Chapter IV

RESULTS AND DISCUSSION

This chapter presented the findings and provided a thorough discussion of the

information generated from the responses of 41 students from Gabi National High School.

PRESENTATION OF DATA RESULTS AND ANALYSIS

Demographic Profile of the Students

The demographic profile of the students is important data that would serve as the

baseline information to determine the students’ characteristics. These students’ characteristics

gave the researcher a clear picture of the student’s profile. The data generated is presented in

matrix form. Table 4.1, Table 4.2, and Table 4.3 below is the summary of the information

from the respondents.

Sex

With descriptive measures of the sex of students, Table 4.1 provides the summary of

the sex of respondents. The data gathered shows a greater number of females than males.

Table 4.1. Frequency Table of Respondents’ Sex

Sex Frequency Percentage

Male 18 44%

Female 23 56%

Total 41 100%

Figure 4. Percentage Graph of Respondents’ Sex

 SEX

MALE
44% FEMALE
56%

The data shows that there were a total of 41 respondents in the study. Out of the total

population, 23 respondents are female, which represents 56% of the total population. On the

other hand, there were 18 male respondents, accounting for 44% of the total population. This

data suggested that there is a higher representation of female respondents compared to male

respondents in the study.

Strand

About descriptive measures of the Strands of students, Table 4.2 provides the summary

of the Strands of respondents. The data gathered shows a greater number of HUMSS

(Humanities and Social Sciences) respondents than GAS (General Academic Strand)

respondents.

Table 4.2. Frequency Table Based in Strand

Strand Frequency Percentage

HUMSS 26 63%

GAS 15 37%

Total 41 100%
 Figure 4.1. Percentage Graph of Respondents’ Strand

HUMSS

GAS
37% HUMSS

63%

Based on the data, the respondents are categorized into two main strands: Humanities

and Social Sciences (HUMSS) and General Academic Strand (GAS). The total population of

respondents in the study is 41. Within this population, 26 respondents belong to the

Humanities and Social Sciences (HUMSS) strand, representing 63% of the total population.

While, there are 15 respondents in the General Academic Strand (GAS), accounting for 37%

of the total population. This data indicates that the majority of the respondents in the study

are from the Humanities and Social Sciences (HUMSS) strand, with a higher percentage

compared to the General Academic Strand (GAS).

Groups

About descriptive measures of the Groups of students, Table 4.3 provides the summary

of the Groups of respondents. The data gathered shows a greater number of Experimental

Group (Exposed) respondents than Controlled Group (Non-exposed) respondents.

Table 4.3. Frequency Table Based in Strand Group

Groups Frequency Percentage

Controlled Group 11 27%

 Experimental Group 30 73%

Total 41 100%

Figure 4.2. Percentage Graph Respondents’ Group

Groups
Controlled
27% Experimental

73%

Based on the data provided, the respondents are categorized into two main groups: the

Experimental Group and the Control Group. The total population of respondents in the study

is 41. Within this population, 30 respondents belong to the Experimental Group, representing

73% of the total population. On the other hand, there are 11 respondents in the Control

Group, accounting for 27% of the total population. This data suggests that the majority of the

respondents are part of the Experimental Group, with a higher percentage compared to the

Control Group. The Experimental Group typically the students who did not get the passing

score of the test and who would be exposed to the study, while the Control Group serves as a

comparison without the intervention.

Proficiency Test Mean Scores

The pre-test and post-test proficiency test mean scores of the students is an

important data that would serve as the baseline information to determine the student’s level of

improvement or proficiency. These students’ improvements gave the researcher a clear

picture of the student's proficiency. The data generated is presented in matrix form. Table 5

below is the summary of the information from the respondents.

Table 5. Frequency and Weighted Mean Table of the Scores of the Respondents in their
Pre-test and Post-test.

