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Miss Judith A. Khensay, subject teacher for research 1 & 2, the researchers
would like to thank her for her patience, for her enthusiasm and dedication
that could be seen burining within her each day she enters class and to
impart to them the best of what she knows and to assist them in every step of
their research work.
To their classmates:
Maybelle and Marco who are also working on their researches, the
researchers would like to thank them for their cooperation and help in
making this research possible.
The Correlation Of Students Academic
Performance in Chinese Education with their
Performance In The English Education In
Baguio Patriotic High School
By:
Maches, Blance
Yeo, Ahn Ahn
Yang, Jasper
Submitted to:
Significance of study
Once this study is proven to be successful, it shall be used in
order to determine learning the chinese language is beneficial to the
students who are enrolled in the integrated classes in Baguio Patriotic
High School in a way that it helps to improve their grades in their
English subjects or if their scores in their chinese class could be used
to predict their success in their English classes. If proven to be true,
this study could be a good predictor for academic sucess in Baguio
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Patriotic High School which will greatly benefit the institution, the
teachers, and the students.
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conducted by Campbell (1962) in his longitudinal study he compared
the performance in all school subjects of Elementary Schools that
teaches foreign languages and elementary schools that don’t, all
students with a second language had an IQ of 120 or above, proving
that Foreign Language in Elementary School has a positive effect;
consistent improved performance on both verbal and non-verbal
intelligence tests.The most recent researchers, Bialystok and Barac
(2010) were able to study about the children who were learning a
second language through immersion education.They used the
regression analysis to relate background and learning variables to
outcomes,and their studies showed that language proficiency
predicted performance on metalinguistic tasks, but the length of time
spent in the immersion program predicted performance on nonverbal
executive function tasks.
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Independent variable Dependent Variable
-Chinese students -Chinese students academic
performance in their performance in their other
chinese classes subject areas in English.
Expected outcome
-Enhanced cognitive
abilities and improved
academic performance due
to exposure to bilingualism.
Procedure:
Expected outcome to be
valitaded through the
comparison of chinese
students’ output in both
in Chinese and English
Dept.
Figure 1. Research
Paradigm
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Chapter 3: Methodology
This chapter presents the methods and strategies that are used to
analyze the data that were gathered. It also discusses the area of the
study, the population, and the sample population that were taken into
consideration in this study.
Research Design
This research used a quantitative method since the aim of a
quantitative approach is to determine the relationship of the
independent variable( Chinese Education) and the dependent variable
( Academic performance in English subjects). This research was
designed to provide systematic information about a phenomenon and
so this study will entail the process of comparing students’ grades in
the chinese department with that of their grades in the English
department.
The sample size that will be taken in this research will be determined
through the use of Yamane’s formula:
N
n=
1+ N (e)2
60 315
n= n= = 172
1+60(0.05)2 1+315(0.05)2
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Data gathering method and apporach
The researchers will be doing a comparison of Chinese and English
grades of the students enrolled in integrated classes with proper
authorization to assess the students records for both English and
Chinese classes. This will be done in order to find acceptable and
reliable answers to the problems of this study:
The data that will be gathered from both Chinese and English grades
which will be subjected to the Pearson R test that will be computed
and analyzed on SPSS or Satististics Package of Social Sciences.
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Chapter 4 : Data Analysis And Findings
The tables presented in this chapter presents the analysis of data
obtained from the students’ academic record in both english and
chinese from grades 1 to senior high school. There are a total of 315
integrated students for school year 2018- 2019, however only a
sample size of 172 were taken for the analysis and subjected to
Pearson’s R coefficient is test to identify if there is a relationship
between the student’s chinese grades ( independent variable) and
english grades (dependent varible), in order to determine if the
students’ chinese grades are indeed a good predictor of academic
success for english subjects.
Table 4.1 presents the frequency and percentage of the students’ who
were able to obtain certain grades in their chinese classes.
Table 4.1
Based on the table above it can be seen that 4 students have grades
below 70, 8 students below 75, 14 that ranges from 76-79, 22 that
ranges from 80-83, and 35 that ranges from 84-87,43 that ranges from
89-91, 26 that ranges from 92-95, and two students that have an
average of 96 and above for their chinese grades. It could be seen
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from this that the students are able to do well for the chinese classes
since only 8 and 4 students got grades that are below 75 or 75 and the
rest were able to pass their chinese classes. Generalizations could be
made that chinese classes maybe easy to pass since 43 or the majority
of the students have grades that fall between 89-91, however, it takes
a lot of effort to gain a grade that’s near perfect or 100 that since only
2 students out of 172 integrated students were able to get 96 and
above.
Table 4.2 presents the frequency and percentage of the students’ who
were able to obtain certain grades in their english classes.
