SSRG International Journal of Economics and Management Studies Volume 6 Issue 2, 113 - 119, Feb 2019

ISSN: 2393 – 9125 / https://doi.org/10.14445/23939125/IJEMS-V6I2P113 ©2019 Seventh Sense Research Group®

Original Article

Level of English Proficiency of Freshman

Criminology Students in the University of
Eastern Philippines
Jezrelle Ciasha Aliposa Dela Cerna

Faculty, University of Eastern Philippines, University Town, Northern Samar

Abstract - This study was undertaken to determine was found to be significantly related only to
the level of English Proficiency of the freshman assumptions. Poor English proficiency was found to
criminology students in the University of Eastern be significantly related only to assumptions and
Philippines. Specifically, the levels of the student's interpreting information. Finally, a very poor English
critical thinking skills were identified in terms of proficiency level was found not significantly related
inferences, assumptions, and deductions, interpreting to any of the five (5) levels of critical thinking skills.
information and analyzing arguments. To sum up, the correlates of the critical
One hundred sixty-three freshman thinking skills of the freshman criminology students
criminology students of this university were randomly of UEP were media exposure and English
chosen as respondents. Two class observations of six proficiency. Thus, the critical thinking skills of the
(6) selected teachers of the freshman criminology freshman criminology students, particularly on the
students were conducted. This descriptive- levels of inferences, assumptions, and interpreting
correlational design study used frequency counts, information, were influenced by their level of
weighted mean, percentages, multiple regression exposure to media and their level of English
analysis, t-test for independent samples, and ranking proficiency.
in interpreting the data.
The student-respondents were highly Keywords - Critical thinking skills, Criminology
exposed to the media, watching sports and Pinoy students, Correlates, Teaching methodologies,
movies on television, then to reading Learning styles
novels/paperbacks. This exposure could be attributed
to their poor English proficiency. In the critical 1. INTRODUCTION
thinking test, the majority of the student-respondents
were good at assumptions and deductions, fair at Language skills are important tools in expressing the
interpreting information and analyzing arguments; students' opinions and getting their ideas across to
and poor at inferences. communicate effectively with other people. Good
In learning styles and inferences, group communication skills make them confident and
learners were found to be significantly related to enrich their abilities to achieve more. English
inferences. Nonetheless, visual, auditory, tactile, language is the medium of communication in school
kinesthetic, and individual learners were not and is widely used in the country. However,
significantly related. Tactile and kinesthetic learning freshman students in the University of Eastern
styles were significantly related to assumptions, while Philippines have a poor ability in speaking and
the visual, auditory, group, and individual styles performing the second language. Criminology
were not. The visual, auditory, tactile, kinesthetic, students are not exempted from this dilemma.
group, and individual learners were significantly
related with deductions. Auditory and individual As an English teacher, the researcher has personally
learning styles were found to be significantly related experienced the unwillingness to participate of her
to interpreting information. On the other hand, criminology students. They are hesitant to speak in
visual, tactile, kinesthetic, and group learning styles English probably because they are afraid to make
were not significantly related. It was further found mistakes, and they grope for English words to
out that kinesthetic and group learners were express their ideas. Most of those enrolled in an
significantly related to analyzing arguments, but English class cannot answer thought-provoking
visual, auditory, tactile, and individual styles were questions, and their grammar is a double handicap.
not. They cannot write sensibly, and they spell poorly.
Good English proficiency was found to be
significantly related only to assumptions and Criminology students are the future Law enforcers.
interpreting information. Fair English proficiency Ensuring the safety of the citizens is their primary

This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/ )

 Jezrelle Ciasha Aliposa Dela Cerna / IJEMS, 6(2), 113 - 119, 2019

goal. A variety of responsibilities are entailed to these II. OBJECTIVES OF THE STUDY
brave souls, and one of the duties is to testify in court This study tried to look into the correlates of critical
whereby one's expression of the English language is thinking skills of the freshman criminology students
required. In other words, criminologists should in the University of Eastern Philippines. Specifically,
possess good communication skills in order for them it aimed at meeting the following objectives:
to express themselves clearly and effectively. What if 1. To determine the level of English proficiency
they lack the facility of the English language? What of the student–respondents.
will happen to the incident/accident report and many
other reports that a police officer is required to 2. To determine the level of critical thinking
accomplish? skills of the student–respondents:

