Thesis Final v3

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RAYMUNDO Page | i
“The Impacts of English Language as Medium of learning Social Studies

to the Grade 7 and 10 Students of APEC C. Raymundo”
A Research Presented in Partial Fulfillment of the Requirements for the
English Subject
BY
Luel Gabriel Echalar
Raphael Noelle Celiz
Michaella Bedaña
Arianne Gabrielle Reloj
Angela Biglang-awa
Sean Velasco
Matt Zoleta
Enzo Talplacido
Lukas Torrecampo
Rylene Layug
April 16, 2019

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Dedication
This Research is dedicated to our parents who never, at least once, gave up on us,
from making sure we are well fed to making us a cup of coffee or milk late in the night.
To our very supportive subject teachers who selflessly gave at least an hour of their time
to us so we can finish our research. And to the one above, the Almighty Father. Thank
you for the guidance, physical and mental strength you have given us for the success of
this Research Paper. All these, are for you.
AFFORDABLE PRIVATE EDUCATION CENTER- C. RAYMUNDO Page | iii
Acknowledgement
This research would’ve not been successful without the help of everyone who
never stopped guiding us throughout the process. All the impartations, advices and,
lessons you taught the researchers will always be applied and remembered. Therefore,
we would like to give thanks to the following people for all their impartations and for
offering their assistance to us.
The researchers would like to express their deepest gratitude to Mr Christian Jay
Labong, thank you for all your impartations and lessons on how to construct our
Research paper and for the consultations.
To Mr Kim John Melitante, the researchers express their deepest thanks for
helping the researchers with interpreting the gathered data. The researchers cannot
thank you enough for lessening the load they have to carry.
The researchers would like to acknowledge Ms Ashley Jay Ramoso for teaching
the researchers the proper way of citing and fixing the references. Your presence has
helped the researchers come up with a clean and neat Research. The researchers will
always be grateful for the help you have offered.
Special thanks to Mr John Paul Abellera, Ms Ashley Jay Ramoso, Mr Argie Antonio
and Ms Aina Canlubo for being the panellists on the final research defense of the
researchers. All your suggestions and recommendations will be considered in improving
the research paper.
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TABLE OF CONTENTS
TITLE PAGE………………………………….…………………………..………i
DEDICATION………………………………………………………………….....ii
ACKNOWLEDGEMENTS……………………………………………………...iii
TABLE OF CONTENTS…………………………….……………………..…..iv
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND……………………..1
Introduction……………………………………….……………...1
Theoretical Framework……………………..….…….…….......3
Conceptual Model…………………………….………….……..4
Statement of the Problem………………….………………......5
Significance of the Study………………...……………………..5
Scope and Delimitation of the Study………..………………...6
Definition of Terms………………………………….…………..7
II. REVIEW OF RELATED LITERATURE..………..……….……….8

