INTRODUCTION

Background of the Study

English is a traditional term for the use or study of the English language by non-

native speakers in an English-speaking environment (it is also known as English for

speakers of other language). English as a second language also refers to specialized

approaches to language teaching designed for those whose primary language is not

English. A simple way to define language learning is the process which the language

capability develops in an individual. Learning language per say takes strategies,

learning strategies can be defined as actions, steps, plans or routines taken by the

learners in processing the information they received.

The perception of English varies globally, often seen as a symbol of education,

modernity, and access to economic and social opportunities. In non-native English-

speaking countries, it can create inequalities, as proficiency is sometimes prioritized

over native languages, leading to cultural erosion. Additionally, biases based on accents

or dialects may deem some variations of English "superior." While English dominates

media, education, and business, it also fuels debates about linguistic imperialism.

Ultimately, its perception is shaped by historical spread, global power dynamics, and the

opportunities and challenges it presents in a multilingual world.

The importance of English for senior high school students impacts academic

success, communication, and future opportunities. As a global language, it is essential

for education and employment. Proficiency boosts confidence, improving interactions

education and
career growth, as many fields require it. Therefore, developing English skills is vital for

overall student development.

The significance of the English language for senior high school students is crucial

for several reasons. It acts as a global language, aiding communication across cultures

in today's connected world (Runthala, 2023). Proficiency in English improves academic

performance, as it is the medium of instruction in many schools (Eslit & Valderama,

2023). Strong English skills also boost students' confidence, allowing them to express

themselves and engage in activities (Rao, 2019). Moreover, mastering English provides

access to international opportunities in education and the job market, making it vital for

future success (EngVarta, 2018).

The goal of examining students' perception of the English language is to explore

their views on its importance, challenges, and benefits in academic and professional

contexts. This study aims to identify factors influencing motivation, such as cultural

associations, personal interests, and future goals, while also examining barriers like

linguistic anxiety or limited resources. Understanding these perceptions can help

educators create more engaging and effective teaching methods that promote positive

attitudes and improve language learning outcomes.

This study will focus exclusively on Grade 12 senior high school students at

Valencia National High School, without exploring the influence of socioeconomic factors

or cultural backgrounds. The research will concentrate solely on the students'

perceptions of the English language within the context of Valencia National High

School.

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Statement of the Problem

This study generally aimed to determine the Perception of SHS in English

language in Valencia National High School.

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the SHS students in terms of:

a. sex, and

b. academic strand?

2.What is the perception of SHS students towards English language?

3. Is there a significant difference between the demographic profile and perception of

SHS students in English language?

Significance of the Study

This study would contribute significantly to the body of knowledge used as a

resource for students in learning and understanding logically, particularly the senior high

school student’s perception in English language. More specifically, the following can

significantly benefit from the findings of the study.

Students. Enhancing English language skills. It can increase students'

opportunities in education and career, as English is widely used in international

communication and academic settings

Teachers. English language teachers are constantly challenged to enhance their

teaching methods and stay abreast of new research. Teachers who understand

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students' perceptions of English can tailor their instruction methods to better meet

students' needs, enhancing the learning environment.

Parents. Recognize the importance of English proficiency for their children's

academic and career success. Parents may feel more confident in the education system

if their children are proficient in English, as it is often seen as a valuable skill.

Future Researchers. The results would help uncover some unexplored areas of

the study that researchers could not explore, studies on students' perceptions of English

can provide valuable data for future research on language education, helping to refine

teaching methods and policies.

Scope and Delimitation

The explanatory sequential study method was chosen by the researchers to

examine senior high school students' perceptions regarding English language. The

scope of the study investigates the perceptions of ABM, GAS, HUMSS, and STEM

students towards English language, particularly exploring their feelings about speaking

English. The researchers collected data through survey questionnaires using stratified

random sampling, which were designed to obtain detailed responses about the

students' perception towards English language. This study is delimited to two hundred

ninety-seven (297) Grade 12 students from the academic strands: Accountancy,

Business and Management (ABM), General Academic Strand (GAS), Humanities and

Social Sciences (HUMSS), and Science, Technology, Engineering, and Mathematics

(STEM) at Valencia National High School (VNHS) in Valencia City, Bukidnon, who are

enrolled in the second semester of the School Year 2024-2025.

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 This study would be only exclusive to the grade 12 senior high students in

Valencia National High School. This research will not delve into the impact of

socioeconomic factors and cultural background. The focus will remain solely on the

perception of senior high school students in English Language, within the context of

Valencia National High School.