PRE-TEST
Respondents READING SPEAKING WRITING LISTENING
1 15 14 17 6
2 11 10 11 5
3 18 17 17 6
4 13 12 10 7
5 17 19 19 9
6 16 11 14 6
7 13 11 11 7
8 12 16 11 7
9 17 12 14 6
10 14 13 15 7
11 16 19 19 7
12 17 10 14 7
13 15 18 16 5
14 13 12 16 5
15 10 10 16 5
16 16 15 15 6
17 15 14 15 6
18 14 12 14 6
19 15 10 13 7
20 13 13 15 6
21 15 9 0 6
22 19 18 19 8
23 14 11 15 6
24 18 9 10 7
25 18 16 19 8
26 13 10 13 6
27 14 10 15 6
28 13 9 12 7
29 8 12 14 6
30 13 10 10 6
31 12 13 16 7
32 12 10 5 5
33 12 10 8 5
34 10 10 3 5
35 10 13 12 7
36 10 10 18 7
37 11 5 10 3
 38 9 6 13 3
39 8 10 9 3
40 12 9 11 6
41 11 10 6 5

POST-TEST
Respondents READING SPEAKING WRITING LISTENING
1 18 15 18 7
2 9 11 8 6
3 19 18 15 7
4 15 13 12 7
5 18 19 19 10
6 17 12 15 6
7 15 12 11 8
8 17 18 13 6
9 15 13 13 6
10 16 15 15 7
11 19 19 20 8
12 17 12 15 7
13 17 19 15 7
14 15 13 16 7
15 9 11 14 5
16 14 16 16 6
17 17 15 16 6
18 16 12 15 7
19 13 13 15 6
20 18 15 17 6
21 11 12 5 5
22 20 18 19 9
23 15 13 17 6
24 15 11 12 7
25 19 18 19 9
26 14 12 15 7
27 7 9 11 5
28 11 10 15 6
29 10 12 15 6
30 16 14 14 7
31 14 13 15 6
32 12 11 6 5
33 13 15 12 8
34 11 12 5 6
35 12 14 15 7
36 10 12 19 7
37 14 5 8 5
38 10 9 15 5
39 5 11 12 5
40 13 11 14 7
 41 9 11 5 5

Proficiency Test Mean Scores

Readin Speaking Writing Listening

g

Pre-test (Before EL Pro Implementation) 13 12 13 6

Post-test (After EL Pro 14 13 14 7

Implementation).

The data from the proficiency test mean scores of the respondents in the pre-test and

post-test, before and after the EL Pro implementation, reveals notable improvements in

reading, writing, speaking, and listening skills. Specifically, there was a consistent increase of

1 point in the mean scores for reading and writing, indicating enhanced proficiency in these

areas. Additionally, the mean scores for listening also improved by 1 point, reflecting

progress in comprehension skills. Notably, the mean score for speaking increased by 1 point

from the pre-test to the post-test, revealing that the speaking proficiency of the respondents

improved upon the implementation of the EL Pro Literacy. In summary, there is a significant

difference in their proficiency test scores results after El Pro Literacy program

implementation and the students have higher proficiency levels in the post-test than the pre-

test.

Significant Difference in their Proficiency Test Scores Results after El Pro Literacy

Program Implementation
 The proficiency test scores results of the students after the implementation of the EL

Pro Literacy an important data that would serve as the baseline information to determine the

impact of the Program on the test scores. The students’ test score results gave the researcher a

clear picture of the impact or effect of the program. The data generated is presented in matrix

form. Table 6 below is the summary of the information from the respondents.

Table 6. ANOVA: Single Factor of Test Scores Results after El Pro Literacy Program
Implementation

ANOVA: Single
Factor

SUMMARY
Groups Count Sum Average Variance
READING 41 575 14.0243902 12.8243902
SPEAKING 41 544 13.2682927 9.45121951
WRITING 41 566 13.804878 15.2109756
LISTENING 41 266 6.48780488 1.35609756

ANOVA
Source of
Variation SS df MS F P-value F crit
Between Groups 1611.53049 3 537.176829 55.3182004 1.37732E-24 2.6611
Within Groups 1553.70732 160 9.71067073

Total 3165.2378 163

Alternative Hypothesis (Ha)

There is a significant difference in their proficiency test scores results after the

El Pro Literacy program implementation.

Null Hypothesis (H0)

 There is no significant difference in their proficiency test scores results after

the El Pro Literacy program implementation.

