An Undergraduate Thesis Presented To The Faculty of College of Teacher Education Hinatuan Southern College Hinatuan, Surigao Del Sur

Hinatuan Southern College
Factors Affecting Linguistic Competence and Academic Performance among Grade 10

Students of Hinatuan National Comprehensive High School A.Y. 2020-2021
FACTORS AFFECTING LINGUISTIC COMPETENCE AND ACADEMIC

PERFORMANCE AMONG GRADE 10 STUDENTS OF HINATUAN
NATIONAL COMPREHENSIVE HIGH SCHOOL
A.Y. 2020-2021
An Undergraduate Thesis
Presented to the faculty of College of Teacher Education
HINATUAN SOUTHERN COLLEGE
Hinatuan, Surigao Del Sur
In Partial Fulfillment
Of the Requirements on
Research 2(Undergraduate Thesis Writing)
BY
JHON ANTHONY B. CUYACOT KYLA MAE R. SERRANO
JOHN JOSEPH A. ILIGAN JENNIFER V. TINDUGAN
KRISTINE MAY C. GOYO CATY C. TOMARONG
ANNA ROSE T. RENDON
JANUARY 2021
APPROVAL SHEET
This Undergraduate thesis entitled, “FACTORS AFFECTING LINGUISTIC
COMPETENCE AND ACADEMIC PERFORMANCE AMONG GRADE 10
STUDENTS OF HINATUAN NATIONAL COMPREHENSIVE HIGH SCHOOL
A.Y. 2020-2021” has been prepared and submitted by Jhon Anthony B.
Cuyacot, John Joseph A. Iligan, Kristine May C. Goyo, Ana Rose T.
Rendon, Kyla Mae R. Serrano, Jennifer V. Tindugan, Cathy C. Tomarong in
partial fulfilment of Research 2, had been examined and recommended for
acceptance and approval for Oral examination.
JELLY C. DALMAN, MAGC

Adviser
________________________________________________________________
APPROVED by the Committee on Oral Examination with a grade of Passed.
---------------------------------------
Chairperson
---------------------------------- -----------------------------------
Member Member
________________________________________________________________
ACCEPTED and APPROVED in partial fulfillment of the requirements in
Research 2 (Undergraduate Thesis Writing).
JUANITO A. BALBUTIN, Ed. D, Ph.D.

OIC- College President
January 2021
ii
ACKNOWLEDGMENT
The researchers would like to express their sincerest gratitude to the

Almighty father for providing them strength, spiritual guidance, strong
determination, and wisdom in making this research study.
They would like to give appreciation and gratitude to the following persons
for imparting their help and support in making this study.
Dr. Raineria M. Nazareno, their research professor’s effort, patience,

assistance and generous heart for the completion of this study.
Miss. Jelly C. Dalman, their adviser for the understanding, patience,

untiring effort, support and for giving direction for their research work.
Dr. Juanito A. Balbutin, who had always been approachable in sharing

ideas to finish this research work.
To their family, for guidance and financial support. To their classmates

who are helpful and approachable and to everybody who contributed their efforts
especially the respondents.
The Authors
iii
DEDICATION
The researchers dedicate this thesis study to their parents Mr. And Mrs.
Catalino E. Cuyacot, Mr. And Mrs. Abel A. Iligan, Mr. And Mrs. Rex B. Goyo, Mr.
And Mrs. Edgardo L. Rendon, Mr. And Mrs. Romar M. Asis, Mr. And Mrs. Panfilo
B. Tindugan (deceased), Mr. And Mrs. Cristituto C. Tomarong who supported
them financially, and understand them every time they fail to do their work and
responsibilities at home.
The researchers would like to dedicate this study to their instructor
RAINERIA M. NAZARENO Ed.D. who actively supports and molds the skills of
her students, especially in enhancing their communication skills, and heartily
imparts her knowledge about this subject.
This thesis study would never be successful without the guidance and
help of their adviser. The researchers would like to grab the opportunity to say
thank you to JELLY C. DALMAN MAGC for her support and cooperation
regardless of loaded works and responsibilities in school and in their house.
Lastly, the researchers dedicate this thesis study to their almighty father
who always watch and guide them every time they continue to work on their
research. For his undying love in which in every difficulties and hardships still
they endured and solved it.
iv
TABLE OF CONTENTS
TITLE PAGE ……………………………… i
APPROVAL SHEET .……………………………… ii
ACKNOWLEDGMENT ………………………………. iii
DEDICATION ………………………………. iv
TABLE OF CONTENTS ………………………………. v
LIST OF TABLES ………………………………. viii
LIST OF FIGURES ………………………………. ix
ABSTRACT ………………………………. x
CHAPTER I
Introduction ……………………………… 1
Conceptual Framework ……………………………… 3
Statement of the problem ……………………………… 5
Hypothesis ………………………………5
Review of related literature ………………………………6
Significant of the Study ………………………………17
Scope and Delimitation …………………………......18
v
CHAPTER II
METHODOLOGY
Research design …..…………………………19
Research environment …………………………….19
Respondents …………………………….19
Research instruments …………………………….20
Construction of questionnaires ……………………………. 20
Validation of questionnaires …………………………… 21
Final format of questionnaires ……………………………. 21
Data gathering procedure ……………………………..21
Scoring ……………………………...22
Statistical treatment ……………………………. 23
Weighted mean ……………………………..23
T – test ……………………………..24
Ethical consideration ……………………………..24
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CHAPTER III
RESULTS AND DISCUSSION
Extent of the factors affecting linguistic competence …………………..28
Significant difference on factors affecting linguistic
competence when Grouped by age …………………….30
Significant difference on factors affecting linguistic
Competence when grouped by sex …………………….31
CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION
Summary …………………………………….33
Definition of terms …………………………………….34
Findings ……………………………………34
Conclusion ……………………………………35
Recommendation …………………………………...35
BIBLIOGRAPHY
Reference ……………………………………37
APPENDICES
Letter of request …………………………………….39
Survey questionnaire …………………………………….40
CURRICULUM VITAE …………………………………….42
vii
LIST OF TABLES
TABLE TITLE PAGE
1 Classification of Respondents 20
2 Non – parametric Scales 23
3 Extent on factors affecting linguistic competence 28
4 Significant difference on factors affecting
Linguistic competence when grouped by age 30
5 Significant difference on factors affecting
Linguistic competence when grouped by sex 32
viii
LIST OF FIGURES
FIGURE TITLE PAGE
1 Schematic diagram of the study 4
ix
ABSTRACT
This study examines factors affecting linguistic competence and academic
performance among grade 10 students. This study aims to identify the linguistic
competence and academic performance of Hinatuan National Comprehensive
High School through the survey of Secondary level of competence checklist/tool
and determine if it has a significant relationship with their academic performance
by looking at their weighted average. A total of sixty (60) among grade 10
students were the respondents of this study. A quantitative method was used in
gathering and analyzing the data. For this purpose, questionnaires were
distributed among grade 10 students, consists of male and female students. The
results obtained show that the results obtained showed that the category mean
on the extent of factors affecting linguistic competence in all category was “High”
and interpreted as observed oftentimes. And on the significant difference of
factors affecting linguistic competence when grouped according to age and sex
has the different computation of computed t which was lesser than critical t
thus, the decision of the hypothesis was accepted. Therefore, there is no
significant difference on factors affecting linguistic competence among grade 10
students of Hinatuan National Comprehensive High School.
x
Chapter 1
Introduction
The term linguistic competence refers to the unconscious knowledge of
grammar that allows a speaker to use and understand a language. Also known
as grammatical competence or I – language. Contrast with linguistic
performance. As used by Noam Chomsky and other linguists, linguistic
competence is not an evaluative term. Rather, it refers to the innate linguistic
knowledge that allows a person to match sounds and meanings (Nordquist, R.
2020).
Linguistic competences involve a set of skills, knowledge, and attitudes
that are interrelated and mutually supported in order to conduct a successful
scientific communication that may be destined to different communities or
audiences (scientific or the general public), who will be able to understand the
communicated knowledge and even use it, provided that they have been
correctly materialized from a linguistic point of view (Machin-Mastromatteo, J.
and Tarango, J. 2017).
Linguistic competences are related to the use of language through the
expression and interpretation of concepts, thoughts, feelings, facts, and opinions
in order to perform oral and written discussions. Such interactions may take
place in diverse social and cultural contexts, which will determine the
characteristics of the language written or spoken, such as the grammar,
pragmatic and sociolinguistics characteristics (Reyzabál, 2012).
The level of application of every competence to scientific production and
communication will vary depending on each scientific discipline. Professors and
researchers must exhibit a high level of linguistic competences regarding the
definition, explanation, argumentation, and justification of the topics they study, at
least within their own scientific discipline (Camacho-González & Quintanilla-
Gatica, 2008).
The nature of language and its relation to communication within language-
focused debates, the controversy between accounts in terms of linguistic
competence versus communicative competence is closely related to the
fundamental question of what language is – forming the core of the theory of
language. This, in turn, bears on issues such as: how is language acquired? How
did language evolve and change? What is the function of language? How is it
related to (other forms of) communication? So, the description in terms of
homogeneity versus heterogeneity; perfect competence which can only be
impaired in performance versus differential competence reflected in language
use; grammar as the core of human language as a range of abilities integrated
with other modes of communication is not, in both approaches, simply a matter of
different focus or abstracting away from certain aspects for simplification in

