deputy Commissioners of marriage are trained to
conduct civil and religious wedding ceremonies.
C. offering citizens a public service opportunity
 was the primary incentive for the creation of
the Marriage Ceremony Volunteer Program.
D. Deputy Commissioners are responsible for
determining if couples have met the legal
requirements for marriage.

8. In arbitration, each side in the dispute presents

its case, including evidence, to a neutral third party
called an “arbitrator,” rather than to a judge. The
arbitrator, who is an attorney, issues an award based
on the evidence just as a judge would, within a time
frame set by the Court. Although evidence is presented,
arbitration is a less formal process than litigation.
Arbitration may be “binding” or “non-binding” depending
on what the parties agree to before beginning the
process. "Non-binding arbitration” means that the
participants in the case are not required to accept the
arbitrator’s award; they may request a “trial de novo”
which returns the case to the Court’s calendar as if
the arbitration had not occurred. It is important for
parties to understand that, in agreeing to binding
arbitration or by not requesting a trial de novo, they
are waiving their right to a trial and are accepting
the arbitrator’s award as a final decision.
Based on the information provided,
A. arbitration is not independent of the Court’s
influence.
B. the arbitrator’s determination of an award is
not as formally tied to laws, as a court
determination would be.
C. the use of arbitration is increasing as it
leads
to a faster resolution than a traditional court
trial.
D. the records of the arbitration are submitted to
the Courts if a case is returned for a decision
under a “trial de novo.”
9. The Brown Act governs meetings conducted by local
legislative bodies such as boards of supervisors, city
councils and school boards. As these legislative bodies
are charged with conducting the people's business, the
Brown Act ensures that the business is conducted in
open meetings, allowing public access and a free
exchange of opinions. The law recognizes that a balance
must be struck between the public's right to open
meetings and the legislative body's need for
confidentiality in certain circumstances. Although the
Brown Act allows for closed sessions in specific,
narrowly drawn exceptions, there is a presumption in
favour of public access. The District Attorney's Office
has the authority to prosecute individual members of
the legislative body criminally and to initiate civil
actions to prevent or nullify actions taken in
violation of the Brown Act. Based on the information
provided,
A. the public's access to local legislative
meetings ensures that the people's business
will
be conducted.
B. the Brown Act guarantees that a variety of
opinions will be presented during meetings by
local legislative bodies.
C. the need for confidentiality during the
meetings
of legislative bodies is considered a primary
requirement under the Brown Act.
D. members of local legislative bodies can be
prosecuted under the Brown Act.
10. With responsibility for providing police services
to one of the largest parks and recreational systems in
the United States, the County Parks Services Bureau
provides vehicle, bicycle, foot, and horse patrols at
more than 126 regional parks, nature centers, lakes,
natural areas, golf courses, neighborhood parks, and
nature trails. Many of the venues and areas patrolled
are recognized internationally, including the Hollywood
Bowl, John Anson Ford Amphitheatre, and the Los Angeles
County Arboretum. The bureau also has a reserve unit
and participates in the Boy Scouts of America Explorer
Program for both boys and girls and the Community
Oriented Policing Services (COPS) program which pairs
park police officers with a specific park. Based on the
information provided,
 A. patrolling efforts are concentrated on the
internationally recognized facilities.
B. members of the reserve’s units are responsible
for overseeing the Explorer Program.
C. the bureau uses multiple methods of patrolling
when providing police services.
D. specific parks have been designed for Community
Oriented Policing.

APPENDIX C: STATISTICAL DATA

The frequency of each question that the respondents
answered.

ENGLISH CAMPAIGN 4 3 2 1
1. I can recognize unfamiliar words. 189 48 8 1
2. I can spell each word by catching 209 29 8
falling letters in the correct order.
3. I can select one letter at a time 197 47 1 1
to correctly spell each word from
their list.
4. I can spell each word by choosing 216 28 2
the letters to correctly spell the
word.
5. I can write the words with correct 46 196 3 1
spelling.
6. I can memorize words easily. 30 211 3 2
7. I love learning new words in 68 176 2
English and use them in regular
conversations with the help of English
Campaign.
8. I know the spelling of the word but 108 135 3
tend to forget its meaning.
9. I don’t know the spelling of the 30 121 95
word but I know its meaning.
10. I tend to forget immediately the 34 192 20
words I just heard.
[Link] VOCABULARY

B. GRAMMAR AND USAGE

 ENGLISH CAMPAIGN 4 3 2 1
1. It is hard for me to construct 13 229 3 1
sentences.
2. When I speak, I pay attention to 211 31 4
grammar I use.
3. I am not confident in speaking 10 136 97 3
English.
4. It is easy for me to understand 234 9 2 1
because I follow English Campaign.
5. It is difficult for me to take 27 217 2
part in group discussion in English.
6. When I write or speak in English, 89 152 3 2
I use words and structures that we
recently learnt.
7. English Campaign helps me improve 154 89 3
my grammar and usage in speaking.
8. In English, I pay attention to the 121 123 1 1
errors that I make when I write or
speak in English.
9. I can usually understand English 12 221 8 5
conversation but I can’t construct
correct grammar in English Campaign.
10. In English Campaign, I try not to 8 231 5 2
speak in order to avoid grammar
errors.