Decision

F statistics 55.3182004 is much higher than the F critical value, 2.6611, thus, we

would reject the H0, indicating that there is a significant difference between the means of the

groups. Also, with the p-value of 1.37732E-24, which is extremely small and less than the

significance level alpha 0.05, we would have the same decision, reject the H0, which

indicated strong evidence against the null hypothesis.

The data gathered, revealed a substantial enhancement in proficiency test scores

following the implementation of the EL Pro Literacy Strategy. The variance scores, which

indicate the dispersion of scores around the mean, show a notable increase from 91.85 in the

pre-test to 98.05 in the post-test. This rise in variability in post-test scores suggests a broader

range of performance levels among respondents, likely due to the program's efficacy in

addressing diverse learner needs and boosting proficiency levels. In essence, there is a

significant difference in their proficiency test scores results after the EL Pro Literacy strategy

implementation, reflecting an overall improvement in their proficiency levels.

Significant Difference between the Pre-test (before El Pro implementation) and the
Post-test (after El Pro implementation) of the Students in their English Language
Proficiency Test Scores

The proficiency test scores results of the students before and after the implementation

of the EL Pro Literacy is an important data that would serve as the baseline information to

determine the impact of the Program to the test scores result of the students. The students’

test score results in both the pre-test and post-test gave the researcher a clear picture of the

impact or effect of the program. The data generated is presented in matrix form. Table 7

below is the summary of the information from the respondents.

 Table 7. Z-Test: Two Sample for Means of the Students' Pre-test and Post-test

Variable 1 Variable 2
Mean 44.82927 47.585366
Known Variance 91.85 98.05
Observations 41 41
Hypothesized Mean Difference 0
z -1.280631
P(Z<=z) one-tail 0.100162
z Critical one-tail 1.644854
P(Z<=z) two-tail 0.200323
z Critical two-tail 1.959964

Alternative Hypothesis (Ha)

There is a significant difference between the pre-test (before El Pro implementation)

and the post-test (after El Pro implementation) of the students in their English language

proficiency test scores.

Null Hypothesis (H0)

There is no significant difference between the pre-test (before El Pro implementation)

and the post-test (after El Pro implementation) of the students in their English language

proficiency test scores.

Decision

The computed Z statics is -1.280631 with an absolute value of 1.280631 being

less than the Z critical value for two tail, 1.959964. Therefore, we failed to reject the H0.

Also, the computed p-value for two tail is 0.200323 with a significance level of alpha 0.05.

Since the p-value is greater than alpha 0.05, we failed to reject the H0. So, the decision

remains the same: failed to reject the H0. Therefore, there is no significant difference

between the pre-test (before El Pro implementation) and the post-test (after El Pro

implementation) of the students in their English language proficiency test scores.

 In this matter, we obtained a Type II error of Hypothesis, since the null hypothesis is

incorrectly not rejected when it is false. In this context, if we were to fail to reject the null

hypothesis, we claimed a Type II error. The researchers aimed to achieve a decision of

having a significant difference between the students’ pre and post-test scores.

Significant Association between the Demographic Profile and Proficiency Level in

English as to their Perceived Experiences of the El Pro Literacy Program among Grade
11 Students.

The demographic profile and the proficiency level in English of students as to their

perceived experiences of EL Pro Literacy an important data that would serve as the baseline

information to determine the association between the two. Then data of the students’

demographic profile and the level of their proficiency gave the researcher a clear picture of

the relationship between the two. The data generated is presented in matrix form. Table 8,

Table 8.1, Table 8.2 below is the summary of the information from the respondents.

Table 8. Chi-Square Table between the SEX and the Perceived Experience of the
respondents.

SEX
Row
Reading Excellent Very Good Good Poor Very Poor
Totals

6 (6.59) 21 (27.22) 57 (52.68) 5 (2.63) 1 (0.88)

Male 90
[0.05] [1.42] [0.35] [2.12] [0.02]

9 (8.41) 41 (34.78) 63 (67.32) 1 (3.37) 1 (1.12)

Female 115
[0.04] [1.11] [0.28] [1.66] [0.01]

Column
15 62 120 6 2 205
Totals

The chi-square statistic is 7.0747. The p-value is .131992. The result is not significant at
p < .05.
Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Sex) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Sex) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 7.0747. The p-value is .131992. The result is not

significant at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is

greater than the significance level alpha 0.05.