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 REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature

Perception Towards English Language

A study by Garcia et al. (2021) emphasized the role of motivation and self-

efficacy in shaping students' perceptions of English. Their research demonstrated that

students who perceived English as valuable for their personal and professional growth

were more likely to engage actively in language-learning activities. This positive

perception was also associated with higher levels of perseverance in overcoming

language-related challenges.

Similarly, Tanaka (2020) highlighted cultural influences on students' perceptions

of English. The study found that students from cultures where English is considered a

global necessity exhibited a more favorable attitude toward learning the language.

Conversely, students who perceived English as irrelevant to their cultural context often

displayed lower motivation and interest.

Studies also highlight the impact of teaching strategies on students' perceptions.

According to Smith and Clark (2022), interactive and student-centered teaching

methods, such as group discussions, role-plays, and project-based learning,

significantly improve students' perceptions of English. These methods not only make

learning more engaging but also help students overcome fear and build confidence in

using the language.

Another critical factor influencing perception is the role of peer and teacher

support. Research by Ahmed and Zhang (2019) revealed that students who received
constructive feedback and encouragement from their teachers and peers were more

likely
to view English as a less intimidating and more accessible subject. This highlights the

importance of fostering a collaborative and empathetic classroom environment.

Sex Differences in Perception of English as a Global Language

A study by Ahmad and Rao (2016) examined male and female students' views of

English in Pakistan and found that female students were more likely to perceive English

as an important global language associated with communication and cultural exchange.

In contrast, male students were more likely to associate English with formal or utilitarian

purposes, such as business and academia.

Furthermore, in a study by Kim and Elder (2018) on South Korean students,

gender differences in how students perceive English as a global language were evident.

Female students were more likely to view English as a means of empowerment, offering

them greater opportunities for international communication and personal growth. They

perceived English as a key to cultural exchange and global citizenship. In contrast, male

students tended to perceive English more pragmatically, seeing it as a necessary skill

for professional and academic success.

Additionally, Research by Hashemi (2018) in Iran revealed that male and female

students had different perceptions of English in academic contexts. Female students

often perceived English as a language of creativity and personal expression, especially

in literary and cultural contexts. In contrast, male students were more likely to perceive

English as a functional academic tool, associated with subjects like science, technology,

and business.

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 Gender differences also influence how students perceive English in the media. A

study by Cruz and Villanueva (2017) in the Philippines found that female students were

more likely to associate English-language media with emotional expression, creativity,

and cultural representation. They viewed English as an expressive medium for art,

music, and storytelling. Male students, however, associated English-language media

more with information dissemination, news, and factual reporting.

Perceptions of the English Language Across Educational Strands

A study by Bernardo et al. (2019) revealed that Filipino students perceive English

as a critical skill for career advancement, particularly in international and business

contexts. This perception aligns with the national policy of promoting bilingual education

to enhance both Filipino and English competencies.

Another study by Cruz and Ramos (2022) highlighted that students from urban

areas are more confident in their English skills due to better resources and exposure,

while those in rural areas often view English as a challenging subject. This disparity

influences their perception of academic strands, with some students avoiding strands

like HUMSS or ABM due to the perceived difficulty of English-heavy subjects.

Additionally, a study by Bennett (2015), students in the Humanities viewed

English as an essential part of their identity and self-expression. They were more likely

to see it as an important vehicle for understanding literature, history, and culture, as well

as fostering international communication. Female students in these strands were more

likely to emphasize English's role in emotional and creative expression, while male

students often focused on its utility for academic achievement and global recognition.

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 According to O'Regan (2017), students in STEM disciplines generally perceive

English as an essential language for academic success and global collaboration,

especially as most scientific literature and research are published in English. Male

students, in particular, tend to view English as a functional tool for technical

communication, while female students may also view it as a gateway to research

opportunities and global networking.

Conceptual Framework

Independent Variable Dependent Variable

Demographic Profile
a. Sex
b. strand
English Language

Perception of SHS Students’

Figure 1. A schematic diagram illustrating the connection between the independent and
dependent variables in the study.

Figure 1 illustrates the independent and dependent variables of the study. The

independent variables include the demographic profile, which covers sex, strand, and

Perception of SHS Students’. Meanwhile, the dependent variable is the English

language of Senior High School students.

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Research Hypothesis

The following are the research hypothesis of the study:

Ho1: There is no significant difference between sex and Perception of SHS students in

English Language.

Ha1: There is a significant difference between sex and Perception of SHS students in

English Language.

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Definition of Terms

The following terms are defined operationally to better comprehend this study:

English language: Is the way Senior High School students engage with and

perceive the English language in their daily lives and academic experiences.

Perception: Refers to the way Senior High School students understand, interpret,

and form opinions about the English language.