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III. METHODOLOGY……………...…………………………………..11
Research Locale…………………………………………….…11
Description of the Respondents.………………………….….11
Research Method….……………………………….….………12
Data Gathering………………………………….……………..12
Statistical Treatment………………..……………….………...13
IV. DATA ANALYSIS AND INTERPRETATION…………………..15
V. SUMMARY, CONCLUSIONS AND, RECOMMENDATIONS..19
REFERENCES…………………………………………………………………22
APPENDICES………………………………………………………………….24
Request Letter………………………………………………….24
Survey Questionnaire……………………………………........25
Curriculum Vitae……………………………………………….27
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Chapter 1
The Problem and its Background
There are many Impacts of using the English Language as the Medium of Instruction
in teaching Social Studies. This chapter presents the Problem and its Background the
Researchers are to face when conducting this Research.
Introduction
Education in the Philippines contribute a lot to the country’s society. The paramount
importance of education can never be overlooked by anyone who holds close to his heart
the welfare of our people and the future of this country (De Guzman, 2015). The well-
being of the future citizens of a country depends on whether the children of now are very
well educated and are aware certain pressing issues in their country.
Social Studies, play a huge role in achieving a successful and flourishing society. In
some schools, children who are in primary school study Social Studies in the vernacular,
not English. However, during the transition period from Primary Education to Secondary
Education, Social Studies is taught in English. English is the preferred medium for
textbooks, communication, etc. (Essays, 2018).
Science, Physics, Mathematics and others are imprinted in English and are once in
a while has Filipino forms. Additionally, for very specialized subjects, for example,
nursing, medication, processing, and math, English is the favoured mode for reading
material, correspondence, and so on. The most noteworthy contribution of the English
language to the Philippines however may be on the financial field. Because of the
Filipinos strong command of the English language, several opportunities are opened for
the nation.
These open doors are for the most part: abroad business, the outsourcing industry,
the travel industry, and enlistment of universal studies in the Philippines (Essays, 2018).
Education is profoundly crucial in making a student of all ages and level all the more
all around competitive, much the same as expert aptitudes preparing to a worker of any
position and assignment. Being knowledgeable and very much talented in the meantime
is the thing that the world requests for a perfect workforce, and for survival (English and
the Philippine Education: The Good and the Bad, 2013).
In The Philippines, English is an official Language. Yet, most Filipinos learn English
as a second language because of the country’s many dialects (Wa-Mbaleka, 2014).
Using English as the main Medium of Instruction (MOI) in the Philippines did show
significant improvements based on a prior research. But, even if the results of the
research turned out to be successful, there were still some areas that needed to be
improved.
The English language and English proficiency are playing in the educational
success and economic boom of the Philippines (Wa-Mbaleka, 2014). Education in the
Philippines is a priced possession, viewed as a ticket to a stable job, a comfortable
lifestyle, and a bright future (Porciuncula, 2011). The English language impacts the
Philippine Education which means it also will have impacts on different subjects that are
taught in schools, subjects such as Social Studies.
Theoretical Framework
The following theories help the researchers with their study on the Impacts of using
English Language as MOI in teaching Social Studies to the Grade 7 and 10 students of
APEC C. Raymundo.
Linguistic Determinism suggests that one's language determines the ways one's
mind constructs categories. First introduced by Edward Sapir and expanded by his
student Benjamin Lee Worf, the Sapir-Whorf Hypothesis proposed that language
patterns lead to different patterns in thought (Lingustic Determinism/Linguistic
Relativism, 2010).
Jean Piaget was a Swiss psychologist who was famous for his Psycholinguistic
Theory. Before someone can begin to develop language they must first actively construct
their own understanding of the world through their interactions with their environment
(Language Acquisition- Psycolinguistic Theory)
Conceptual Model
The researchers
will distinguish
the impacts of
using English
language in
teaching Social
Studies in Grade 7
The researchers
and 10 and could
need to gather the The
help teachers and
following data: researchers will
content
be conducting developers think
a. Grade in
survey on of new ways in
Social
randomly chosen using English as
Studies for
participants from an approach in
Term 1
Grade 7 and 10 teaching Social
b. Grade in
Social classes of APEC C. Studies.
Studies for Raymundo. The Researchers
Term 2 will also be able
to tell how
English as the
MOI can affect a
student’s
academic
performance in
Social Studies.
Figure 1. Conceptual Model of the Study
A conceptual model of the study that shows the needed data of the researchers in
order to succeed in this Research. The process of obtaining these needed data will be
done using the Google Forms which will be sent to randomly chosen Grade 7 and 10
students of APEC Schools C. Raymundo.
Statement of the Problem
The purpose of this study is to know the Impact of using English as the Medium of
Instruction in teaching Social Studies.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of:

a. Grade in Social Studies for Term 1
b. Grade in Social Studies for Term 2
2. Does the use of English as a medium in teaching Social Studies make it difficult for
Grade 7 and 10 students to understand?
3. Do the Grade 7 and 10 Students of APEC C. Raymundo find English as the MOI used
in teaching Social Studies efficient?
Significance of the Study
The researchers would want to know how using English in Social Studies can impact
the academic performance of the grade 7 and 10 students of APEC C. Raymundo. The
results of this research would then be the basis of determining the different ways on how
to improve teaching Social Studies in English. This research aims to help;
1. Content Developers of APEC Schools
The findings of this research will also benefit APEC Schools’ in the same way as it
would benefit APEC Schools’ Social Studies teachers. Also, all the findings and results
of this research would help the school’s content developers by providing them with new
ideas on how to make a more interactive and fun Lesson Guide for Social Studies.
2. The Future Researchers
This Research may help future researchers who wish to focus on the same concepts
and ideas present in this Research.
3. The Social Studies teachers
To the Social Studies teachers of Grade 7 and 10 students of APEC C. Raymundo,