The analysis of student responses in reading skills regarding sex shows that the

category with the highest total of responses is category 3, labeled as “Good,” with a total of

120 responses. Specifically, female students contributed the most responses in category 3,

totaling 63. The statistical analysis using the chi-square test resulted in a value of 7.0747,

with a corresponding p-value of 0.131992. This finding indicates that the results are not

statistically significant at the conventional significance level of p<0.05. Therefore, we failed

to reject the H0.

Row
Writing Excellent Very Good Good Poor Very Poor Totals

2 (2.63) 24 (21.51) 50 (54.44) 13 (10.54) 1 (0.88)

Male 90
[0.15] [0.29] [0.36] [0.58] [0.02]
 4 (3.37) 25 (27.49) 74 (69.56) 11 (13.46) 1 (1.12)
Female 115
[0.12] [0.23] [0.28] [0.45] [0.01]

Column
Totals 6 49 124 24 2 205
The chi-square statistic is 2.4871. The p-value is .646945. The result is not significant
at p < .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Sex) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Sex) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 2.4871. The p-value is .646945. The result is not

significant at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is

greater than the significance level alpha 0.05.

The analysis of student responses in writing skills related to sex reveals that the

category with the highest total of responses is category 3, identified as “Good,” with a total of

124 responses. In particular, female students provided the majority of responses in category

3, amounting to 74 responses. The statistical evaluation using the chi-square test yielded a

value of 2.4871, with a corresponding p-value of 0.646945. These results indicate that the

findings are not statistically significant at the conventional significance level of p<0.05.
 Row
Speaking
Excellent Very Good Good Poor Very Poor Totals

4 (4.39) 21 (18.00) 49 (53.12) 14 (13.17) 2 (1.32)

Male 90
[0.03] [0.50] [0.32] [0.05] [0.35]

6 (5.61) 20 (23.00) 72 (67.89) 16 (16.83) 1 (1.68)

Female 115
[0.03] [0.39] [0.25] [0.04] [0.28]

Column
Totals 10 41 121 30 3 205
The chi-square statistic is 2.2476. The p-value is .690324. The result is not significant at p
< .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Sex) and proficiency

level in English as to their perceived experiences of the El Pro Literacy Program among Grade

11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Sex) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 2.2476. The p-value is .690324. The result is not significant

at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is greater than

the significance level alpha 0.05.

The responses of students in speaking skills concerning sex indicate that the category

with the highest total of responses is category 3, labeled as “Good,” with a total of 121
responses. Specifically, female students contributed the most responses in Category 3,

totaling 72. The statistical analysis using the chi-square test resulted in a value of 2.2476,

with a corresponding p-value of 0.690324. The data collected from students’ responses in

speaking skills regarding sex show that there is no significant association between the

responses of male and female students.

Row
Listening
Excellent Very Good Good Poor Very Poor Totals

1 (3.07) 25 (21.95) 50 (51.80) 12 (11.85) 2 (1.32)

Male 90
[1.40] [0.42] [0.06] [0.00] [0.35]

6 (3.93) 25 (28.05) 68 (66.20) 15 (15.15) 1 (1.68)

Female 115
[1.09) [0.33] [0.05] [0.00] [0.28]

Column
Totals 7 50 118 27 3 205
The chi-square statistic is 3.9945. The p-value is .406753. The result is not significant at
p < .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Sex) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Sex) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision
 The chi-square statistic is 3.9945. The p-value is .406753. The result is not

significant at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is

greater than the significance level alpha 0.05.

The analysis of student responses in listening skills related to sex reveals that the

category with the highest total of responses is category 3, identified as “Good,” with a total of

124 responses. Among these responses, female students predominantly contributed to

category 3, with a total of 68 responses. The statistical analysis using the chi-square test

yielded a value of 3.9945, with a corresponding p-value of 0.406753. The data gathered from

students’ responses in listening skills regarding sex do not show a significant association

between male and female students’ responses.