74-77 5 .5
78-81 24 14
82-85 48 27.9
86-89 51 29.7
90-93 38 22
94-97 5 2.9
98≥ 1 0.56
Total 172 100.0
Based on the table above it could be seen that there are 5 students who
have a grade of 74-77, 24 have a grade of 78-81, 48 have a grade from
82-85, 51 have a grade from 90-93, 5 for 94-97, and only one that
scored 98 or above. It could be seen that there are only a few students
who are not able to do so well since only 5 students have an average
of 74-77. Most however are able to just fine since at least 51 students
or majority of the students’ average falls within 86-89.
Table 4.1 presents the mean and standard deviation of the students’
chinese and english grades.
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Table 4.1
Descriptive Statistics
Mean Std. Deviation N
CHINESE 83.4779 6.80008 172
ENGLISH 84.8628 4.80529 172
Based on the table above, it could be seen that the mean of students’
chinese grades is 83.4779 and 84.8628 for the students’ english grades
which are close to each other. The standard deviation of the students’
chinese grades is 6.80008 and 4.80529 for the students’ english from
the sample size of 172 that had been analyzed.
Table 4.2 presents the Pearson’s R value and P value of the students’
chinese and english grades after it had been subjected the Pearson’s R
correlation and coefficient test.
Table 4.2
Correlations
CHINESE ENGLISH
Pearson Correlation 1 .476**
CHINESE Sig. (2-tailed) .000
N 172 172
**
Pearson Correlation .476 1
ENGLISH Sig. (2-tailed) .000
N 172 172
**. Correlation is significant at the 0.01 level (2-tailed).
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Figure 4.3 is a graph that shows the dispersion of the different values
and the trend line.
Figure 4.3
Based on the figure shown above, it can be seen the values for both
english and chinese grades are spread through out the graph, most lie
closer to the center while some are further from the rest of the values.
The relationship between the 2 varibles, chinese and english grades
are further proven to be true since the trend line slopes upward with a
line linearity of 0.226, this goes to show that the trend line is not
prefectly linear since it also has a few outliers.
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Chapter 5: Summary, Findings,
Conclusions, and Recommendations
This chapter presents a short summary of the findings of the study.
Conclusions are drawn and recommendations are given as well.
Summary of findings
This study was conducted in with the objective of discovering
determining if there’s a relationship between the chinese and english
grades of the students from grades 1- senior high school in Baguio
Patriotic High School, this would help to identify if chinese education
could be a successful predictor for students’ academic success for
their english subjects.
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based on table 4.2, the P value is equivalent to .000 because a
correlation can be identified as significant as long as the p value
or significance is less than or equal to the alpha of 0.001. With
this being said, the students’ chinese performance may not be a
major determiner of the students’ english performance but it
could still be one factor that could influence or shape the way
an individual work in a certain environment.
Conclusions:
1.) Learning the chinese language may not have a very strong
impact on the students’ grades in English, but it may
influence or train a student in his/her ways of learning such
that they will start learning to balance their time for both
classes and manage their time well if they want to do well
for both. Their minds are also trained to multitask and take
part in activities for both chinese and english or to switch
between both and so they are challenged therefore, they
have to exert an equal amount of effort for both.
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Recommendations:
1.) The school should allow the chinese department to come up
with their own programs and activities of their own kind, and to
integrate this into the school’s usual events so integrated
students may see taking up chinese classes in a new light where
there’s a common meeting point between the two. Like the
Chinese department should also be given a specific time around
the school year to host their own fun activities and competitions
that all integrated students should take part in so Confucius Day
won’t be the only main event for the chinese department every
year.
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BIBLIOGRAPHY
Internet:
Why study a language? Retrieved from
https://cllc.osu.edu/undergraduate/why
Alban, D. The Brain Benefits of Learning a Second Language. Retrieved
from https://bebrainfit.com/benefits-learning-second-language/
Loveless, B.(2018). Learning a Foreign Language Supports Academic
Achievement and Cognitive Development. Retreived from
https://www.educationcorner.com/benefits-of-learning-a-foreign-
language.html
Bravo, L. Benefits Of Learning Multiple Languages: Cognitive And
Beyond. Retrieved from https://www.italki.com/article/1057/benefits-of-
language-learning-cognitive-and-beyond
Oxenham, J. (2006). The benefits of learning language. Retrieved from
https://www.rocketlanguages.com/blog/the-benefits-of-learning-a-
language
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Curriculum Vitae
FATHER:Yang Shaowei
EDUCATIONAL BACKGROUND
BIRTHPLACE: Philippines
EDUCATIONAL BACKGROUND
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ELEMENTARY: Peiying Primary School
(2007-2012)
HIGH SCHOOL: Baguio Patriotic High School
(2013-2019)
EDUCATIONAL BACKGROUND
ELEMENTARY: Acupan Elementary School
Acupan, Virac Itogon Benguet
(2006-2012)
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