The Effectiveness of the

English Plus Program of

Bicol University
Ma. Celina Eladia G. Meneses, Ph.D.
Jocelyn I. Bartolata, Ed.D.
Bicol University College of Arts and Letters
INTRODUCTION

It aims to address the lack of readiness

of college entrants, through the
improvement of crucial English
language skills, particularly grammar
rules and proper usage.
After 11 years of implementation,
there have only been two
recorded formal assessments of
the program.
This third evaluation tackled the
aspect of its effectiveness in
order to advance sound policy
recommendations useful in its
continued implementation.
The findings will be utilized for the improvement of
the program itself, and will redound to the
improvement of services of the university.

Eventually, addressing the language problem of the

universitys clientele will greatly contribute to
developing competitive graduates who will
likewise contribute to national development.
This assessment goes hand in hand with the
Constructivists Paradigm: that individuals
construct new knowledge from their experiences,
either by accommodation or assimilation.
Project Title: The Effectiveness of the English Plus
Program of Bicol University

Study Titles:
1. The Effectiveness of English Plus Summer 2011
2. Performance of English Plus and Non-English Plus
Takers in English 1
3. Performance of English Plus and Non-English Plus
Takers in English 2
Project Objectives:
1. a. Determine the respondents mean scores in the
pre-test and post-test;
b. Establish whether there is significant difference
between the results of the pre- and post-tests;
c. Determine strengths and weaknesses of the
respondents in terms of grammar skills; (Study 1)
Project Objectives:
2. compare the level of performance of English Plus
takers and non-English plus takers in terms of
grammar use in line with skills and knowledge
learned in English General Education Courses (GECs)
as measured through a common assessment given at
the end of English 1 (Study 2) and English 2 (Study 3)
for the purpose of establishing whether there is
significant difference in the level of performance of
English Plus takers and non-English Plus takers;
Project Objectives:
3. identify the strengths and weaknesses common to
or peculiar to English Plus takers and/or non-English
Plus takers
4. determine any areas for improvement in the
English Plus program; and
5. forward recommendations towards the
furtherance of the program.
The study employed the descriptive-evaluative
method of research through the administering of
the English Plus pre-test and post-test, and a post
test at the end of English 1 and English 2.

The respondents of Study 1 are English Plus takers

of Summer 2011, identified by random sampling;
for Study 2 are English 1 students identified by
random sampling and grouped according to English
Plus Takers and Non-takers; and for Study 3,
English 2 students similarly chosen as in Study 2.
The Slovins formula was applied to determine the needed
sample from the population, thus:
n= N
----------------
1 + Ne2
Where:
n = sample size/number of respondents
N = total population/total number of students
e = margin of error (10 %)
1 = constant value

Respondents for Study 1 = 353; Studies 2 & 3 = 366

Proficiency Level Interpretation:
Percentage (%) Interpretation

96-100 Proficient

86-95 Closely Approximating Proficiency

66-85 Moving Towards Proficiency

35-65 Average Proficiency

15-34 Low Proficiency

5-14 Very Low Proficiency

0-4 Absolutely No Proficiency

STUDY 1
FINDINGS:
Pre-test mean score. For the pre-test,
respondents arrived at a mean score of 43,
which is reflective of Average Proficiency, based
on the given equivalent interpretations. Since
this is a pre-test, this is an acceptable starting
level, especially since respondents are incoming
freshmen and are expected to have gained
knowledge from their English classes both in
elementary and high school.
Post-test mean score. For the post-test,
mean score was computed to be 55, which is
a clear 12 points higher than the pre-test
mean score. A score of 55, through still
within the bracket of Average Proficiency, is
found to be much higher than 43, the pre-test
mean score. On their own, one may conclude
that the English Plus program has been
effective, but to validate this, a further test of
significant difference was used.
Test of Significant Difference
The Pre-test and Post-test scores were recorded and
computed for significant difference, using the paired
sample two-tailed t-test since it involves two
(paired) dependent sample means. Using the t-test,
computation arrived at the result 3.23186E-82,
interpreted to mean that there is significant
difference between the two means.

This result shows that the English Plus Program

currently offered by Bicol University through the
College of Arts and Letters is effective, at least in the
attainment of its immediate learning outcome, and
is recommended to be continued.
Strengths and weaknesses
Topic Average No. of Respondents with Rank
Respondents with Correct Answers
Correct Answers (%)
Troublesome Words and 210 59 7
Expressions
Sentence Structure 223 63 5
Nouns 150 42 11
Pronouns 218 62 6
Verbs (with S-V agreement) 171 48.4 8
Adjectives and Adverbs 236 67 3
Prepositions 138 39 12
Conjunctions 231 66 4
Interjections 336 95 1
Punctuation 326 92 2
Commonly Mispronounced 171 48.3 9
Words
Stress 159 45 10
STUDY 2
This component of the research project
established the significant difference in the level
of performance of English Plus takers and non-
English Plus takers. The comparison is intended
to show whether the English Plus takers, after a
54-hour intensive grammar learning, now
possess the competencies of the non-takers, as
this is the very essence of the summer course.
RESULTS
The t-tests indicate that there is a significant
difference between the test results of the
respondents who took English Plus and those who
did not. Going back to the research framework of
the study, it was pointed out that performance of
English Plus takers parallel to or exceeding that of
non-English Plus takers will be interpreted as a
positive effect of the program. In this case, the
significant difference leans on the negative side,
which means that, English Plus has in fact no carry-
over effect on students taking English 1.
STUDY 3