this research would be able to help you identify better teaching styles/strategies in
discussing Social Studies through the English language.
4. The Students of APEC C. Raymundo
This research would benefit other students as the results and future
recommendations and application of this research will be applied to their Social Studies
meetings in school.
Scope and Delimitation of the Study
The purpose of this research aims to help the Teachers and Grade 7 and 10
students of APEC C. Raymundo know the Impacts of using English in teaching Social
Studies. The findings and processes of this Research would all only focus on the impact
to the academic performance of the students in a subject usually taught in the vernacular,
Social Studies. The research will also only be done in APEC C. Raymundo and would
only focus on the Grade 7 and 10 am and pm students of the said school.
Definition of Terms
Bilingualism is being able to speak and understand two (2) or more languages. In
most cases, APEC Students are able to express themselves both in English and in
Filipino very well, therefore making them Bilingual.
Content Developers of APEC Schools are the people/team who are responsible
in coming up with the different lesson guides and classroom materials that APEC
Students use in school.
English Immersive Environment a policy implemented in APEC Schools wherein

the students are encouraged to speak English at all times.
English medium of instruction used in teaching students of APEC Schools C.

Raymundo. It is also used in teaching Social Studies to students of APEC C. Raymundo.
Medium of Instruction (MOI) it is the language/medium being used in teaching a

subject/making instructions in school.
Piaget’s Psycholinguistic Theory states that one can develop their use and
understanding of language by understanding the world through their interactions.
Social Studies it is the subject taught to students of APEC Schools C. Raymundo

in the English Language.
Theory of Linguistic Determinism suggests that one's language determines the

ways one's mind constructs categories.
Chapter 2
Review of Related Literature
Language is one of the main component in education. It is the key to learning and
success of students in different kinds of academics. Bilingualism is defined as the ability
to speak and understand two languages. The Philippines is a bilingual country.
Alcoberes (2006) stressed on preserving the national language to represent a unified
culture. The necessity to maintain the national language has been one of the main issues
in the field of language planning in the country. This issue has been continuing because
of the dominant use of English. And the decreasing economic situation in the Philippines
worsen the acceptability of using Filipino as a medium of communication. Because of
practical reasons such as having the need to have a comfortable living, communicating
easily with others, and easier to enter a worldwide workforce. Controlling domains dictate
the preferred language to make people be on par and competent in communicating with
those who are in other countries.
The Philippines is a country that is full of variation of languages that is more than
100. Before, no language was being used by the Filipinos and none was a good choice
to be made as the national language. Thus, English became as a medium of instruction
and has become the dominant language of business, media, government and education
in the country. The influence of English in the Philippines intensified by globalization,
therefore the government and the businesses adopted English to trade with other
countries. Making the government to adopt policies to ensure the students improve
decent proficiency in English and subjects related to it.
The problem of the use of language is a global concern which has a huge impact to
the society. Despite that, the Philippines tries to make a solution to the demands of the
globalization that involves transmission of culture through language. Language experts
and educators are trying to find new ways on how to improve quality instructions wherein
students are expected to be competent in academically and intellectually in school.
Which is why the Philippines has developed the curriculum in order to highlight the
importance of the use of language in teaching to enhance the academic performance of
the students in learning the Social Studies.
Language learning is a complex task that involves several essential processes. For
decades, these processes have been investigated through observations, surveys, and
experiments in the attempt to give a concrete description of the language learning
phenomenon and assist the learners in achieving specific goals (Ella, 2018).
Previous research that focused solely on the teachers' teaching methods and
second language acquisition has given evidence that variations of a learner's success in
language learning exist. Language learning strategies can also enhance a learner's
proficiency in language. To put it simply, the use of more learning strategies can make
learners become more fluent in language. Making it easier for them to understand and
learn new concepts.
Jennibelle Ella, "Language learning strategies and English Proficiency of Grade 12

students 2018", the study aims to know what are the levels of English proficiency of the
Grade 12 students and their dominant language learning strategies. The study used a
descriptive quantitative design. The researcher observed that the Grade 12 students
were under "approaching proficiency" level. There is an awareness amongst the senior
high students regarding the importance of choosing the learning strategies that meet the
demands of the task that was given. In addition, the students favored the use of indirect
strategies such as focusing, planning and empathy rather than the direct strategies like
the required mental process of the language learning.
Language of instruction has been the topic of controversy in education of English