scientific study. It is deeply rooted in fundamentally different ideas of what
language is and how it should be studied (Contanze, V. 2015).
There are thousands of measure of language acquisition. Some of these
attempts to assess children’s linguistic competence, namely, their ability to
understand the rules of language. Others try to assess children simpler
competence at understanding language. Still others depict aspects of children’s
performance, their use of language. All these aspects are important. Children are
unlikely to mark distinctions of which they have no comprehension, but they often
comprehend language that cannot yet perform. For example, a girl may
understand very well that her name is pronounced “Cassy”, yet because she has
a lisp she may respond “Cathy” when asked to tell someone her name. We cover
here measures of both competence and performance (Mc Cabe, A. 2005).
Theoretical Framework
This study is anchored on the theory of syntax by Chomsky, (1965) he
said that “we thus make a fundamental distinction between competence (the
speaker-hearer’s knowledge of his language) and performance (the actual use of
language in concrete situations). Under this theory, linguistic competence only
functions “properly” under idealized conditions, which would theoretically remove

any obstacles of memory, distraction, emotion and other factors that might cause
even an eloquent native speaker to make or fail to notice grammatical mistakes.
Conceptual Framework
The major concept of this study focused on “Factors Affecting Linguistic
Competence among grade 10 Students of Hinatuan National Comprehensive
High School A.Y. 2020-2021”. This study has the goal to determine the
significant difference on factors affecting linguistic competence of the students-
respondent.
The Schematic presentation of the conceptual framework is clearly illustrated
below:
INDEPENDENT VARIABLES DEPENDENT
VARIABLES
Students grouped Factors affecting linguistic

competence and academic
According to:
performance
a) Age
b) Sex
The Schematic Diagram of the Study
Statement of the Problem
The primary purpose of this study is to distinguish “Factors Affecting
Linguistic Competence among Grade 10 Students of Hinatuan National
Comprehensive High School A.Y. 2020-2021” in Hinatuan, Surigao del Sur.
Specifically, this study seeks to answer the following questions:
1. What is the extent of Factors Affecting Linguistic Competence and
Academic Performance among Grade 10 students of Hinatuan
National Comprehensive High School A.Y. 2020-2021?
2. Is there a significant difference on factors affecting linguistic
competence and, when grouped according to:
a) Age; and
b) Sex?
Hypothesis
Ho: There is no significant difference linguistic competence when
grouped according to:
a) Age; and
b) Sex?
Review of Related Literature
Linguistic incompetence or the lack of language ability to understand the
court proceedings or inability to have the language to even work with one’s
attorney baffles the court. Attorney ls often will request competency hearings
prior to a trial or a hearing device to address the issue of linguistic incompetence
of the deaf defendant head on. This is wise to get this issue out in the open (J.
Andrews,2014).
Parkin shared an experience in a court, he has been in court when both
judges and prosecuting attorneys were not familiar with the term linguistic
incompetence, and how it related to a deaf defendant’s case. They were familiar
with the term, mental incompetence. Mental incompetence is defined as the
inability of a person to make or carry out important decisions, or is psychotic or of

