Published December 1, 2019 | Version v1
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The Relationship of Mathematics Inventory Test Scores and English Proficiency of Mathematics Teachers at Parañaque National High School-Main, Parañaque City

  • 1. Parañaque National High School

Description

It may be difficult for Mathematics teachers to teach their subject if they are not proficient in the English
language. Likewise, Mathematics teachers who have difficulties understanding Mathematics problems
may not be able to solve it. Most of the research studies linked Mathematics to English language which
led this study to investigate further the relationship of Mathematics score and English proficiency.
The sample (n = 12) of this study was taken from the population (N = 48) of Mathematics teachers
in Parañaque National High School-Main, Parañaque City. The subjects’ scores in the Mathematics
inventory and English proficiency test were analyzed using Pearson r correlation coefficient. ANOVA
was used to test the significance of the relationship of Mathematics score and English proficiency. The
results revealed that there is a weak positive correlation (r = 0.20) between the Mathematics score
and English proficiency of Mathematics teachers of Parañaque National High School-Main, Parañaque
City, however this relationship is not statistically significant (ρ > 0.05, 0.53). The result of this study
indicated insufficient evidence to confirm the relationship between Mathematics scores with the
English proficiency of Mathematics teachers at Parañaque National High School-Main, Parañaque City.

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The Relationship of Mathematics Inventory Test Scores and English Proficiency of Mathematics Teachers at Parañaque National High School JES 2019 FINAL pp10-18.pdf

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Is published in
Journal article: 2619-7162 (ISSN)
Journal article: 2619-7189 (ISSN)