language learners. And the most volatile problem has been the English learner's use of
primary language for instruction. Should students be taught academic skills in English
which is just a second language (ESL) in schools or should they be taught the needed
skills using their mother tongue? (Martin, 2010).
In schools, most often shows that students perfoms poorly due to language barriers.
Students are likely to be embarrassed and shy from reciting, asking questions, and
sharing their opinions because of their limited vocabulary skills. They tend to get
intimidated to others who are fluent and are lacking of practice in fully understanding the
language. There is also an alarming rate of students who are getting low grades. Most
students prefer to be taught in the language that they are used to. But, not all students
have the same preference.
Language ability of the teacher and students has been recognized to pass barriers
in the subjects. A person needs to know the main components of the language that is
used in the classroom in order to understand the relationship between both the language
and the subjects. Mastery of the English language needs to precede the mastery of the
subjects. It is also important for teachers to evaluate the methods and techniques used
in teaching a subject. In order to make it easier for their students to gain more knowledge
on the subjects.
John Gorgonio, "Use of Filipino and English in Social Studies learning", the study
sought to determine the level of performance of the second year students using Filipino
or English as their medium of instruction in pre-test as well as post-test in Social Studies.
Pre-test together with the post-test was used to determine the success of using either
Filipino or English as the medium of instruction. The researcher concluded that the
second year students had developed their academic performance in Social Studies.
Particularly the use of English showed better improvements in Social Studies. Students
were able to reach the average level of performance that was based on the post-test that
the researcher used. Teaching intervention was applied which showed a beneficial factor
that helped the students to achieve greater results. The results showed that the
participants preferred to use the English language because it was introduced to them
starting from the early years of education in their schools. Considering the social status
of the students and a massive exposure to English through modern technologies and
social medias, hence, the students gained more knowledge in academic subjects due to
the prolonged use of English as their medium of instruction.
Chapter 3
Methodology
This chapter contains research methods, data gathering, statistical treatment used
for this research
Research Locale
The study was conducted in APEC Schools C. Raymundo. Affordable Private

Education Center Schools is a chain of non-sectarian private high schools offering Junior
High School and Senior High School, following the K-12 curriculum. APEC Schools was
founded by Ayala Company partnering with LiveIt Investments and Pearson on 2014.
The first branch was opened in Emilio Aguinaldo College (EAC) in 2013. APEC has two
class shifts: the morning (AM) shift and the afternoon (PM) shift.
APEC C. Raymundo is one of the branch of Affordable Private Education Center

Schools. The said school is located in MBH Building, C. Raymundo Avenue, Pasig City.
APEC C. Raymundo has now a total of 1183 students including all the AM and PM shift
students.
Description of Respondents
The respondents of the study are the grade 7 and grade 10 of APEC C. Raymundo.
Both morning and afternoon shift of the site will be participating in our study. There are
3 sections for both grade 7 and grade 10 AM shift, 2 sections for grade 7 PM shift and
one section for grade 10 PM shift. The age of grade 7 students is ranging from 11-14
years old while on the other hand, the grade 10 students’ age is ranging from 15-17
years old. 5 randomly chosen students were asked to answer the survey questionnaires
provided by the researchers.
The total number of all grade 7 and grade 10, including all the AM and PM shift is
385. The researchers will be getting the 12% of the population to answer the survey that
will supply the needed information for the researchers.
Research Method
To gather the participants, the researchers made use of the Random Sampling
Method. The total population of all Grade 10 Students, both AM Shift and PM Shift
Classes, consists of 178 students and 207 students for the Grade 7 Students, both AM
Shift and PM Shift classes. The researchers made use of Survey Questionnaire and
randomly picked 5 students of different age and gender from each class, both AM and
PM Shift Classes.
The researchers will be using conducting a survey to the 5 randomly chosen