an unsound mind, either consistently or sporadically, by reason of mental
disabilities such as cognitive disabilities, schizophrenia and dementia (D. Parkin,
2014).
A reading specialist and professor of deaf studies/deaf education at Lamar
university insisted and emphasized that there are six factors may clarify for
attorneys, judges and other court officials about the term, linguistic
incompetence. Since deafness is a low incident disability, most juridical officials
may never have encountered a deaf defendant. And these factors were;
Lack of early consistent and fluent sign language, poor educational
training, stems from the isolation, linguistic incompetence is the 2.9 or
below reading grade level, the presence of a language and learning
disability in addition to deafness, and linguistic competence is poor. these
six factors can inform judge, prosecuting attorneys, defense attorneys and other
criminal justice officials. What is at stake here are the constitutional rights of the
deaf defendant. Understanding the deaf defendant and linguistic incompetence
will provide the court system with the understanding of the obstacles that deaf
defendants experienced (J. Andrews, 2014).
The first part of the definition we will unpack deals with knowledge. The
cognitive elements of competence include knowing how to do something and
understanding why things are done the way they are (Hargie, 2011).
Despite the fact that no guidelines for or definitions of competence will be
applicable in all situations, the National Communication Association (NCA) has
identified many aspects of competence related to communication. The primary
focus has been on competencies related to speaking and listening, and the NCA
1.) notes that developing communication competence in these areas will help
people in academic, professional, and civic contexts (Morreale, Rubin and
Jones, 1998).
Hence, the National Communication Association (NCA) focuses on the
curriculum development and approaches or methods of teaching for the
preparation of students before embarking to Colleges and Universities to be
helped by NCA. The NCA expected and denotes competencies regarding
listening and speaking solely on what students should be able to after they
graduate from college:1) state ideas clearly;2) Communicate ethically;3)
Recognize when it is appropriate to communicate;4) Identify their communication
goals;5.) Select the most appropriate and effective medium for
communicating;6.) Demonstrate credibility;7.) Identify and manage
misunderstandings;8.) Manage conflict;9.) Be open-minded about another’s point
of view;10.) Listen attentively. These most highly selected competencies made
by the National Communication Association (NCA) that intended for college

graduates were identified as essential. These competencies focused on
sharpening skills not on interpersonal and even cultural, the NCA yield a
concrete way or specific criteria as a checklist or rubric for observing and
evaluating students speaking abilities and to prepare themselves for professional
speaking and listening which have proven to radicalize skills.
2.) Linguistic competence constitutes knowledge of language, but that
knowledge is tacit, implicit. This means that people do not have conscious
access to the principles and rules that govern the combination of sounds,
words, and sentences; however, they do recognize when those rules and
principles have been violated.
For example, when a person judges that the sentence John said that Jane
helped himself is ungrammatical, it is because the person has tacit knowledge
of the grammatical principle that reflexive pronouns must refer to an NP in the
same clause (Cairns, H.S and Fernandez, E.M. 2011).
In Chomsky’s theory, our linguistic competence is our unconscious
knowledge of languages and is similar in some ways to Saussure’s concept of
langue, the organizing principles of a language. What we actually produce as
utterances is similar to Saussure’s parole, and is called linguistic
performance. The difference between linguistic competence and linguistic
performance can be illustrated by slips of tongue, such as noble tons of soil
for noble sons of toil. Uttering such a slip doesn’t mean that we don’t know
English but rather that we’ve simply made a mistake because we were tired,
distracted, or whatever. Such errors also aren’t evidence that you are
(assuming you are a native speaker) a poor English as well as someone else
does. It means that linguistic performance is different from linguistic
competence. When we say that someone is a better speaker than someone
else (Martin Luther king, Jr., For Example, was a terrific orator, much better
than you might be), these judgments tell us about performance, not
competence. Native speakers of language, whether they are famous public
speakers or not, don’t know language any better than any other speaker in
terms of linguistic competence.
Based on the studies, two language users may have the same program for
carrying out specific tasks of production and recognition, but differ in their
ability to apply it because of exogenous differences (such as short-term
memory capacity). The two are accordingly equally language-competent but
not necessarily equally adept at making use of their competence (Denham, k.
And Lobeck A. 2010).
The linguistic competence of a human being should accordingly be
identified with that individuals internalized program for production and
recognition. While many linguists would identify the study of this program with the
study of performance rather than competence, it should be clear that this
identification is mistaken since we have deliberately abstracted away from any
consideration of what happens when a language user actually attempts to put the
program to use. A major goal of the psychology of language is to construct a
viable hypothesis as to the structure of this program (Benjamins, J. And Kac,
K.B. 1992).
Factors including teachers communicative style teaching strategies
supporting motivation, curriculum, course material and class activities also affect
directly students’ motivation and communicative competence (Sharma, V., 2018).
In Canale and swain add the fourth component named discourse
competence. Communicative competence is said to have only three components
including linguistic competence, sociolinguistic competence and pragmatic
10
competence (Kumaravadivelu, 2006).
In the field of second language (L2) acquisition, it has long been assumed
that the underlying linguistic competence of learners or speakers of a second
language is represented in terms of a complex linguistic system, commonly
referred to as an “interlanguage grammar” (following Selinker, 1972). The
generative linguistic perspective on L2 acquisition makes explicit claims about
the nature of interlanguage grammars. This chapter discusses how syntactic

categories (and features associated with them) are acquired and represented in
L2 acquisition (White, Lydia 2017).
Fong and Berwick, 2008 (F&B) argue that supervised parsers, like Collins’
LPCFG, do not acquire syntactic knowledge of the sort that characterizes the
linguistic competence of native speakers. They run several experiments with
variants of collins’ grammar. Their results contain incorrect probabilities for wh-
questions, putatively problematic parses for PP attachment cases, and (what
they claim to be) some puzzling effects when non-grammatical word order
samples are inserted in the data.
Some of the effects that F&B obtain ae due to the very limited amount of
training data that they employ, and the peculiarities of these samples. It might
well be the case that if collins’ LPCFG were trained on large and suitably
annotated
11
subset of the CHILDES child language corpus [MacWinney, 1995], it would yield
more appropriate results for the sorts of cases that F&B consider (Clark, A. &
Lappin, S. 2012).
Humans share psychological and social characteristics with other
primates. Language has always been considered the greatest difference