The Philippine Public Safety College (PPSC), the 2.1 inference;

educational training center for uniformed personnel 2.2 assumptions;
such as the Philippine National Police (PNP), Bureau 2.3 deduction;
of Fire Protection (BFP), and Bureau of Jail 2.4 interpreting information; and
Management and Penology (BJMP), has lamented 2.5 analyzing arguments
over the deteriorating quality of education of
criminology students in the country, more 3.To determine the significant relationship
particularly their English proficiency. PPSC between the instruction-related factors and the level
President Ruben Platon said criminology schools in of critical thinking skills of the student-respondents.
the country had shown a low quality of education,
with some not offering any human rights subject in 4. To determine the significant relationship
their curriculum, a situation he calls "dismal." between the student-related factors and the level of
critical thinking skills of the student-respondents.
Nevertheless, the government is hard-pressed to train
Criminology students and had implemented stringent III. METHODOLOGY
measures to improve the quality of education to be The Bachelor of Science Criminology program was
competitive and effective in their field. In accordance approved by the University of Eastern Philippines
with the pertinent provisions of Republic (UEP) Board of Regents on November 2006,
Act(RA)No. 7722, otherwise known as the "Higher Resolution No.21 s. 2001. It was Dr. Pedro B.
of Education Act of 2004", the Criminal Justice of Destura's brainchild. The first batch of qualified
Education was established. The Commission on students was admitted to this professional course by
Higher Education issued Memo Order no.21, Series the second semester, the school year 2005-2006.
2005, outlined the policies and standards for
Criminology program from implementation in the The BS Criminology started under the Department of
academic year 2005-2006 CMO 21, provision Social Science. On April 13, 2006, Special Order 39,
engaging higher educational institutions to produce s. 2009 created the Department of Criminology under
graduates with knowledge and skills to meet the Atty. Mar P. De Asis. Prof. Leopoldo C. Cui was
challenge of globalization in the field of designated as the Department Chair.
Criminology.
In its modest seven (7) years of sailing, it carved its
It has also been observed by some teachers that some own name in the university as number 1 in total
freshman criminology students who are asked to enrollment, the first Technical Education and Skills
share their thoughts and ideas on a certain topic Development Authority-Commission on Higher
would just say they do not have any idea. The worst Education (TESDA-CHED) accredited center for
is when they would just pretend to read their notes or NC1 and NC2 (Security Services) in Northern Samar,
lower their heads and say nothing. with accredited firing range facility, modern
fingerprint and questioned document equipment.
The researcher believes that such a situation calls for
urgent action. This substantiates the need to This study made use of the descriptive-correlational
accomplish this study, the focus of which is to method of research in order to determine the level of
determine the correlates of critical thinking skills of critical thinking skills of the freshman criminology
the freshman criminology students in the University students in the University of Eastern Philippines as
of Eastern Philippines. This will help the Department affected by variables. This descriptive research is a
of Criminology a glimpse of the critical thinking correlation study since it establishes the relationship
skills of their students and look at the correlates that between the level of critical thinking skills and the
determine their critical thinking. Hence, this study. level of instruction-related factors of the student-
respondents. Likewise, it looks into the relationship
between the level of critical thinking skills and the
level of student-related factors of the student-