students of each class in the form of Google Forms as it will be easier to manipulate.
Google Forms is a web-based app used to create forms for data collection purposes
(Love, 2014).
Data Gathering
The data was collected by the researchers by gathering a survey to the APEC C.
Raymundo students, mostly from grade 10 and grade 7. The survey contains 5 questions
that includes their grades in Social Studies and how they find English Language as a
medium of learning Social Studies. The researchers picked 5 respondents randomly
from each class.
The research prioritized Grade 7 students for conducting a survey because they
want to know how they deal Social Studies by using the English Language knowing that
in grade school, Social Studies is being taught in the vernacular, Filipino. The
researchers also give importance to the grade 10 students because they want to know
how the English Language impacts the Grade 10 students in learning Social Studies.
The survey took exactly one day to finish, starting from the AM Shift Classes of both
Grade 7 and 10, and finishing the survey with the PM Shift Classes of both Grade 7 and
10.
Statistical Treatment
The statistical treatment used by the researchers were the T-Test, Mean of the
respondents for the questions of the survey.
T-Test was used by the researchers to compare the average number of students
who seem to find English Language as the Medium of teaching Social Studies easy from
difficult. Since p-value is less than the significant level of 0.05, there is a significant
difference between the students who said that they find English Language as the MOI
for Social Studies very easy and students who said that they find English Language as
the MOI for Social Studies difficult. Based on the results of the T-Test, students who said
that English Language as the MOI for Social Studies is very easy and easy truly gives a
justification that they have better grades than the students who finds English Language
as the MOI for Social Studies difficult.
𝑥1− − 𝑥2−
𝑡=
𝑆2 𝑆2
√ 1+ 2
𝑛1 𝑛2
Where:
x1¯x1¯ = Mean of first set of values

x2¯x2¯ = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set.
Mean were used by the researchers to obtain the average number of response for
the questions. The Mean was also used to be able to compute for the T-Test.
Where:
A = average (or arithmetic mean)

n = the number of terms (e.g., the number of items or numbers being averaged)
x1 = the value of each individual item in the list of numbers being averaged
Chapter 4
Data Analysis and Interpretation
The data and results presentation, analysis and interpretation are found in this
chapter. Each of the data gathered answered all questions from the researchers’
Statement of the Problem.
1. What is the profile of the Respondents in terms of:
1.1 Grade in Social Studies for Term 1
Chart 1. Term 1 Social Studies Grade of Grade 7 and 10 students
Presented in Chart 1 is that at least 40% of the forty-five (45) respondents got a
grade of four (4) for their first term grade in Social Studies. 33.3%, 20%, and 6.7% for
the grades five (5), six (6), and three (3) respectively. This data shows that most of the
respondents find that the use of English Language as MOI in teaching Social Studies
fairly difficult.
1.2 Grade in Social Studies for Term 2
Chart 2. Term 2 Social Studies Grade of Grade 7 and 10 Students
Data shown in Chart 2 shows that most of the respondents did get a higher term 2
grade for Social Studies with nineteen (19) respondents having a grade of six (6) for their
term 2 grade in the said subject. 42.2% of the forty-five (45) respondents got a grade of
six (6). This data implies that as the term progressed, the students were able to grasp
the teaching technique and style of teaching their teacher used, which may include the
use of English Language as MOI in teaching Social Studies.
The results in the Social Studies test of English version questionnaire show a
development which would tell that students perform better in Social Studies subject in
the post-test (Gorgonio, 2012).
Graph 1. Level of Difficulty in understand Social Studies with the use of English
Language as the MOI
Graph 1 shows the level of difficulty students experience when English Language is
used as the MOI in teaching Social Studies. About twenty-eight (28) of the respondents,
or 62.2%, of the respondents find the use of English Language as MOI in Social Studies
optimal to understand. This data shows that the Grade 7 and 10 respondents don’t fully
understand a concept when English Language is used as MOI in Social Studies.
3. Do the Grade 7 and 10 Students of APEC C. Raymundo find English as the MOI
used in teaching Social Studies efficient?
Graph 2. Efficiency in regard with the use of English Language as the MOI in
teaching Social Studies
Data shown in Graph 2 shows that at least twenty (20) of the forty-five (45)
respondents find it good that the use of English Language as the MOI in teaching Social
Studies is helpful. The use of English Language in teaching Social Studies implies that
it really helps the students excel in their academic performance in Social Studies.
Descriptively, the use of English MOI showed better learning in Social Studies.
(Gorgonio, 2012).
Chapter 5
Summary, Conclusions and Recommendations
Found in this chapter are the Summary of all the findings, conclusions and
recommendations of the research.
Summary of the findings
A high percentage of all the forty-five (45) respondents find the use of English
Language as the MOI for teaching Social Studies optimally difficult to understand.
2. Do the Grade 7 and 10 Students of APEC C. Raymundo find English as the MOI
used in teaching Social Studies efficient?
Many of the respondents find the use of English Language as the MOI in Social
Studies helpful. The respondents think that using English Language as the MOI in
teaching Social Studies is good and helpful, they are able to learn more and excel more
in their academic performance in Social Studies.
With the teacher’s continuous use of English Language as the MOI in teaching
Social Studies, the improvement in their Social Studies grade was evident. A huge
number of the respondents had a lower grade for the first term comparing it to the second
term. Using English Language as the MOI in teaching Social Studies really did impact
the student’s academic performance positively.
Conclusions
1. Based on the results, most of the Grade 7 and 10 students of APEC C. Raymundo
find English Language as the MOI used in teaching Social Studies optimally difficult.
Although the use of English Language as the MOI in teaching Social Studies is
optimally difficult, the impact of this use to the academic performance of students is
still evident and visible.
2. The results presented in the survey done to the Grade 7 and 10 students of APEC C.
Raymundo proved that most, if not all, respondents find the use of English Language
as MOI in teaching Social Studies helpful. Therefore, the presentation of Social
Studies lesson plans with the use English Language as the main MOI helps students
excel in their academic performance in Social Studies.
Recommendations
1. Content Developers of APEC Schools