between humans and other primates. Nonhuman primates do not share our vocal
apparatus and thus, cannot speak, so, in order to study linguistic competence in
our relatives, manual sign language or tokens have been used. There are three
components to language: syntax (grammar), semantics (meaning), and
pragmatics (using language to attain goals). (Gottlieb, G. 2001).
In all lander, the development of educational concepts and the preparation
and implementation of plans can be observed which deal with the pre-school
sector of day-care centers for children between 3 and 5-6 years, thereby
attaching particular importance improving the linguistic competence of children
with migrant background. In about half of the lander, those measures also
include their parents. In order to organize the school entrance phase in a more
flexible way, cooperative links between pre-school institutions and primary
schools had to be improved.
12
In 2004, the KMK and the conference of Ministers of Youth adopted a framework
for early education in the pre-school sector and a recommendation to strengthen
and further develop the overall relationship between education, upbringing, and
supervision. Furthermore, the Day-Care Expansion Act of 2004, which came into
force at the beginning of 2005, provides for an expansion of the day-care for
children under the age of three years which should be extended by 2010 in such
a way that it meets the actual needs of parents and their children (Hufnerk, A.
2010).
There is no form of communication that is as complex as the human
language. Speech is what connects humans around the world. Although the
languages we speak are so diverse, the tone, inclinations and connotations can
be deciphered to understand ideologies and similarities across certain languages
and cultures. Linguistics give you the opportunity to learn how speech and sound
work. Have you ever wondered why some accents are different than others? You
can learn how sentences are structured, the power struggle in open discourse,
how we convey meanings in speech writing and how we have the ability to learn
multiple languages. This is why linguistic learning is such a beneficial tool
(www.google.com/amp/s/techspective.net ret. On January 20, 2021).
To study linguistics is to gain a greater understanding of a fundamental
part of what it means to be human.
13
Linguistics is a scientific field and an academic discipline that has both theoretical
and practical applications. Linguists study language structure at several
theoretical levels that range in size from tiny units of speech sounds to the
context of an entire conversation. Students of linguistics often begin with the
basic understanding of each level of language, then specialize in one or more

levels or in a practical application of linguistics (www.linguisticsociety.org/res ret.
On January 20, 2021).
Verbal – linguistic learning style refers to a person’s ability to reason,
solve problems, and learn using language. Because so much of the school
curriculum is taught verbally, verbal – linguistic learners tend to do well in school.
They may also excel in typical university settings. It is important to bear in mind,
however, that verbal – linguistic ability is not a synonym for intelligence (Hinzey,
logsdon ann 2020).
Language learning is an active process that begins at birth and continuous
throughout life. Students learn language as they use it to communicate their
thoughts, feelings, and experiences, establish relationships with family members
and friends, and strive to make sense and order of their world. They may come to
school speaking more than language, or learn another language in school. It is
important to respect and build upon each other students first language.
Experience in one language will benefit the learning of other languages. In this
early year, children develop language informally.
14
Long before they understand explicit language rules and conventions, they
reproduce and use language to construct and convey new meaning in unique
ways. Later, language learning occurs in specific contexts for specific purposes,
such as learning about a particular topic, participating in the community, and

pursuing work and leisure activities (www.edu.gov.mb.ca>docs PDF ret. On
January 20, 2021).
In discussions of language and education, language is usually defined as
a shared set of verbal codes, such as English, Spanish, Mandarin, French, and
Swahili. But language can also be defined as a generic, communicative
phenomenon, especially in descriptions of instruction. Teachers and students
use spoken and written language to communicate with each other- to present
tasks, engage in learning processes, present academic content, assess learning,
display knowledge and skill, and build classroom life. In addition, much of what
students learn is language. They learn to read and write (academic written
language), and they learn the discourse of academic disciplines (sometimes
called academic languages and literacies). Both definitions of language are
important to understanding the relationship between language and education
(https://education.stateuniversity.com ret. On January 20, 2021).
Language learning is broadly defined as developing the ability to
communicate in the second / foreign language, and in this context includes:
15
 Language learning for specialists. This includes programs which not only
teach language but also a variety of subject ‘content’ related to language
such as literature, culture, history and politics at BA or MA level. This also

covers programs and courses involving the teaching of translating and
interpreting.
 Language learning for non-specialists or service languages. This includes
language teaching options which are available to all interested students,
some of which may have a focus on specific topics (e.g. German for Law)
or on the enhancement of selected skills (e.g. effective speaking skills).
 Languages for instruction (including the teaching of language/s of a host
university to non-native speakers), where the target language is normally
used as the language of instruction.
 Language learning for social purposes. This includes language learning
for mobility or where the local language is taught as a foreign language to
incoming students (www.lanqua.eu/theme/language ret. On January 20,
2021).
16
SIGNIFICANCE OF THE STUDY