Table 8.1. Chi-Square Table between the STRAND and the Perceived Experience of the
respondents.

Row
Reading Excellent Very Good Good Poor Very Poor
Totals

8 (8.88) 35 (39.95) 81 (76.10) 5 (3.80) 1 (1.27)

HUMSS 130
[0.09] [0.61] [0.32] [0.38] [0.06]

6 (5.12) 28 (23.05) 39 (43.90) 1 (2.20) 1 (0.73)

GAS 75
[0.15] [1.06] [0.55] [0.65] [0.10]

Column
14 63 120 6 2 205
Totals

The chi-square statistic is 3.959. The p-value is .411578. The result is not significant
at p < .05.
Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Strand) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

 There is no significant association between the demographic profile (Strand) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 3.959. The p-value is .411578. The result is not

significant at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is

greater than the significance level alpha 0.05.

The analysis of student responses in reading skills based on the academic strand

indicates that the category with the highest total of responses is category 3, characterized as

“Good,” with a total of 120 responses. Specifically, students in the HUMSS (Humanities and

Social Sciences) strand contributed the most responses in category 3, totaling 81. The

statistical analysis using the chi-square test resulted in a value of 3.959, with a corresponding

p-value of 0.411578. The data gathered from students’ responses in reading skills based on

their academic strand; do not show a significant association in the distribution of responses

across different categories.

Row
Writing Excellent Very Good Good Poor Very Poor
Totals

2 (3.80) 29 (31.07) 88 (79.27) 10 (14.59) 1 (1.27)

HUMSS 130
[0.86] [0.14] [0.96] [1.44] [0.06]

4 (2.20) 20 (17.93) 37 (45.73) 13 (8.41) 1 (0.73)

GAS 75
[1.46] [0.24] [1.67] [2.50] [0.10]

Column
6 49 125 23 2 205
Totals
The chi-square statistic is 9.4426. The p-value is .05094. The result is not significant at
p < .05.
Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Strand) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Strand) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 9.4426. The p-value is .05094. The result is not

significant at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is

greater than the significance level alpha 0.05.

The analysis of student responses in writing skills based on the academic strand

indicates that the category with the highest total of responses is category 3, characterized as

“Good,” with a total of 125 responses. Specifically, students in the HUMSS (Humanities and

Social Sciences) strand contributed the most responses in category 3, totalling 88. The

statistical analysis using the chi-square test resulted in a value of 9.4426, with a

corresponding p-value of 0.05094. Therefore, there is insufficient evidence to suggest a

notable association between the academic strand and the responses provided in reading skills.

Row
Speaking Excellent Very Good Good Poor Very Poor
Totals

3 (6,34) 28 (26.00) 87 (76.73) 11 (19.02) 1 (1.90)

HUMSS 130
[1.76] [0.15) [1.37] [3.38] [0.43]

GAS 7 (3.66) 13 (15.00) 34 (44.27) 19 (10.98) 2 (1.10) 75

 [3.05] [3.05] [2.38) [5.87] [0.74]

Column
10 41 121 30 3 205
Totals
The chi-square statistic is 19.4104. The p-value is .000653. The result is significant at p
< .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Strand) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Strand) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 19.4104. The p-value is .000653. The result is significant

at p < .05. Thus, we reject the hypothesis since the computed p-value is less than the

significance level alpha 0.05.

The analysis of student responses in speaking skills based on the academic strand

reveals that the category with the highest total of responses is category 3, characterized as

“Neutral,” with a total of 121 responses. Specifically, students in the HUMSS (Humanities
 and Social Sciences) strand contributed the most responses in category 3, totaling 87. The

statistical analysis using the chi-square test yielded a value of 19.4104, with a corresponding

p-value of 0.000653. The data gathered from students’ responses in reading skills based on

their academic strand, particularly in the HUMSS strand, demonstrate a significant

association in the distribution of responses across different categories.