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respondents. Similarly, this tried to analyze the The survey questionnaire on teaching methodologies,
relationship between the level of critical thinking instructional materials, classroom activities, and
skills and the level of English proficiency of the media exposure was constructed by the researcher
student-respondents. and her adviser, while the students' learning style
preferences section was adopted from
Three sets of instruments were used in gathering the Loverita’smasteral thesis. The section on instruction
required and needed data. was critiqued and polished by the panel of examiners
before it was submitted for validation.
This study included the independent and dependent
variables. The independent variables were the The English proficiency test was adopted from
instruction-related factors in terms of teaching Mangada's dissertation. It consisted of a 100-item
methodology/strategy, instructional materials, grammar test. The first part was composed of a 75-
classroom activities; student-related factors in terms item multiple-choice test, and the second part
of learning style preferences and media exposure; and consisted of a 25-item cloze test.
English proficiency. The 50-item critical thinking test comprises five (5)
sections, namely; Inferences, Assumptions,
The dependent variable was critical thinking skills in Deductions, Interpreting Information and Analyzing
inferences, assumptions, deductions, interpreting arguments. Each section is composed of 10 points.
information, and analyzing arguments.
The critical thinking test was constructed by her
The overall population of freshman criminology adviser. Only the directions and examples were taken
students is two hundred seventy-six (276). If the from the practice critical thinking test produced by
population under study is too large to handle and will Copyscape, which she requested to use thru e-mail.
entail too much time, cost, and effort, taking samples
is a good alternative. It should be noted that if a small Class observations were conducted to qualify and
part of the population is considered, sampling error cross-check the responses of the student-respondents.
should be expected.
Three kinds of data were analyzed, the survey
A total of one hundred sixty-three (163) student- questionnaire, English proficiency test, and critical
respondents were determined using simple random thinking test. The data were scored and interpreted as
sampling. A simple random technique was used by follows:
which the researcher marked numbers 1 and 2 on the
pieces of paper, and these were placed in a container. English Proficiency
The students were randomly drawn from the The English proficiency test scores were transmuted
container. The students who got the numbers were and interpreted using range; that is, getting the
considered the respondents. difference of the highest and lowest scores and
dividing it by five to have five-group distribution.
The respondents of this study were the five (5) The English proficiency test has a total score of 100
sections of freshman criminology students of the points. Thus, the transmutation was classified as
University of Eastern Philippines enrolled in the follows:
second semester of the school year 2013-2014. The
profile of freshman criminology students at the Critical Thinking
College of Arts and Communication in University of Critical thinking test scores were transmuted and
Eastern Philippines for the 2nd semester of the school interpreted using range; that is, getting the difference
year 2013-2014 showed they were aged 16-19, of the highest and lowest scores and dividing it by
mostly males and came from public secondary five to have five-group distribution. The Critical
schools with grade point average in high school from thinking test has a 10-item point for each section.
75-89.
Validation of Research Instruments
One hundred sixty-three student-respondents were Since the English proficiency test used in this study
determined using simple random sampling. The was patterned after the validated research instruments
concerned students answered the survey of the other researchers, further validation was not
questionnaire, English proficiency, and critical anymore needed.
thinking tests in two (2) separate sessions.
However, the researcher validated the critical
This study employed three (3) sets of instruments: thinking test and survey questionnaire at San Lorenzo
survey questionnaire, English proficiency test, and Ruiz de Manila in Catarman. This school was used in
critical thinking test. pre-testing because it was not included in the actual
testing of the respondents. Thirteen (13) freshman

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criminology students answered the test and the

questionnaire. The item with the lowest mean of 3.4 and interpreted
as "High" was "The teacher uses a variety of
By using the split-half method, the survey techniques such as lecture, group discussion, role-
questionnaire was divided into 2 parts, x and y playing, and field trips." This confirms Pardo's study
variables. The researcher made use of the regression that teachers have to be more creative and industrious
analysis to establish the relationship between the first in using teaching methods applicable to the lesson.
and second parts of the instrument. The result Before the researcher administered the test, she
revealed that the F ratio of 1.580465 is greater than observed six (6) teachers who were handling
the Significant F of .234731. Thus, the research freshman criminology students. The purpose of the
hypothesis was accepted. The further result revealed observation was to cross-check the students' answers
that the multiple R was .354441. It can be implied in the survey questionnaire. For two sessions, she
that the instrument is valid and reliable. observed their classes and all the six (6) teachers used
the memorization strategy. Among the teachers, four
The same method and analysis were used in the CT (4) utilized the lecture method, and the only one used
test. The result revealed that the F ratio of 11.7850 is group discussion. The item "The teacher uses a
greater than the Significant F of 0.005594. Thus, the variety of techniques such as lecture, group
research hypothesis was accepted. The Multiple R discussion, role-playing, and field trips" got the
was found to be .719186, which shows that the lowest mean probably because the teachers did not
instrument was valid and reliable. use these methods/strategies as often as the other
techniques.
In the gathering of data for this research, the
following procedures were done: Furthermore, all teachers had well-organized lectures
and gave projects to their students. Two (2) of them
1. After the researcher’s class observation, intact required their students to write library research. Five
classes were used in administering the test to avoid (5) of them gave individual projects that did not
changing the class schedule of the students. She depend on others for completion, and only one
used the fishbowl technique for each section of the required group project.
freshman criminology students.
2. A simple random technique was used by which the In addition, almost all six (6) teachers asked
researcher marked numbers 1 and 2 on the pieces questions that elicit critical thinking and thoughtful
of paper, and these were placed in a container. The responses and motivated their students to participate
students drew the piece of paper from the in class discussions.
container. The thirty-three students for each section
who got the number 1s were considered the However, only one made use of role-play technique.
respondents. The rest of them gave emphasis on independent
3. The schedule of classes of the respondents was learning.
arranged for (2) two sessions. Specific instructions
were given to the respondents to avoid IV. FINDINGS
discrepancies in the data. Changing and guessing
of answers were not encouraged by the researcher. English Proficiency
4. The first session was utilized in distributing the Table 3 presents the level of English proficiency of
English Proficiency Test to the student- the student-respondents.
respondents, and they were given (40) forty
minutes to answer it. Survey questionnaires were Out of 163 student-respondents, 80 or 49.08%
distributed after they answered the English obtained scores from 20-39 and interpreted as poor
proficiency test and were given (25) twenty-five English proficiency, and two (2) students or 1.23%
minutes to complete it. The second session was had scored from 60-79 and interpreted as good
utilized in answering the Critical thinking test; English proficiency. This indicates that only a few
students were made to answer the Critical thinking who were admitted to the criminology department
test and were given (45) forty-five minutes. have good English proficiency, and most of the
5. After retrieving all the data, tallying and students need to develop their English proficiency
interpretation of the data gathered were made. since they had poor English proficiency. With a
grand mean of 32.6, this also indicates that a majority
Frequency counts, percentages, and mean of the student-respondents had poor English
computations were used to analyze the data obtained. proficiency. This indicates that these students need to
develop their knowledge and skills in the second
To determine the classroom activities used by the language to meet the challenge in the field of
teachers as perceived by the students, the ranking was Criminology. It can be inferred that since the
used. respondents were freshmen, which means that they