The findings of this study will be of great importance not only to the
students, but to the teacher, parents, school administrator and the community as
a whole.
School administrator. This will be a great mirror for student reflection on
which they will be able to monitor the student’s performance through on how they
done this activity, where they could lead them to a great vision of future.
Teacher. Through this activity the teachers will be able to measure the
learner’s improvement in their studies which will open up a learner’s perception
regarding education particularly in finishing their studies, this study will help
student to realize the significance of education.
Parents. In this activity the parents have an important part of this,
through the support of them the learners will able to finish on due time.
Students. The students may be finding ways to improve their
performances of class and will try to reflect on things that should be properly
done in improving their own abilities and skills which increase their interest
through this activity.
Other Researchers. This study helps them realize and to become aware of the
circumstances that they need to change and develop in order to have full
linguistic competence and become academically active.
17
Scope and Delimitation
Subject Delimitation. This deals on Factors Affecting Linguistic
Competence and Academic Performance among Grade 10 Students of Hinatuan
National Comprehensive High School A.Y.2020-2021. Having Junior students
randomly as the subject of the study would be distinctive and enjoyable in the
part of the respondents so that they can be more linguistic competent and
Academically performed.
Place Delimitation. This study administered in Hinatuan National
Comprehensive High School in Hinatuan, Surigao del Sur.
Time Delimitation. The study was conducted during first semester of
Academic year 2020-2021.
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CHAPTER 2
METHODOLOGY
This chapter presents the different methods and procedure used under
the following sub-topic namely; (1) Research design; (2) Research Environment;
(3) Respondent; (4) Research instrument; (5) Construction of questionnaire; (6)
Validation of questionnaire; (7) Final format of the questionnaire; (8) Data
gathering procedure; (9) Scoring; (10) Statistical treatment.
Research Design
The descriptive method was used in this research work using research
made questionnaire in gathering the data. The term (descriptive) means to
discover by observation of investigation “types” signifies as representation
beforehand because this study undergoes collection of data, analysis and
interpretation.
Research Environment
The study was conducted in Hinatuan National Comprehensive High
School, Brgy. Sto. Niño Hinatuan, Surigao del Sur.
Respondents
The respondents of the study are the Grade 10 students of Hinatuan
National Comprehensive High School. The table below shows the distribution of
19
the respondents that may help determining Factors affecting linguistic
competence.
TABLE 1
CLASSIFICATION OF RESPONDENTS
Age Sex Total
Male Female
15-17 10 25 35
18-20 13 7 20
21 and above 2 3 5
Total 25 35 60
Research Instrument
The questionnaire was the main tool utilized in securing the needed data
and information from the respondents. The questionnaire was framed and
prepared for the respondent to answer. In determining the level of factors
affecting linguistic competence, the following scales were rated by the
respondents.
Construction of Questionnaire
To come up with the purpose of the study, the researcher did some
library and internet research to gather studies similar to this topic.
20
Problems were sort and properly analyzed according to their importance and
difficulties. After the questionnaire had been finished, it was shown to the adviser
for corrections and suggestions for improvement.
Validation of the Questionnaire
To accomplish the purpose of the study as far as the gathering data was
concerned, questionnaire was framed and prepared for the respondents to
answer. The construction was focused on “Factors affecting linguistic
competence among Grade 10 students of Hinatuan National Comprehensive
High School A.Y. 2020-2021”. The researcher administered 60 copies of
questionnaire to the students of Hinatuan National Comprehensive High School
for validation of the questions to test whether all the questions are answerable by
the respondents.
Final Format of Questionnaire
After the finalization of the questions, they were encoded according to
the connections and suggestions. To avoid confusion and misinterpretation, the
scale is the basis and guidelines for the answer of the respondents.
Data Gathering Procedure
The following steps were followed in the conduct of study.

21
1. Asking permission to conduct a study. The researcher
sends a letter seeking permission to conduct the study to the
students of Hinatuan National Comprehensive High School.
Furthermore, request for cooperation and assurance that all
information gathered will be treated strictly with confidentiality.
2. Administration and Distribution of Questionnaire. Before
distributing the questionnaire, the researcher asked permission
to conduct survey from the teachers of the respondents. The
questionnaire was distributed personally by the researcher to
avoid confusion and to be cleared for the respondents.
3. Retrieval of Questionnaire. The gathered data through the
use of questionnaire were tallied, scored and classified with the
guidance and expertise of the statistician.
4. Analysis and Interpretation. Results were analyzed and
interpret based on the purpose of the study
Scoring
In interpreting the data on factors affecting linguistic competence among
Grade 10 students in Hinatuan National Comprehensive high school A.Y.2020-
2021, the following scales were used.

22
Table 2
The Non-parametric scale of the factors affecting linguistic competence and
academic performance among grade 10 students of Hinatuan National
Comprehensive High School A.Y. 2020-2021.
LOWER LIMIT UPPER LIMIT DESCRIPTION INTERPRETATION
4.20 5.00 Very high Always observed
3.40 4.19 High oftentimes
Sometimes
2.60 3.39 Moderate
observed
1.80 2.59 Low Rarely observed
1.00 1.79 Very low Never observed
Statistical Treatment
The data was analyzed and interpreted. The student researchers used
non-parametric scale, weighted mean, and t-test to answer the problems stated
in the study.
The Weighted Mean
The computation of the weighted mean served as basis for establishing
the answer to every item in the questionnaire.

23
This tool was used to determine the factors affecting linguistic competence and
academic performance to the students.
Formula: X = WT x PT
Where: X = mean
WT x PT = total weighted points
N = number of cases
T-test
This refers to the matched pairs signed – ranks test significance. This
statistical device was used in identifying the extent of linguistic competence and
academic performance among grade 10 students of Hinatuan National
Comprehensive High School A.Y. 2020-2021 when grouped by age and sex.
Ethical Consideration
Vulnerability of the Participants. The researcher will ensure that unique social
groups will not be singled out for the purpose of this study voluntarily. There will
be no identified vulnerable participants in this research. Students are all in the
capacity to decide whether to participate or not, as they will be purposively
identified as participants of the research.

24
The subjects who will be involved in this study will be chosen solely on their
relevance to the problem of practice that was studied.
Risk, Benefits, and safety. During the conduct of this study, no high risk will be
expected in the setting. The researcher will see to it that all participants will be
properly taken care of and will be free from harm. By ensuring that the physical
environment of the participants will be conducive and safe, the researcher will
guarantee the safety of the respondents during the conduct of this study. In the
place where the study conducted, proper lighting good ventilation, and enough
space will be observed. Risks will be avoided to the point that the researcher will
see to it that survey questionnaires will be answered by the participants in a
venue favorable for their safety. Any form of gift materials, goods or money will
be given to the participants as a sign of benevolence in helping the researcher to
conduct the study.
Privacy and Confidentiality. There will be no exposed records of the
participants. The researcher will ensure that all information will remain
confidential. Individual names were optional to protect the anonymity of the
identity of the participants. Hard copies of the data (name is optional to be filled
up) will be stored and protected.

25
Justice. The targeted respondents will be assured that there will be an
appropriate investigation in any sense. The researcher will guarantee that the
participants will understand their role to be open, honest and truth during the
answering of the survey questionnaires. It is justifiable that the researcher will
provide snacks after the survey as appreciation for their valuable contributions in
this study. To give justice to the shared times of the participants, the researcher
will allow them to read the responses to check its authenticity and accuracy.
Transparency. By fully informing the participants that they will be surveyed
through questionnaires. This study already will adhere to the principles of
transparency. Also, the participants will be informed of the purpose of this study.
Qualification of researcher. The researcher is committed, dedicated, reliable
and credible to conduct this study. However, as a researcher who is a beginner
in this method, he will need to read relevant literature and studies regarding
quantitative research design. Further, the researcher will regularly consult with
his thesis adviser and other experts in the field to ensure the validity and
reliability of the data gathered.
Adequacy and facilities. The researcher will engage the participants in a
conducive environment and learning materials which are ample and available in
the conduct of the study, and will be done within the time set by the researcher.
26
The accuracy of gathering data from the participants will be ensured. Sufficient
and manipulative materials will be prepared for the respondents use during the
conduct of this study.