Row
Listening Excellent Very Good Good Poor Very Poor
Totals
11
2 (4.44) 24 (31.07) 91 (75.46) 2 (1.90)
HUMSS (17.12) 130
[1.34] [1.16] [3.20] [0.01]
[2.19]

5 (2.56) 25 (17.93) 28 (43.54) 16 (9.88) 1 (1.10)

GAS 75
[2.32] [2.79] [5.54] [3.79] [0.01

Column
7 49 119 27 3 205
Totals
The chi-square statistic is 22.8037. The p-value is .000139. The result is significant at p
< .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Strand) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

 There is no significant association between the demographic profile (Strand) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 22.8037. The p-value is .000139. The result is significant

at p < .05. Thus, we reject the hypothesis since the computed p-value is less than the

significance level alpha 0.05.

The analysis of student responses in listening skills based on the academic strand

indicates that the category with the highest total of responses is category 3, described as

“Good,” with a total of 119 responses. Specifically, students in the HUMSS (Humanities and

Social Sciences) strand contributed the most responses in category 3, amounting to 91. The

statistical analysis using the chi-square test resulted in a value of 22.8037, with a

corresponding p-value of 0.000139. The data collected from students’ responses in listening

skills based on their academic strand, particularly in the HUMSS strand, show a significant

association between the academic strand and the distribution of responses in listening skills.

Table 8.2. Chi-Square Table between the GROUPS and the Perceived Experience of the
respondents.

GROUPS
Row
Reading Excellent Very Good Good Poor Very Poor
Totals

8 (4.29) 20 (19.05) 25 (28.44) 1 (2.68) 1 (0.54)

CONTROLLED [3.20] [0.05) [0.42] [1.06] [0.40] 55
8
(11.71) 51 (51.95) 81 (77.56) 9 (7.32) 1 (1.46)
EXPERIMENTAL [1.17] [0.02] [0.15] [0.39] [0.15] 150
 Column
Totals 16 71 106 10 2 205
The chi-square statistic is 6.9987. The p-value is .135956. The result is not significant at
p < .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Groups) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Groups) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 6.9987. The p-value is .135956. The result is not

significant at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is

greater than the significance level alpha 0.05.

From the gathered responses of the students in reading skills in terms of groups

whether experimental or control group, the category have high total of responses is the 3 with

a total of 106 and the description is “Good”. And the HUMSS strand has most response in

category 3 or Good with a total of 81. The chi-square statistics is 6.9987. The p-value

is .135956. The result Is not significant at p<.05.

 Row
Writing Excellent Very Good Good Poor Very Poor
Totals

2 (1.61) 16 (15.02) 35 (31.12) 1 (6.71) 1 (0.54)

CONTROLLED [0.09] [0.06] [0.48] [4.86] [0.40] 55

4 (4.39) 40 (40.98) 81 (84.88) 24 (18.29) 1 (1.46)

EXPERIMENTAL [0.03] [0.02] [0.18] [1.78] [0.15] 150

Column
Totals 6 56 116 25 2 205
The chi-square statistic is 8.0604. The p-value is .0899392. The result is not significant at
p < .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Groups) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Groups) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 8.0604. The p-value is .0899392. The result is not

significant at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is

greater than the significance level alpha 0.05.

From the gathered responses of the students in writing skills in terms of groups

whether experimental or control group, the category that has the highest total of responses is
the 3 with a total of 116 and the description is Good. The HUMSS strand has the most

response in category 3 or Good with a total of 81. The chi-square statistic is 8.0604. The p-

value is .089392. The result Is not significant at p<.05.

Row
Speaking Excellent Very Good Good Poor Very Poor
Totals

4 (2.68) 21 (13.41) 24 (28.98) 5 (9.12) 1 (0.80)

CONTROLLED [0.65] [4.29] [0.85] [1.86] [0.05] 55

6 (7.32) 29 (36.59) 84 (79.02) 29 (24.88) 2 (2.20)

EXPERIMENTAL [0.24] [1.57] [0.31] [0.68] [0.02] 150

Column
Totals 10 50 108 34 3 205
The chi-square statistic is 10.5234. The p-value is .032476. The result is significant at
p < .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Groups) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Groups) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 10.5234. The p-value is .032476. The result is significant

at p < .05. Thus, we reject the hypothesis since the computed p-value is less than the

significance level alpha 0.05.