Knowing that a few of the respondents find the use of English Language as MOI in
teaching Social Studies very easy, the researchers would like to recommend to the
Content Developers of APEC Schools to use English gradually in the presentation certain
Social Studies concepts. Use easy to understand English words for the easier
understanding of the students.
2. The Future Researchers
The future researchers may consider including the Social Studies teachers in
gathering the needed data and results for this Research. The future researchers may
also improve the survey questions so that it may be inclusive for both teachers and
students. The future researchers may also consider comparing past summative
assessment scores to current summative assessments scores to justify that the use of
English Language as MOI in teaching Social Studies does impact a student’s academic
performance in the said subject.
3. The Social Studies teachers

The continuous use of English Language as MOI in teaching Social Studies would
continue in helping the students excel in their academic performance in Social Studies.
In line with the continuous use of English, it is recommended that the teachers expose
their students in an English Immersive environment and that they use English in
discussing most, if not all, concepts in Social Studies.
4. The Students of APEC C. Raymundo
It is recommended that the students converse with their teachers and use English
as their main language in discussing class concepts about Social Studies. It is also
recommended that the teachers would always promote the use of English during class
hours so the students would be able to learn and understand different concepts in Social
Studies through the use of English.
References
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https://www.philstar.com/opinion/2015/10/04/1507199/educating-our-youth. Date
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English and Philippine Education: The Good and the Bad. (October 2013). Retrieved
from http://americanenglish.ph/english-and-philippine-education-the-good-and-
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Languages_The_Case_of_the_Philippines Date Retrieved February 18, 2019.
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Education: A History. Retrieved from
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https://www.nafsa.org/Professional_Resources/Browse_by_Interest/Internationali
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https://en.wikiversity.org/wiki/Psycholinguistics/Theories_and_Models_of_Langua
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Ella, J. R. (June 2018) Langauge Learning Strategies and English Proficiency of Grade
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Love, C (December 2014) 5 Reasons to Use Google Forms with Your Students.
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Retrieved from https://www.researchgate.net/publication/317231828 Date
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Appendix A
Request Letter
Appendix B
Survey Questionnaire
Name:
Grade and Section:
o 7am1
o 7am2
o 7am3
o 7pm1
o 7pm2
o 10am1
o 10am2
o 10am3
o 10pm1
1. Term 1 Grade in Social Studies
o 6
o 5
o 4
o 3
o 2
o 1
2. Term 2 Grade in Social Studies
o 6
o 5
o 4
o 3
o 2
o 1
3. At what level of Difficulty do you find English Language as Medium of teaching

Social Studies?
Very Difficult Optimal Easy Very Easy
Difficult
Difficulty
4. How do you find English Language as Medium of teaching Social Studies?