27
CHAPTER 3
RESULTS AND DISCUSSION
This chapter presents, analyzes, and interprets the data gathered from
respondents through questionnaire.
Table 3
Extent of the factors affecting linguistic competence
Table 3 shows the extent of the factors affecting linguistic competence
and academic performance among grade 10 students of Hinatuan National
Comprehensive High School A.Y. 2020-2021 based on the survey among grade
10 students answers from the questionnaires. The table below shown that study
habits category has the highest mean of 3.91 “High”, interest category has the
second highest mean of 3.83 “High” and confidence category has the lowest
mean of 3.4 “High”. The data interpreted that the three category or indicators has
the overall mean of 3.68 which means that all items in the questionnaires was
observed oftentimes by the students-respondent.

28
Items Mean SD Description

CONFIDENCE
1. I am confident in 3.11 1.12 Moderate
speaking English in my
English class
2. I am having trouble with 3.29 1.27 Moderate
vocabularies
3. I have to bring dictionary 3.71 1.22 High
to find the meaning of the
words that are new to
me.
4. I have difficulty 3.45 0.94 High
pronouncing the words.
5. I am not good in 3.03 1.12 Moderate

speaking English with
other people.
6. I love participating in my 3.37 1.10 Moderate
class using English
language.
7. I am afraid of correcting 3.82 1.34 High
mistake in front of other
people.
CATEGORY MEAN 3.4
INTEREST
1. I make myself prepared 3.98 1.05 High
for the English subject
(linguistic)
2. I listen attentively to the 3.89 1.17 High

lecture of my English
teacher.
3. I actively participate in 3.69 1.1 High
the discussion,
answering exercises
and/or clarifying things I
do not understand.
4. I want to get good grades 4.13 1.14 High
on tests, quizzes,
assignments, and
projects.
5. I get frustrated when the High
discussion is interrupted 3.45 1.22
or the teacher is updated
CATEGORY MEAN 3.83

STUDY HABITS
1. I do my assignments 4.21 1.03 Very high
regularly.
2. I exert more effort when I 3.95 1.21 High
do difficult assignment
3. I spend my vacant time in 3.79 1.20 High

doing assignment or
studying my lessons.
4. I study the lessons wisely 3.68 1.36 High

if I was absent from my
class.
5. I study and prepared for 3.92 1.35 High
quizzes and texts
CATEGORY MEAN 3.91
OVERALL MEAN 3.68
Table 4
Significant difference on factors affecting linguistic competence when
grouped by age
Significant difference on factors affecting linguistic competence among
grade 10 students of Hinatuan National Comprehensive High School A.Y. 2020-
2021 when grouped by age. The table presented below reveals that ages from
18-20 has the highest mean of 3.79, ages 21 and above has the second highest
mean of 3.73, and in the ages 15-17 has the lowest mean of 3.66 which resulted
the same as “High” and interpreted as observed oftentimes. The P value

computed as 0.62, and the computed t has the value of 0.49 which was lesser
than the critical t of 3.19, thus, the null hypothesis was accepted.
30
Age Mean P value Computed Critical Decision
t t
15-17 3.66
18-20 3.79 0.62 0.49 3.19 Accept Ho.
21 and 3.73
above
Table 5
Significant difference on factors affecting linguistic competence when
grouped by Sex
Significant difference on factors affecting linguistic competence among
2021 when grouped by sex. The table presented below computed that female
has the highest mean of 3.71 for it has the highest quantity as the respondents
than male mean of 3.58. And the computed t is 0.78 less than the critical t of
2.05, thus, the null hypothesis was accepted. Therefore, there is no significant
difference on factors affecting linguistic competence among grade 10 students
when grouped according to sex.

31
This data implies that sex has no significant relationship in affecting linguistic
competence among grade 10 students of Hinatuan National Comprehensive
High School A.Y. 2020-2021.
Computed Critical
Sex Respondents Mean P-value Decision
t t
Female 35 3.71 Accept
Male 25 3.58 0.44 0.78 2.05 null
Total 60 hypothesis
At 0.05
32
CHAPTER 4
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION
Summary
This study focuses on factors affecting linguistic competence among
2021.
The study aims to answer these problems:
1. What is the extent of the factors affecting linguistic competence
among grade 10 students of Hinatuan National Comprehensive
High School A.Y. 2020-2021?
2. Is there a significant difference factors affecting linguistic
competence and of the students when grouped according to:
a. Age; and
b. Sex?
The hypothesis formulated was: There is no significant difference on
factors affecting linguistic competence when grouped according to: age and sex.
Among grade 10 students of Hinatuan National Comprehensive High School A.Y.
2020-2021 were the subject of the study.

33
In gathering the needed data, the survey questionnaire was used. In the
computation of the data, non-parametric scale, weighted mean, and t-test were
used.
Definition of Terms.
Linguistic. Is the scientific study of language. It involves an analysis of
language form, language meaning, and language in context, as well as an
analysis of the social, cultural, historical and political factors that influence
language.
Competence. Is the set of demonstrable characteristics and skills that
enable and improve the efficiency or performance of a job.
Factors affecting. A factor is one of the things that affects an event, decision or
situation.
Findings
On the basis tabulated, analyzed and interpreted data, the following
findings were arrived at:

1. In general, the extent of the factors affecting linguistic competence and
academic performance was 3.68 which interpreted as “high” means that
students were observed oftentimes.
2. On the significant difference factors affecting linguistic competence and
34
academic performance data table 4 and 5 reveals the same hypothesis as
accepted.
Conclusion
Reflecting on the findings of the study, the following conclusions were
drawn:
1. The extent of factors affecting linguistic competence among grade 10
students of Hinatuan National Comprehensive High School during the first
semesters of academic year 2020-2021 was generally interpreted as
“High” which means it was observed oftentimes.
2. There is no significant relationship between factors affecting linguistic
competence among grade 10 students of Hinatuan National
Comprehensive High School when grouped according to age and sex.
Recommendation
Based on the findings and conclusions these recommendations are given:

