Available Online: 26 March 2022
Bicol University Graduate School, Philippines (firstname.lastname@example.org)
Bicol University Graduate School, Philippines (email@example.com)
The study was conducted to determine the implications of pupils’ access to English materials to their proficiency level in reading and writing. It identified the available materials that pupils have access to; determined the pupils’ level of proficiency in reading and writing; investigated the relationship of access to English materials and proficiency level in reading and writing; and proposed a learning material to enhance the proficiency in reading and writing. It utilized qualitative quantitative research design to describe non-numerical data and to interpret numerical data. The Grade 6 pupils of Tigbao Elementary School were the respondents of the study who answered the instruments: survey checklist and reading and writing tests. Finally, it was found that the quantity of English materials were insufficient especially at home. In reading test, the pupils were under Did Not Meet Expectation level of proficiency, the lowest possible level and also Did Not Meet Expectation in the writing test. Using Descriptive statistics and Pearson Correlation Coefficient, the results revealed that there is a significant relationship between access to English materials and proficiency level in reading and writing with moderate to high positive correlation coefficient. The higher the access of pupils to materials, the higher the proficiency in reading and in writing. Finally, the study recommended that supplemental English material should be accessible both in school and at home, and since pupils tend to have more time in school for leaning, teachers should create more opportunities for reading comprehension and writing activities in school.
Keywords: access, proficiency level, English materials, frequency of access
Cite this article:
Alvarez, C., & Bautista, R. (2022). Access to English materials: Its implications to the level of proficiency in reading and writing. International Journal of Research Studies in Education, 11(6), 113-121. https://doi.org/10.5861/ijrse.2022.188