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were fresh from high school, the English instruction student or .61% got the lowest score from 0-2 with
at the high school level was inadequate. This further interpretation as "Very Poor at Deductions."
means that the students did not find ways to self-
learning and were very dependent on the teacher, In addition, three (3) students or 1.8% in the
which means that self-help was not practiced among interpreting information section got the highest
the student-respondents. This confirms Salazar’s scores from 9-10 and interpreted as "Very Good at
study that students need practice and opportunities to Interpreting Information," and 75 or 46% got score
exercise their writing and speaking skills in English. range from 5-6, which interpreted as "Fair at
This also confirms Mangada’s study that students’ Interpreting Information." In Analyzing argument
language proficiency was below average. section, 81 students, or 49.7%, had scored from 5-6
interpreted as "Poor at Analyzing Arguments," and
Critical Thinking one (1) student or .61% attained the highest score
Table 4 presents the level of critical thinking skills. from 9-10 interpreted as "Very Good at Analyzing
Among the 163 student-respondents who took the Arguments." A majority of the freshman criminology
critical thinking test, Eighty (80) students or 49.08% students were good at assumptions and deductions,
got scores 3-4 interpreted as "Poor at Inferences," and fair at interpreting information and analyzing
three (3) students or 1.84% got scores from 7-8 and arguments, and poor at inferences. This indicates that
interpreted as "Good at Inferences." With regard to the critical thinking skills of the students were limited
assumptions, 75 or 46.01% achieved scores from 7-8 to cognition. This further indicates that since the
interpreted as "Good at Assumptions," and seven (7) respondents were freshmen, they still lack exposure
or 4.29% got scores from 3-4 interpreted as "Poor at to or involvement in classroom activities or learning
Assumptions." In the third section of the critical experiences that enhance critical analysis, which is
thinking test, 75 or 46% obtained scores from 7-8 essential in enhancing the overall critical thinking
interpreted as "Good at Deductions," and one (1) skills of the learners.
Table 3. Level of English Proficiency of the Student-respondents

Raw Scores Transmuted Rating Interpretation Frequency Percent

80-100 1.5 Very Good English Proficiency - -
60-79 2.0 Good English Proficiency 2 1.23%
40-59 2.5 Fair English Proficiency 78 47.9%
20-39 3.0 Poor English Proficiency 80 49.08%
0-19 5.0 Very Poor English Proficiency 3 1.8%
Grand Mean 32.6 100%