1. School administrators should create and implement level of competency
on teaching and train students that related on developing linguistic
competence.
2. The teachers should be aware on the results of the study in order to apply
immediately to their teaching strategy.
35
3. The school administrators should embed lessons that are related in
fostering linguistic competence in the curriculum.
4. The school should give a very conducive learning area for students.
5. Beyond study with regards to the other factors that could affect linguistic
competence.
36
BIBLIOGRAPHY
References
Andrews, Jean F. (2014), Six factors for linguistic incompetence

Deafinprison.com. Retrieved on November 22,2020.
Benjamins, J. And Michael B. Kac (1992). Grammars and Grammaticality.
Thoughtco.com. Retrieved on January 17, 2021.
Cairns, Helen S. And Eva M. Fernandez. (2011) Fundamentals of
psycholinguistic.
Wiley-Blackwell, 2011.
Camacho-González And Gatica Quintanilla (2008). The role of information
Professionals in the knowledge economy. Sciencedirect.com
Retrieved on January 20, 2021.
Clark, Alexander and Shalom Lappin (2012). Computational Learning theory
And language acquisition: philosophy of linguistics. Sciencedirect.com
Retrieved on January 20, 2021.
Contanze, Vorwerg (2015). Communicative competence: linguistic aspects.
Sciencedirect.com retrieved on January 20, 2021.
Denham, K. and Lobeck, A. Linguistic for everyone. Wadsworth,2010.
Gottlieb, G. (2001). Comparative psychology: in International Encyclopedia
of the social and behavioral sciences. Sciencedirect.com retrieved on
on January 20, 2021.
Hargie, O. (2011), Skilled Interpersonal Interaction: Research, theory, and
Practice. (London: Routledge, 2011) 9.
Hinzey, Logsdon Ann (2020). Understanding the verbal linguistic learning style:
Verywellfamily.com/verbal retrieved on January 20, 2021.
Hufnerk, A. (2010). International Encyclopedia of education (third edition).
Sciencedirect.com retrieved on January 20 2021.
37
Kumaravadivelu, B. (2006). Understanding language teaching. From method

post method. ESL and applied linguistic series. Retrieved on January
18, 2021.
Machin-Mastromatteo, Juan D. And Javier Tarango (2017). The role of
information
Professionals in the knowledge economy. sciencedirect.com retrieved
On January 20, 2021.
McCabe, Allyssa (2005). Measures of Language acquisition: Encyclopedia of
Social measurement. Sciencedirect.com retrieved on January 20,
2021
Nordquist, Richard (2020). Linguistic competence: definition and examples.
Thoughtco.com retrieved on January 20, 2021.
Parkin, Deborah (2014), Susan Spiritus Gallery. Deafinprison.com.
Retrieved on November 22, 2020.
Reyzábal, (2012). The role of information professionals in the knowledge
Economy. sciencedirect.com retrieved on January 20, 2021.
Sharma, V. Influence factors n students’ motivation for communicative
Competence in English. Rsearchgate.net, December 2018. Retrieved
On January 17, 2021.
White, Lydia (2017). Syntactic categories in second language acquisition:
Handbook of categorization in cognitive science (second edition).
Sciencedirect.com retrieved on January 20, 2021.
Internet sources
www.csi.uottawa.ca/chromedistiller://c388a8ed-Fa retrieved on Nov. 22, 2020.
www.google.com/amps/deafinprison.com retrieved on Nov. 22, 2020.
www.google.com/amp/s/techspective.net retrieved on January 20, 2021.
www.linguisticsociety.org/res retrieved on January 20, 2021.
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www.lanqua.eu/theme/language retrieved on January 20, 2021.
38
APPENDICES
HINATUAN SOUTHERN COLLEGE

Hinatuan, Surigao del Sur
January 09, 2021
Merjorie E. Dalagan, MA
Principal 1
Hinatuan National Comp. High School
Brgy. Sto. Niño, Hinatuan, Surigao del Sur
Dear Maam Merjorie,

We are presently conducting undergraduate thesis entitled “FACTORS
AFFECTING LINGUISTIC COMPETENCE AND ACADEMIC PERFORMANCE
AMONG GRADE 10 STUDENTS OF HINATUAN NATIONAL
COMPREHENSIVE HIGH SCHOOL A.Y. 2020-2021” which is an academic
requirement for the subject Research 2 at Hinatuan Southern College, Hinatuan,
Surigao del Sur.
In this regard, we humbly request permission that will be allowed to
Distribute survey questionnaire among grade 10 students of this institution.
We will be very gratefully indebted for the kind of favor you extended to
us.
Very Truly Yours,
(Sgd.) Cuyacot, Jhon Anthony B. (Sgd.) Serrano, Kyla Mae
R.
(Sgd.) Iligan, John Joseph A. (Sgd.) Tindugan, Jennifer
V.
(Sgd.) Goyo, Kristine May C. (Sgd.) Tomarong, Cathy C.
(Sgd.) Rendon, Ana Rose T.
Noted by:
(Sgd.) RAINERIA M. NAZARENO, Ed. D (Sgd.) JELLY C. DALMAN,
MAGC
Instructor Thesis Adviser
Approved by:
(Sgd.) JUANITO A. BALBUTIN, Ed. D

OIC- College President
39
CURRICULUM VITAE
JHON ANTHONY B. CUYACOT

P-7 Brgy. Sto. Niño, Hinatuan, Surigao del Sur
________________________________________________________________
Date of Birth : June 01, 1997
Place of Birth : Hinatuan, Surigao del Sur
Age : 24 years old
Address : P-7 Brgy. Sto. Niño, Hinatuan, Surigao del Sur
Nationality : Filipino
Religion : Roman Catholic
Civil Status : Single
Name of Father : Catalino E. Cuyacot
Occupation : Fisherman and Farmer
Name of Mother : Leonarda B. Cuyacot
Occupation : Housewife
EDUCATIONAL ATTAINMENT
Elementary : Hinatuan North Central Elementary School

S.Y. 2008-2009
Secondary : Hinatuan National Comprehensive High School
S.Y. 2012-2013
Collegiate : Hinatuan Southern College
BSED-English IV
CURRICULUM VITAE
KRISTINE MAY C. GOYO

