The English Comprehension of Philippine- Ncr Higher Education Teachers: A Comparative Analysis

Date of Award

8-2021

Document Type

Thesis

Degree Name

Master of Arts in Education, major in Reading Education

First Advisor

Ma. Monica L. Moreno, PhD

Abstract

With the passage of local legislations-- Republic Act 10931, or the Universal Access to Quality Tertiary Education Act, Republic Act 11448, or the Transnational Higher Education Act, and Senate Bill 62, or the Educational Roadmap Towards Global Competitiveness and Human Capital Development-- academic institutions across the Philippines are appraising best practices to incorporate skills and competencies that are needed by industries in order to produce graduates that will be part of a globally competitive workforce.

As raising quality in education infers upgrading of educational standards, this further entails raising standards within the instructional system, and a need for language users to build a higher level of proficiency in a language commonly used for instruction in various educational settings, acquiring and sharing information, performing transactions, forging relationships, and contributing to new innovations. Examining the English Listening and English Reading Comprehension profile of Philippine higher education teachers, as scored by the Test of English for International Communication (TOEIC) Listening and Reading Skills Scores, and mapped to the Common European Framework of Reference (CEFR), this research was able to examine and apply a statistical analysis on archived data to profile performance scores and identify any differences in comprehension thresholds between school years 2013-2014, 2015-2016, and 2017-2018.

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