 From the gathered responses of the students in speaking skills in terms of groups

whether experimental or control group, the category that has the highest total of responses is

the 3 with a total of 108 and the description is Good. The HUMSS strand has the most

responses in category 3 or Good with a total of 84. The chi-square statistic is 10.5234. The p-

value is .032476. The result is significant at p<.05.

Row
Listening Excellent Very Good Good Poor Very Poor
Totals

4 (2.41) 17 (15.56) 29 (28.17) 4 (8.05) 1 (0.80)

CONTROLLED [1.04] [0.13] [0.02] [2.04] [0..05] 55

5 (6.59) 41 (42.44) 76 (76.83) 26 (21.95) 2 (2.20)

EXPERIMENTAL [0.38] [0.05] [0.01] [0.75] [0.02] 150

Column
Totals 9 58 105 30 3 205

The chi-square statistic is 4.4859. The p-value is .344226. The result is not significant at
p < .05.

Alternative Hypothesis (Ha)

There is a significant association between the demographic profile (Groups) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Null Hypothesis (H0)

There is no significant association between the demographic profile (Groups) and

proficiency level in English as to their perceived experiences of the El Pro Literacy Program

among Grade 11 students.

Decision

The chi-square statistic is 4.4859. The p-value is .344226. The result is not

significant at p < .05. Thus, we failed to reject the hypothesis since the computed p-value is

greater than the significance level alpha 0.05.

From the gathered responses of the students in listening skills in terms of groups

whether experimental or control group, the category has the highest total of responses is 3

with a total of 105 and the description is Good. The HUMSS strand has the most response in

category 3 or Good with a total of 76. The chi-square statistic is 4.4859. The p-value

is .344226. The result is not significant at p<.05.

 CHAPTER V

CONCLUSION AND RECOMMENDATIONS

CONCLUSION

The study encompassed 41 respondents, with a notable female majority of 56%

compared to 44% male participants. The Humanities and Social Sciences (HUMSS) strand

dominated the academic distribution with 63% representation, while the General Academic

Strand (GAS) accounted for 37%. The Experimental Group constituted 73% of participants,

surpassing the Control Group at 27%. Following the EL Pro Literacy program

implementation, substantial enhancements were observed in reading, writing, speaking, and

listening skills, reflected in improved proficiency scores. The post-test variance indicated a

wider performance range, showcasing the program's efficacy in boosting proficiency levels.

The statistical analyses using frequency, ANOVA, and chi-square tests unveiled varying

significance levels across different study dimensions. While some areas like reading skills by

sex and academic strand lacked significant associations, others such as speaking skills by

academic strand revealed notable associations. Overall, the data underscores the positive

impact of the EL Pro Literacy program on enhancing students' English language proficiency.

The study emphasizes the influence of factors like gender and academic strand on students'

responses and proficiency levels in various language skills assessments, highlighting the

importance of considering these variables in evaluating proficiency and responses effectively.

RECOMMENDATIONS

Based on the results of the study the following recommendations are hereby

suggested.
 1. Encourage students to engage in real-life language scenarios, such as debates,

presentations, and group discussions, to enhance fluency and confidence.

2. Continue implementing effective programs like the EL Pro Literacy to enhance

reading, writing, speaking, and listening skills and improve overall proficiency levels.

3. Encourage students to engage in English language activities outside the classroom

to reinforce learning and improve fluency.

4. Explore how proficiency levels evolve over time and identify factors that contribute

to sustained improvement in language skills.

5. Implement formative assessment practices to monitor student progress, identify

areas for improvement, and provide timely feedback for language skill development.

6. Focus on integrated skills development by incorporating activities that combine

reading, writing, speaking, and listening practice in authentic contexts.

7. Offer language immersion opportunities, such as language clubs, conversation

sessions, or cultural exchanges, to provide real-world contexts for practicing English

language skills.