ABSTRACT
The universal development of English language has increased the demand for good communication skills in English. However, anxiety triggers from stability to transient incidence. The elements that produce anxiety differ across language processes and language skills. Anxiety can disrupt complex learning, test-taking, and effective thinking. English language anxiety was a specific anxiety affecting the gaining knowledge of English language. Moreover, Academic Competence is a construct used in the education in attempt to improve the teaching efforts and help in the learning process of the students. A model of academic competence has been formed. Practitioners are now allowed to more efficiently prioritize learner and environmental factors that may be contributing to a learner's academic difficulty. Research efforts on academic competence so far have led to identifying the most salient learner and environmental factors that affect achievement. It also specifies a comprehensive model of how these factors influence each other.
The study aimed at determining the levels of English language anxiety and academic competence of the Senior High School students from Balibago Integrated High School, City of Santa Rosa, Laguna, Philippines, AY 2019-2020. Specifically, this sought answers to the following sub-problems: (1.) what is the profile of the respondent in terms of: (1.1) age, (1.2) gender, (1.3) grade level, (1.4) parent’s educational background, (1.5) first language? (2.) What is the respondent’s level of English language anxiety? (3.) What is the respondent’s level of academic competence? (4.) Is there a significant difference in the respondent’s level of anxiety when grouped according to their profile variables? (5.) Is there a significant difference in the respondent’s level of academic competence when grouped according to their profile variables? (6.) Is there a significant relationship between the respondent’s level of English Language anxiety and level of academic competence?
This study utilized the descriptive-correlational research design which provides the most effective tool for determining the condition of relationship that exist (Bermudo et al., 2010). The study employs the said method using the survey technique.
Based on the data gathered and the results obtained, the researcher had come up with the following findings: The 2.98 average weighted mean revealed that the respondents had a high level of academic competence in terms of reading. The 2.65 average weighted mean revealed that the respondents had a high level of academic competence in terms of speaking. The 2.85 average weighted mean revealed that the respondents had a high level of academic competence in terms of listening. The 2.78 average weighted mean revealed that the respondents had a high level of academic competence in terms of writing. The 2.82 overall weighted mean revealed that the respondents had a high level of academic competence in terms of the four macro skills (reading, speaking, listening and writing). The difference in the respondents’ level of English language anxiety when they are grouped according to age, gender, grade level, educational attainment of mother, educational attainment of father and first language, p values of 0.777, 0.627, 0.375, 0.623, 0.276 and 0.631, respectively were obtained which were higher than the 0.05 level of significance. This shows that there is no significant difference in the respondents’ level of English language anxiety when the respondents are grouped according to age, gender, grade level, educational attainment of mother, educational attainment of father and first language. The respondents’ level of English language anxiety is the same regardless of their age, gender, grade level, educational attainment of mother, educational attainment of father and first language. The difference in the respondents’ level of academic competence in terms of reading, speaking, listening and writing when they are grouped according to age, p values of 0.291, 0.510, 0.460 and 0.929, respectively were obtained which were higher than the 0.05 level of significance. This shows that there is no significant difference in the respondents’ level of academic competence in terms of reading, speaking, listening and writing when the respondents are grouped according to age. The respondents’ level of academic competence in terms of reading, speaking, listening and writing is the same regardless of their age. The difference in the respondents’ level of academic competence in terms of reading, listening and writing when they are grouped according to gender, p values of 0.075, 0.397 and 0.074, respectively were obtained which were higher than the 0.05 level of significance. This shows that there is no significant difference in the respondents’ level of academic competence in terms of reading, listening and writing when the respondents are grouped according to gender. The respondents’ level of academic competence in terms of reading, listening and writing is the same regardless of their gender.
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