Not at all Sometimes Good Satisfactory High
Satisfactory
Enjoyment
Helpfulness
5. Click the box that corresponds to your answer

Always Often Sometimes Rarely Never
My Social
Studies
teachers
speaks
English
The
Medium of
Instruction
used in the
classroom
is English
I
understand
the lesson
very well
Appendix C
Curriculum Vitae
I. Personal Information
Name: Luel Gabriel D. Echalar

Date of Birth: September 1, 2002
Place of Birth: Tuguegarao City, Cagayan Valley,
Philippines
Civil Status: Single
Address: Bldg. D, Unit 134, Sorrento Oasis Condominium, C. Raymundo Ave.,
Rosario, Pasig City
II. Educational Attainment
Elementary: Montessori De Cagayan

Reyes Street, Leonarda, Tuguegarao City, Cagayan Valley 3500
2009-2013
St. Paul University Philippines
Mabini Street, Tuguegarao City, Cagayan Valley 3500
2013-2015
High school: St. Paul University Philippines
Mabini Street, Tuguegarao City, Cagayan Valley 3500
2015-2016
APEC Schools C. Raymundo
MBH Building, C. Raymundo Ave., Pasig, 1609
2016-Present
Quotation: “Success is no accident”

Goals:
- To become a doctor
- To be able to help my family in the future
- To make my parents proud of my achievements
Name: Michaella M. Bedaña

Date of Birth: December 5, 2002
Place of Birth: Pasig City, National Capital Region,
Philippines
Address: 109 MH Del Pilar Street, Sto. Tomas, Pasig
City
Elementary: Pasig Central Elementary School

1600 Caruncho Ave., Pasig, 1600
2009-2015
High school: APEC Schools Mercedes
Mercedes Ave, Pasig, 1609
2015-2017
2017-Present
Quotation: “Be kind and have courage”

Goals:
- Become a future Architect/Engineer
- Provide for my family in the future
Name: Raphael Noelle P. Celiz

Date of Birth: February 12, 2003
Philippines
Address: 25B Charmagne Street, Liamzon Subd., Sta.
Lucia, Pasig City
Elementary: Morning Sun Academy

Santalia Street Decastro, Pasig, 1608
2009-2015
High school: APEC Schools C. Raymundo
2015-Present
Quotation: “Success is not final, failure is not fatal; it is the courage to continue
that counts:
Goals:
- Achieve my dreams and aspirations in the future
- Take up Architecture/Engineering and become a future Architect/Engineer
Name: Arianne Gabrielle C. Reloj

Date of Birth: August 6, 2003
Place of Birth: Quezon City, National Capital Region,
Philippines
Address: 5667 Scorpio Street, Brgy. Pinagbuhatan,
Pasig City
Elementary: Spark School

2009-2015
2015-2017
2017-Present
Quotation: “Words are like SWORDS. If you use them the WRONG way, they
can turn into ugly WEAPONS”
Goals:
- In the near future, I would like to become an Animator
- I want to finish my studies to make my parents proud
Name: Angela S. Biglang-awa

Date of Birth: May 8, 2002
Philippines
Address: 1381 F. Andres Street, Rosario, Pasig City
Elementary: Rizal High School

Dr. Sixto Ave., Pasig, 1609
2009-2015
2015-Present
Quotation: “All our dreams can come true if we have the courage to pursue
them”
Goals:
- I want to become a professional Nutritionist
- To help my family
- Make my parents proud
- Finish my studies
Name: Sean Ian Bastille R. Velasco

Date of Birth: November 29, 2002
Philippines
Address: 3635 Dalhia Street, NAPICO, Manggahan,
Pasig City
Elementary: St. Rose Academy

23 Pres. Magsaysay Street, Pasig, 1609
2009-2015
2015-Present
Quotation: “There is nothing permanent except change”

Goals:
- To become a businessman and provide for my family
- Manage my own business in the future
Name: Matt Lester P. Zoleta

Date of Birth: November 15, 2002
Philippines
Address: Rosal St #22, PFCI Brgy San Andres, Cainta,
Rizal
Elementary: La Immaculada Concepcion School

Caruncho Ave, Pasig, 1609
2009-2015
2015-2017
APEC Schools Ortigas Extension
Brgy. Sto Domingo, Ortigas Ave Ext, Cainta, Rizal, 1800
2017-2018
2018-Present
Quotation: “You only live once, so make the most out of it”
Goals:
- To finish my studies
- Travel the world as an Airline Flight Attendant
Name: John Enzo P. Talplacido

Date of Birth: October 17, 2002
Philippines
Address: 18 C. Raymundo Avenue, Rosario, Pasig City
Elementary: Rosario Christian Learning Center of Pasig

C. Raymundo Ave., Rosario, Pasig, 1609
2009-2015
2015-Present
Quotation: “A life spent making mistakes is not only more honorable, but more
useful than a life spent doing nothing”
Goals:
- To become a business man
- To have a successful life
- To aim high
- Know my purpose in life
Name: Lukas Erik A. Torrecampo