This is a discussion of the performance of English

Plus takers in English 2, phase 3 of the research
project. The intention is to likewise evaluate the
carry-over effect of English Plus, if any, in the
attainment of specific course objectives dealt
with in Writing in the Discipline. In a way, this is
intended to either validate or disprove findings in
phase 2 of the research.
RESULTS
A close look at the average scores of the
respondents on evaluating the research activity
undertaken in class, the figures pointed out to
the same findings. The non-EP takers were
likewise the better performers.
RESULTS
Over-all performance of EP takers and non-EP
takers in College English

Both phases of evaluation revealed that the non-EP

takers definitely scored higher than the EP takers.
Nowhere in any point of the second level evaluation
did it appear that the latter exceeded or even
approximated the competencies of the former.
Referring to the research framework, this could only
mean the failure of the English Plus Program of
Bicol University, at least for the given scope, to
provide the supposed enabling competencies for
the students to fare better in higher English
courses.
Strengths and Weaknesses Common or Peculiar to EP and non-EP Takers
Topic Average No. of Respondents with Incorrect TOTAL FINAL
Answers RANK RANK
EP Takers Non-EP Takers
No. of % Rank No. of % Rank
Errors Errors
Phrase 72 10.03 4 36 7.53 6.5 10.5 4
Nouns 76 10.58 2 37 7.74 5 7 3
Pronouns 50 6.96 7 26 5.44 10 17 9
Adjectives 36 5.01 10 42 8.79 4 14 8
Verbs 139 19.36 1 105 21.97 1 2 1
Adverbs 51 7.10 6 36 7.53 6.5 12.5 6
Prepositions 75 10.44 3 65 13.60 2 5 2
Conjunctions 44 6.12 8.5 27 5.65 9 17.5 10
Article 44 6.12 8.5 45 9.41 3 11.5 5
Spelling 26 3.62 12 4 0.84 12 24 12
Capitalization 71 9.89 5 33 6.90 8 13 7
Punctuation 34 4.74 11 22 4.60 11 22 11
Interjection 0 0 13 0 0 13 26 13
TOTAL NO. OF ERRORS 718 100 478 100
Areas for Improvement in the English Plus Program
The initial findings on its effectiveness as revealed in
study 1 suggest a positive note. There is a significant
difference in the pre test and post test scores, implying
that after 54 hours, the students relearned the basics
of grammar. However, going further on a second and
third level evaluation eroded the seemingly affirmative
indicator of effectiveness. Studies 2 and 3 proved that
there is no carry-over of this learning in both English 1
and 2, which ironically is the essence of the program
to provide the grammar competencies required of
college English.
1. Teaching Methodology
Recommendations for the furtherance of the program:
1. Reevaluate its implementation.
At this point it becomes imperative to go back to the heart
of the program to provide coping skill so that students feel
more prepared to handle the learning outcomes of higher
English subjects.
2. Continually update and evaluate teaching
methodologies and materials Needs vary and continue
from all points. Periodic assessment must be initiated to
ensure that needs are properly addressed.
3. Select and Continuously Train Teachers. An
evaluation can distinguish the effective from the
ineffective.
Recommendations for the furtherance of the program:

4. Initiate Feedback System where English teachers

evaluate the progress of students and recommend
measures in further developing their skills.
5. Periodically evaluate the program for decision-making
purposes.
Perceived Impact of Results:
The research results will redound to sound
decision by implementers. It could only be two
ways furtherance or discontinuance. The
researchers, however, urge the furtherance, or
at least, a going back to the primal intentions
and direction of the program until it self-phased
out.
Conclusions
1. The English Plus Program is effective in accomplishing the
immediate learning output of the course.
2. That the non-English Plus takers evidently and conclusively
performed better in both GECs, thus the English Plus
Program failed to provide the enabling competencies that
would have allowed the English Plus takers to approximate
the level of performance of the non-English Plus takers.

3. That improvement is always a choice, not simply an

option, thus the areas are many but are substantially
anchored on policy implementation

4. That specific measures can be undertaken to improve the

implementation of the program before the full impact of K to
12 to higher education.
Recommendations
1. That English Plus be continuously implemented, considering
the recommended measures, in the succeeding years prior to the
full advent of K to 12 and its impact to higher education
2. That the measures outlined in this research for the furtherance
of the program be considered. Also, because the strengths and
weaknesses of the students have already been identified, it is
recommended further that these be utilized in the crafting of
materials and selection of strategies for instruction.
3. It is recommended that basic policies be revisited and
previous research results be taken into account.
4. It is recommended that a revamp in the different areas of
implementation be done, and that after the program is
phased-out, English Plus is offered as a special program to be
lodged at the BU Language Center.
Thank You!