Table 4. The Level of Critical Thinking Skills of the Student-respondents

Critical Thinking Skills
Raw Interpreting Analyzing
Inferences Assumptions Deductions
Scores Interpretation Information Arguments
Frequency Percent Frequency Percent Frequency Percent Frequency Percent Frequency Percent
9-10 Very Good - - 39 23.93% 20 12.26% 3 1.8% 1 .61%
7-8 Good 3 1.84% 75 46.01% 75 46% 38 23.3% 40 24.53%
5-6 Fair 43 26.38% 41 25.15% 57 35% 75 46% 81 49.7%
3-4 Poor 80 49.08% 7 4.29% 10 6.13% 42 26% 33 20.25%
0-2 Very Poor 37 22.70% - - 1 .61% 5 3% 8 4.9%
Total 163 100% 163 100% 163 100% 163 100% 163 100%
Test of Relationship The relationship between the teaching
To test the null hypothesis that there is no methodologies of the freshman criminology
significant relationship between the level of critical students' teachers and the respondents' level of
thinking skills and the instruction-related factors of critical thinking. The results indicate that the
the student-respondents in teaching methodologies statements "lets his/her students memorize the
and instructional materials, the multiple regression lessons" and "motivates the students to participate
analysis was used. in class discussions," although rated very high,
were not significantly related to inferences since the
Relationship between the Instruction-related computed F-ratio value of 0.890295 is lesser than
Factors and the Level of Critical Thinking Skills of the Significant F value of 0.116286 which means
the Student-respondents that the null hypothesis was rejected. Similarly, the
Teaching Methodologies mentioned teaching methodologies were also found
not significantly related to assumptions, deductions,

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interpreting information, and analyzing arguments In the critical thinking test, the majority of the
since the computed F-ratios for the test of student-respondents were good at assumptions and
correlations were lower than the significant F value deductions, fair at interpreting information and
indicated above. On the other hand, the teaching analyzing arguments; and poor at inferences.
methodologies which were rated high by the
respondents, "assign group reports", "initiate
creative and imaginative activities", "ask a variety VI. RECOMMENDATIONS
of questions to elicit critical thinking", "require the
students to write a term paper", "require individual In the light of the findings and conclusions, the
projects", "on-hand- training", "assigns projects following recommendations are hereby presented:
where students find solutions", "use a variety of 1. Since it was found out that the English
teaching techniques like a lecture, panel discussion, proficiency of the respondents was poor, it is
field trip, etc.", "present well-organized lectures", recommended that the English teaching in
and make use of "individualized instruction" were elementary and secondary be intensified so that
found to be significantly related to deductions with those who enter college are already equipped with
a computed F-ratio of 0.575588 which is higher the basics of language competence. It is also
than the Significant F value of 0.210098 but were recommended that the College of Arts and
found to be not significantly related to inferences, Communication intensify its Language Assistance
assumptions, interpreting information and Program to remedy the poor English proficiency
analyzing arguments since the computed F-ratios of of the learners.
the tests of correlations for the mentioned critical 2. It is also recommended that the students
thinking skills were lower than the Significant F engage themselves in language learning activities
values. This means that the mentioned teaching outside the classroom like conversation using
methodologies lead to the enhancement of the English, watching English language films, and
deductive thinking skills of the respondents but not close reading of English texts to aid themselves in
to the four other critical thinking skills. attaining good English proficiency, considering
It can be gleaned from the data that the teaching that classroom as a language learning environment
methodologies of the freshman criminology is limited.
students' teachers, namely assigning group reports, 3. Since the level of English proficiency is
initiating creative and imaginative activities, asking associated with critical thinking skills, particularly
a variety of questions to elicit critical thinking, withdrawing assumptions and interpreting
requiring the students to write a term paper, information, it is recommended that the teachers,
requiring individual projects, on-hand- training, especially those teaching freshman criminology
assigning projects where students find solutions, students put primacy on critical thinking in their
using a variety of teaching techniques like a lecture, teaching and testing to help enhance the critical
panel discussion, field trip, etc., presenting well- thinking skills of the respondents.
organized lectures, and making use of 4. Finally, the teachers of non-English courses,
individualized instructions led to deductive critical except Filipino classes, should emphasize
thinking skills of the respondents but not to speaking and writing English in their classes to
inferences, assumptions, interpreting information reinforce the enhancement of the student's critical
and analyzing arguments which means that thinking through language proficiency.
generally, there was no significant relationship
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