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 METHODOLOGY

Research Design

Descriptive-correlational design, it is a research approach that aims to describe

the traits or features of a population, while examining relationships between two or more

variables without altering them. This design allows researchers to identify patterns and

correlations, such as the connection between study habits and academic performance,

without inferring causation (Creswell & Creswell, 2017). It is particularly useful in fields

like education and social sciences, where ethical considerations may prevent

experimental manipulation. The descriptive-correlational as it aims to determine the

association between Senior High School students towards English language learning

and their sex, age, and academic strand.

Descriptive research design is a methodological approach that aims to

methodically outline a population, situation, or phenomenon. It focuses on answering

"what," "where," "when," and "how" questions, but does not address "why" questions

(Scribbr, 2023). This design is particularly useful when little is known about a topic, as it

helps researchers gather detailed information about characteristics, frequencies, trends,

and categories without manipulating any variables (Enago, 2023). The descriptive

aspects aim to gather detailed information about Senior High School students towards

their sex, age, and academic strand.

Correlational research design is a type of non-experimental study that examines the

relationship between variables without manipulating them examines the relationships

between two or more variables without manipulating them. This design allows

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researchers to determine the extent to which variables are associated, providing

insights into naturally occurring relationships in various contexts (Scribbr, 2021). For

instance, a correlational study might investigate how study habits relate to academic

performance, highlighting whether better study practices are associated with higher

grades. The correlational aspect will examine whether the strength of the association

between this variable is significant.

The Sample

The respondents of this study were chosen using a stratified random sampling

technique, where the researchers applied Slovin's formula to calculate the number of

students who will be included in the researcher’s study who shared certain

characteristics related to the research and include the sample at the researcher’s

suitable discretion. The target of this study are the two hundred ninety-seven (297)

grade 12 students under the academic strands of Accountancy Business and

Management (ABM), General Academic Strand (GAS), Humanities and Social Sciences

(HUMSS), and Science, Technology, Engineering, and Mathematics (STEM), at

Valencia National High School (VNHS) in Valencia City, Bukidnon. Enrolled in the

second semester of the School Year 2024-2025.

The researchers selected fifty-one (51) students from the ABM strand, forty-three

(43) students from the GAS strand, one hundred thirty- six (136) students from the

HUMSS strand, and sixty- seven (67) students from the STEM strand to participate in

the study, following Slovin's formula. The survey questionnaires were distributed across

each academic strand.

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The Instrument

The researchers adapted a survey questionnaire from the study of Hashim

(2018) and. The questionnaire consists of twenty (20) indicator statements that

determine the different perception of respondents. The questionnaire is composed of

two (2) parts. The first section of the questionnaire aims to identify the demographic

profile of the respondents, which included their sex, and academic strand, while the

second section of the questionnaire examined different perception of the respondents.

A Likert scale was used in order to determine the descriptions of the results,

specifically, the following scale were embedded during the interpretation of the results

which were modified and adapted.

The participant’s response is measured through a Likert scale where: 1– Strongly

Disagree; 2– Disagree; 3– Neutral; 4– Agree; and 5- Strongly Agree. The descriptive

intervals are shown below.

Scale Range Qualitative Interpretation

5 4.5 – 5.0 Strongly Agree

The twenty (20) statement questionnaires is tested for validity and reliability

through pilot testing with 30 respondents. Through SPSS version 14, the data was

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analyzed using Reliability Analysis and Cronbach’s Alpha rule of thumb. The gathered

data passed the test, resulting in a “good” internal consistency, a= .867

Data Collection Procedure

The following steps outline the processes that were used to gather the necessary

data for the study:

1. A letter of approval was directed to the school principal to request permission to

conduct the study on campus.

2. To conduct the study, the researchers asked permission from the respondents

through informed consent distributed to the respondents and if approved by the

respondents, the respondents may take the survey.

3. Survey questionnaires were given to selected respondents in all academic strands.

Questionnaires were retrieved the same day as they were distributed to ensure a higher

rate of return.

4. After the survey, the answers to the survey questionnaires were then encoded in

Microsoft Excel and then run using the SPSS version 14 software.

Plan for Data Analysis

In answering the questions presented under the Statement of the Problem, the

following statistical tools were employed:

1. The researchers employed SPSS v14 (Statistical Package for the Social Sciences) to

analyze the data collected from the descriptive-correlational survey questionnaire.

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2. To analyze the demographic profile, the researchers evaluated the gathered data to

identify the sex, and academic strand of the respondents utilizing descriptive

frequencies.

3. Descriptive-Statistics was then used to summarize the overall perception of the

students toward the English language.

4. Independent t-Test was used to evaluate the significant difference between

demographic profile and perception of SHS students towards English language.

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