Performance and students’ attitude towards English subjects:Basis for a language skills program

The study aimed to find out the performance of Teacher Education students in their English subjects. It also determined the significant differences in the performance of the respondents when they were grouped as to sex, course and year level. It utilized the descriptive method in describing students’ performance and attitude towards English subjects at West Visayas State University – Janiuay Campus (WVSU-JC). One hundred ninety-one randomly selected Teacher Education students taking English subjects from WVSU-JC first semester of school year 2013-2014 were utilized as the respondents of the study. A standardized attitudinaire test adopted from the study of Gemora (2001), was utilized to gather data. Means and standard deviation were used to describe the performance and attitude of the respondents in their English subjects. The t-test and ANOVA were used to determine the significant difference on the performance and attitude of the respondents. Pearson-r correlation was used to determine the significant relationship between the respondents’ performance in English and their attitude towards English subjects. Results revealed that the performance of the Teacher Education students in their English subjects was average when they were taken as an entire group and when they were grouped as to sex, course and year level. Further, the attitude of Teacher Education students towards English when they were taken as entire group and when they were grouped as to sex, course and year level was positive. The t-test results revealed no significant difference on the performance of the respondents in their English subjects and their attitude towards English when they were grouped as to sex and course, however, the ANOVA results disclosed that when they were grouped as to year level, there was a significant difference on their performance in their English subjects but no significant difference on their attitude towards English courses. Pearson-r correlation revealed no significant relationship between the Teacher Education students’ performance in English and their attitude towards English courses.