Contributing Factors to the Success of English Instruction: An Assessment

Abstract

INTRODUCTION

The researcher conducted the study in order to visualize the totality of the factors that would contribute to the success of the English language as a medium of instruction in the primary level in the Schools Division of Lipa City. It further dealt on the significance of the use of English as the medium of instruction for preparing in the knowledge-based world for the 21st century learning.

METHODS

The researcher utilized descriptive research with the use of survey questionnaires as the main data-gathering instrument. Using random sampling technique, the questionnaires were administered to 30 elementary public-school teachers in the Schools Division of Lipa City. The data gathered were interpreted upon applying the T-test.

RESULTS

Most of the respondents were young adults between the ages of 20-35, majority are female, graduates of Bachelor's Degree, with considerable length of teaching experience. With regard to the factors that would contribute to the success of the English language as a medium of instruction, teacher respondents strongly agreed in three of the four factors namely schools, modules, and teacher, that will influence most in the success of English as the medium of instruction. Least to influence was the students. There is significant difference in the assessment according to gender in terms of the teacher factor while there is no significant difference in the other three contributing factors that influence the success of English as the medium of instruction.

DISCUSSIONS

Based from the analysis of the findings, the study recommended that schools must enforce the use of English as the medium of instruction because speaking and writing in English in this age of globalization is necessary especially if we would want to compete in the knowledge-based world. A policy of using English as the sole medium of instruction must be strictly implemented in the primary and secondary level so as to maximize the exposure of students in the language. The Department of Education must conduct a language assessment for both students and teachers, whether or not the use of the English language improved the learning of academic subjects. English instruction must be integrated in order to determine the levels of English competence of both the students and teachers.