P-5 Lacasa, Hinatuan, Surigao del Sur
_______________________________________________________________
Date of Birth : May 22, 1998
Place of Birth : Cagayan, de Oro, Misamis Oriental
Age : 22 years old
Address : P-5 Brgy. Lacasa, Hinatuan, Surigao del Sur
Religion : Seventh Day Adventist
Name of Father : Rex B. Goyo
Occupation : Garbage Collector
Name of Mother : Concepcion C. Goyo
Elementary : Tarusan Elementary School

S.Y. 2009-2010
Secondary : Tarusan Integrated Secondary School
S.Y. 2013-2014
BSED- English IV
CURRICULUM VITAE
ANNA ROSE T. RENDON

P-3 Brgy. Cambatong, Hinatuan, Surigao del Sur
_______________________________________________________________
Date of Birth : October 10, 1997
Place of Birth : Cambatong, Hinatuan, Surigao del Sur
Age : 24 years old
Address : P-3 Brgy. Cambatong, Hinatuan, Surigao del Sur
Name of Father : Edgardo L. Rendon
Occupation : Fisherman
Name of Mother : Mila T. Rendon
Elementary : Cambatong Elementary School
Cambatong, Hinatuan, SDS
S.Y. 2010-2011
Secondary : Cambatong National High School
Cambatong, Hinatuan, SDS
S.Y. 2014-2015
BSED-English IV
CURRICULUM VITAE
KYLA MAE R. SERRANO

P-2 Brgy. Pocto, Hinatuan, Surigao del Sur
________________________________________________________________
Date of Birth : September 18, 1999
Place of Birth : Arandia Street, Muntinlupa City
Age : 21 years old
Address : P-2 Brgy. Pocto, Hinatuan, Surigao del Sur
Name of Father : Romar M. Asis
Occupation : Motorcycle driver
Name of Mother : Alma R. Serrano
Elementary : Pocto Elementary School

Brgy. Pocto, Hinatuan, SDS
S.Y. 2010-2011
S.Y. 2015-2016
CURRICULUM VITAE
JENNIFER V. TINDUGAN
P-5, Maharlika, Hinatuan, Surigao del Sur
________________________________________________________________
Date of Birth : December 21, 1993
Place of Birth : Pob. Tagbina, Surigao del Sur
Age : 27 years old
Address : P-5 Brgy. Maharlika, Hinatuan, Surigao del Sur
Name of Father : Panfilo B. Tindugan (Deceased)
Occupation : None
Name of Mother : Marita V. Tindugan
EDUCATIONAL ATTAINMENT:
Elementary : Tagbina Central Elementary School
CURRICULUM VITAE
Caty C. Tomarong
P-1 Brgy. Bigaan, Hinatuan, Surigao del Sur
________________________________________________________________
Date of Birth : October 28, 1998
Place of Birth : Almaria, Bigaan, Hinatuan, Surigao del Sur
Age : 22 years old
Address : P-1-A Brgy. Bigaan, Hinatuan, Surigao del Sur
Name of Father : Cristituto C. Tomarong
Occupation : Farmer
Name of Mother : Gloria M. Tomarong
Elementary : Bigaan Elementary School
Bigaan, Hinatuan, SDS
S.Y. 2009-2010
Secondary : Tagasaka National High School
S.Y. 2013-2014
BSED- English IV

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Hinatuan Southern College

Factors Affecting Linguistic Competence and Academic Performance among Grade 10

FACTORS AFFECTING LINGUISTIC COMPETENCE AND ACADEMIC

NATIONAL COMPREHENSIVE HIGH SCHOOL

Presented to the faculty of College of Teacher Education

HINATUAN SOUTHERN COLLEGE

Hinatuan, Surigao Del Sur

Research 2(Undergraduate Thesis Writing)

JHON ANTHONY B. CUYACOT KYLA MAE R. SERRANO

JOHN JOSEPH A. ILIGAN JENNIFER V. TINDUGAN

KRISTINE MAY C. GOYO CATY C. TOMARONG

ANNA ROSE T. RENDON

This Undergraduate thesis entitled, “FACTORS AFFECTING LINGUISTIC

COMPETENCE AND ACADEMIC PERFORMANCE AMONG GRADE 10

STUDENTS OF HINATUAN NATIONAL COMPREHENSIVE HIGH SCHOOL

A.Y. 2020-2021” has been prepared and submitted by Jhon Anthony B.

Cuyacot, John Joseph A. Iligan, Kristine May C. Goyo, Ana Rose T.

Rendon, Kyla Mae R. Serrano, Jennifer V. Tindugan, Cathy C. Tomarong in

partial fulfilment of Research 2, had been examined and recommended for

acceptance and approval for Oral examination.

JELLY C. DALMAN, MAGC

JUANITO A. BALBUTIN, Ed. D, Ph.D.

The researchers would like to express their sincerest gratitude to the

Dr. Raineria M. Nazareno, their research professor’s effort, patience,

Miss. Jelly C. Dalman, their adviser for the understanding, patience,

Dr. Juanito A. Balbutin, who had always been approachable in sharing

To their family, for guidance and financial support. To their classmates

B. Tindugan (deceased), Mr. And Mrs. Cristituto C. Tomarong who supported

The researchers would like to dedicate this study to their instructor

her students, especially in enhancing their communication skills, and heartily

imparts her knowledge about this subject.

regardless of loaded works and responsibilities in school and in their house.

they endured and solved it.

TITLE PAGE ……………………………… i

APPROVAL SHEET .……………………………… ii

ACKNOWLEDGMENT ………………………………. iii

TABLE OF CONTENTS ………………………………. v

LIST OF TABLES ………………………………. viii

LIST OF FIGURES ………………………………. ix

Conceptual Framework ……………………………… 3

Statement of the problem ……………………………… 5

Review of related literature ………………………………6

Significant of the Study ………………………………17

Scope and Delimitation …………………………......18

Research design …..…………………………19

Research environment …………………………….19

Research instruments …………………………….20

Construction of questionnaires ……………………………. 20

Validation of questionnaires …………………………… 21

Final format of questionnaires ……………………………. 21

Data gathering procedure ……………………………..21

Statistical treatment ……………………………. 23

Weighted mean ……………………………..23

Ethical consideration ……………………………..24

RESULTS AND DISCUSSION

Extent of the factors affecting linguistic competence …………………..28

Significant difference on factors affecting linguistic