Jennifer D. Regoris* and Preciosa D. Villacruel (Authors)

Abstract

This study explored the level of implementation of the General Education English Course to determine its effectiveness on the development of the level of students’ proficiency. Descriptive-correlational design was used in the study. Respondents were chosen using the stratified proportionate sampling to determine the 348 fourth-year students. The statistical tools used were mean, standard deviation and Pearson R Moment Correlation to interpret and analyze data. The findings of the study revealed that students perceived that there is a “high” or “very high” level of implementation of the GE curriculum in the institution. However, despite their high perception on curriculum implementation, the student’s proficiency was found to be on the low intermediate proficiency level only. This implies that the implementation of the curriculum was somewhat ineffective in equipping the students the necessary skills to attain the target learning competencies such as intellectual, personal and civic and practical skills.  Using the Pearson r Moment Correlation, the result revealed that there is a positive correlation between the level of implementation and students’ proficiency. The perception of the students is contradictory to the expected performance in language proficiency. The findings suggest that the implementation of the General Education English curriculum needs to be strengthened by providing innovative practices in the teaching and learning process. Therefore, the researcher recommends to create a Center for Language Development to further enhance the English program of the institution.

Keywords: civic responsibilities, intellectual competencies, practical skills, proficiency, reading comprehension

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0403426

Recommended citation:

Regoris, J. D., & Villacruel, P. D.  (2025). Level of implementation of General Education English course on students’ proficiency. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4583-4593. http://doi.org/10.69651/PIJHSS0403426

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