Date of Birth: February 13, 2003
Philippines
Address: 26 Willow Street, Greenwoods Executive
Village, Pinagbuhatan, Pasig City
Elementary: Pasig Christian Academy

32 Col. P. Licsi Street, Caniogan, Pasig, 1609
2009-2015
2015-2017
2017-Present
Quotation: “I can do all things through Christ who strengthens me”

Goals:
- I want to be one successful Psychiatrist
- Help my family financially
Name: Rylene C. Layug

Date of Birth: April 29, 2003
Place of Birth: Marikina City, National Capital Region,
Philippines
Address: GS1 room F, Rayos Compound Rosario,
Pasig City
Elementary: Barney Metamorphosis Learning Academy

134 St. Joseph St, Manggahan, Pasig City, 1609
2009-2014
ACE Learning Center
2014-2015
High school: Palompon South Central School
Zamora Street, Palompon, Leyte, 6538
2015-2016
2016-Present
Quotation: “There is no stopping to reaching your desires”

Goals:
- I want to be able to help my family
- Provide financial help to my family in the future

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AFFORDABLE PRIVATE EDUCATION CENTER- C.

“The Impacts of English Language as Medium of learning Social Studies

A Research Presented in Partial Fulfillment of the Requirements for the

Luel Gabriel Echalar

Raphael Noelle Celiz

Arianne Gabrielle Reloj

April 16, 2019

I. THE PROBLEM AND ITS BACKGROUND……………………..1

Statement of the Problem………………….………………......5

Significance of the Study………………...……………………..5

Scope and Delimitation of the Study………..………………...6

II. REVIEW OF RELATED LITERATURE..………..……….……….8

Description of the Respondents.………………………….….11

IV. DATA ANALYSIS AND INTERPRETATION…………………..15

V. SUMMARY, CONCLUSIONS AND, RECOMMENDATIONS..19

The Problem and its Background

Figure 1. Conceptual Model of the Study

Statement of the Problem

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

Significance of the Study

1. Content Developers of APEC Schools

2. The Future Researchers

3. The Social Studies teachers

To the Social Studies teachers of Grade 7 and 10 students of APEC C. Raymundo,

4. The Students of APEC C. Raymundo

Scope and Delimitation of the Study

English Immersive Environment a policy implemented in APEC Schools wherein

English medium of instruction used in teaching students of APEC Schools C.

Medium of Instruction (MOI) it is the language/medium being used in teaching a

Social Studies it is the subject taught to students of APEC Schools C. Raymundo

Theory of Linguistic Determinism suggests that one's language determines the

Review of Related Literature

Jennibelle Ella, "Language learning strategies and English Proficiency of Grade 12

Language of instruction has been the topic of controversy in education of English

The study was conducted in APEC Schools C. Raymundo. Affordable Private

APEC C. Raymundo is one of the branch of Affordable Private Education Center

The researchers will be using conducting a survey to the 5 randomly chosen

x1¯x1¯ = Mean of first set of values

A = average (or arithmetic mean)

Data Analysis and Interpretation

1. What is the profile of the Respondents in terms of:

1.1 Grade in Social Studies for Term 1

Chart 1. Term 1 Social Studies Grade of Grade 7 and 10 students

1.2 Grade in Social Studies for Term 2

Chart 2. Term 2 Social Studies Grade of Grade 7 and 10 Students

Summary, Conclusions and Recommendations

Summary of the findings

1. Content Developers of APEC Schools

3. The Social Studies teachers

De Guzman,S.S. (October 2015) Educating our youth. Retrieved from

Language Essay. Retrieved from https://www.ukessays.com/essays/english-

Wa-Mbaleka, S. (June 2014) Teaching English to Speakers of Other Languages: The

Porciuncula, L.A. (October 2011) English as a Medium of Instruction in Philippine

NAFSA (May 2010) Linguistic Determinism/Linguistic Relativism. Retrieved from

Wikiversity (n.d.) Language Acquisition- Cognitive Theory. Retrieved from

Grade and Section:

3. At what level of Difficulty do you find English Language as Medium of teaching

4. How do you find English Language as Medium of teaching Social Studies?

5. Click the box that corresponds to your answer

Name: Luel Gabriel D. Echalar

II. Educational Attainment

Elementary: Montessori De Cagayan

Quotation: “Success is no accident”