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AN ASSESSMENT OF ENGLISH PERFORMANCE ACHIEVEMENT: BASIS FOR POLICY DIRECTION AND INTERVENTION PROGRAM

The purpose of this study is to monitor and evaluate the English Performance of the respondents in a tertiary state college from their first year to the second year of their stay in the institution. One hundred twenty sophomore students across colleges were used in the study. One group pre-test and post-test design was used to determine the increase in the English performance of the respondents. The results of their Diagnostic Test in English taken during their first year college were used as the basis of their pre-test. To see if there is a difference in their performance in English after taking English subjects in first year and second year of stay in the institution, they were asked to take again the same diagnostic test. Results of their first take and second take of the test were compared using the t-test for a dependent sample of means. To evaluate the test, the results of the test per component were scrutinized and analyzed to determine the strengths and weaknesses of the students. Results of the analysis showed that there is a significant difference in the performance of the respondents in the first take and second take of the test. Most of the students got high scores on nouns, pronouns and adjectives, conjunction, and preposition; however, low mean scores were reported on identifying adverbs, tenses of the verb, vocabulary, and essay. The weak areas of the students are recommended for possible intervention. Based on the findings, it is concluded that generally, (1) there is a marked increase in scores in the second take of the English Diagnostic Test across all colleges; (2) There is no significant difference in the English performance of the respondents in the first and second take of the test.(3) the strengths of the students in English are noun, pronoun, adjectives, conjunction and preposition.The weak areas of the students are adverbs, verbs, vocabulary, and essays.