The Nexus between English Language Proficiency and Mathematics Competency: The Case of Filipino K-12 Graduates

Abstract

Today, the quality of Philippine basic education is in question. The results of international assessments such as Programme for International Student Assessment (PISA) in 2018 and Trends in International Mathematics and Science Study (TIMSS) in 2019 show alarming performance of Filipino learners, especially in Science and Mathematics. This finding is confirmed by the recent result of the Department of Education’s Basic Education Exit Assessment (BEEA), revealing that the “senior high school students scored lowest in national assessment history.” With these findings, it is imperative to ask: How ready are the K-12 graduates in the Philippines? What are their English language proficiency and mathematics competency? Does good English language proficiency impact higher mathematics competency? This study basically examined the relationship between English language proficiency and mathematics competency of Filipino K-12 graduates (n=7,384) enrolled at Cagayan State University. It used secondary data from the result of the College Readiness Test (CRT) of the DARETO Project. Results revealed that the English language proficiency of the respondents is “satisfactory,” and their mathematics competency is “Fair.” Some personal and school- related profiles explain differentials in the respondents’ English language proficiency and mathematics competency. Finally, mathematics competency is impacted by the respondents’ English proficiency. K-12 graduates with higher English proficiency produce higher mathematics competency and vice versa. Thus, English proficiency is a good predictor of mathematics competency among K-12 students.