Keywords
English Proficiency
Academic performance
Board course
Non-board course
How to Cite
Abstract
This study investigated the English proficiency and its relationship to academic performance among college students from two programs: the College of Teacher Education (CTED) and the College of Hospitality Management (CHM). Employing a descriptive-comparative and correlational research design, the study aimed to identify significant differences in English proficiency levels when grouped according to academic program, and to determine whether English proficiency correlates with students’ academic performance. A researcher-made English proficiency test, consisting of vocabulary use, grammar accuracy, and reading comprehension sections, was utilized. The test underwent content validation by three experts and was pilot tested with 40 students from the College of Business, Entrepreneurship, and Accountancy. The reliability of the instrument was confirmed with a Kuder-Richardson 20 (KR-20) coefficient of 0.996792, indicating excellent internal consistency. The respondents were selected using stratified random sampling, and data were analyzed using independent samples t-test and Pearson correlation coefficient. Results revealed no significant difference in vocabulary use between CTED and CHM students. However, significant differences were found in grammar accuracy, reading comprehension, and overall English proficiency scores, with CTED students performing better. Furthermore, the correlation analysis indicated no significant relationship between English proficiency and academic performance, as all p-values exceeded the 0.05 level of significance. The findings suggest that while English proficiency varies across programs, it may not directly predict academic performance. These results highlight the need for further investigation into other factors that influence student success in higher education.References
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