C. READING COMPREHENSION
ENGLISH CAMPAIGN 4 3 2 1
1. I can recognize the main idea and 143 98 3 2
key details in every text.
2. I can draw conclusions and/or make 156 87 2 1
predictions of the story.
3. I can analyse the critical idea 111 129 5 1
and the details in a text.
4. It is easy for me to understand 98 140 5 3
what I read.
5. I can read a story once and 102 139 3 2
understand it without reading it
again.
6. I can relate the ideas presented 104 132 7 3
in the text to my own knowledge and
experiences.
7. I can make a summary of the story. 99 137 6 4
8. I can understand and follow 97 147 2
instructions.
9. I can easily understand story if 132 111 2 2
it read loudly.
10. I can easily understand story if 104 129 8 5
it is read silently.

CURRICULUM
VITAE
 Personal Background

Name: Michelle Jane T. Campeciño

Address: Manga District, Tagbilaran City,

Bohol

Date of Birth: July 06, 2001

Place of Birth: Tagbilaran City, Bohol

Age: 21

Sex: Female

Religion: Roman Catholic

Father’s Name: Germano C. Campeciño

Mother’s Name: Celia T. Campeciño

Language and Dialects Written and Spoken:

Cebuano, Filipino, English, Mandarin

EDUCATION

Primary: MANGA ELEMENTARY SCHOOL

Manga District, Tagbilaran City, Bohol

Secondary: MANGA NATIONAL HIGH SCHOOL

Manga District, Tagbilaran City, Bohol

DR. CECILIO PUTONG NATIONAL HIGH SCHOOL

Cogon District, Tagbilaran City, Bohol

Tertiary: BOHOL WISDOM SCHOOL

BSED III- ENGLISH

(2023-present)
 Personal Background

Name: Nicole Bernadette J. Dela Torre

Address: 0114, San Miguel Street, Manga

District, Tagbilaran City, Bohol

Date of Birth: September 16, 2001

Place of Birth: Tagbilaran City, Bohol

Age: 21

Sex: Female

Religion: Roman Catholic

Father’s Name: Luciano M. Dela Torre Jr.

Mother’s Name: Ma. Lilibeth J. Dela Torre

Language and Dialects Written and Spoken:

Cebuano, Filipino, English, Mandarin

EDUCATION

Primary: MANGA ELEMENTARY SCHOOL

Manga District, Tagbilaran City, Bohol

Secondary: MANGA NATIONAL HIGH SCHOOL

Manga District, Tagbilaran City, Bohol

DR. CECILIO PUTONG NATIONAL HIGH SCHOOL

Cogon District, Tagbilaran City, Bohol

Tertiary: BOHOL WISDOM SCHOOL

BSED III- ENGLISH

(2023-present)
 Personal Background

Name: Gwyneth P. Gumapac

Address: Habitat Village Bool District

Tagbilaran City Bohol

Date of Birth: December 01,2001

Place of Birth: Tagbilaran City, Bohol

Age: 21

Sex: Female

Religion: Roman Catholic

Father’s Name: Jessie A. Gumapac

Mother’s Name: Merlinda P. Gumapac

Language and Dialects Written and Spoken:

Cebuano, Filipino, English, Mandarin

EDUCATION

Primary: BOOL ELEMENTARY SCHOOL

Bool District, Tagbilaran City, Bohol

Secondary: DR. CECILIO PUTONG NATIONAL HIGH SCHOOL

Cogon District, Tagbilaran City, Bohol

DR. CECILIO PUTONG NATIONAL HIGH SCHOOL

Cogon District, Tagbilaran City, Bohol

Tertiary: BOHOL WISDOM SCHOOL

BSED III- ENGLISH

(2023-present)
 Personal Background

Name: Honey Grace U. Omus

Address: 0169-F1 E.B. Aumentado Street,

Tagbilaran City, Bohol.

Date of Birth: June 14, 2001

Place of Birth: Tagbilaran City, Bohol

Age: 21

Sex: Female

Religion: Roman Catholic

Father’s Name: Martin I. Omus Sr.

Mother’s Name: Mary U. omus

Language and Dialects Written and Spoken:

Cebuano, Filipino, English, Mandarin

EDUCATION

Primary: Cogon ELEMENTARY SCHOOL

CPG North Avenue, Cogon District, Tagbilaran

City, Bohol

Secondary: Dr. Cecilio Putong National High School

CPG North Avenue, Tagbilaran City, Bohol

DR. CECILIO PUTONG NATIONAL HIGH SCHOOL

Cogon District, Tagbilaran City, Bohol

Tertiary: BOHOL WISDOM SCHOOL

BSED III- ENGLISH

 (2023-present)

Personal Background

Name: April Jane P. Sarayan

Address: 1796-B, F. Dagohoy St. Purok 3-C

Tiptip Tagbilaran City

Date of Birth: April 20, 2002

Place of Birth: Tagbilaran City, Bohol

Age: 21

Sex: Female

Religion: Roman Catholic

Father’s Name: Marcelo D. Sarayan Jr.

Mother’s Name: Arlyn P. Sarayan

Language and Dialects Written and Spoken:

Cebuano, Filipino, English, Mandarin

EDUCATION

Primary: MANGA ELEMENTARY SCHOOL

Manga District, Tagbilaran City, Bohol

Secondary: MANGA NATIONAL HIGH SCHOOL

Manga District, Tagbilaran City, Bohol

MANGA NATIONAL HIGH SCHOOL

Manga District, Tagbilaran City, Bohol

Tertiary: BOHOL WISDOM SCHOOL

BSED III- ENGLISH

(2023-present)