INTRODUCTION

Background of the study

English has long been an international language and due to the advent of
globalization, it became widely important than ever. Because of globalization, media
from around the world became easily accessible through a variety of sources such as
the internet, television and radio. The media output from English speaking countries is
phenomenal and has played a vital part in the society (MacLeod&Larsson, 2008). At
present, English language is recognized as an important ingredient of communication
that is widely used across the globe. A good command of English is a stepping stone
to an improved education, better career opportunity and a higher social status
(Charise, 2007).

The Bachelor of Arts in English Language Studies Program of MSU-IIT provides

a comprehensive background in the study of English. The program stresses literary
analysis, diversity, critical thinking, and written and oral communication skills
through a rigorous curriculum of literature, composition, language and linguistics and
communication studies. It serves as an excellent preparation for careers in line with
teaching, media, writing, publishing and other fields such as public relations and law.
The program is designed to strengthen the students’ competencies in the English
language and enrich their knowledge of the discipline. It also aims to provide
opportunities for the practical application of competencies acquired in the workplace.

There are various factors that can affect an individual's exposure to English
language and these factors contribute to the success rate in making it to the BAELS
Program of MSU-IIT. Exposure in this sense, refers to the contact that the learner has
with the language that they are trying to learn, either generally or with a specific
language points (Teaching English British Council, 2018). Basically, language
exposure in general is the contact happening outside learning areas (Benson, 2001)
defined outside-of-class language exposure term as "any kind of learning that takes
place outside the classroom and involves self -instruction, naturalistic learning or
self-directed naturalistic learning". The forms of this exposure are listening to online
programs on the radio, watching English programs with English native speakers,
traveling to English speaking countries, face-to-face interaction with English native
speakers, using English in real-life settings, browsing the internet and even reading
books and magazines that are published in English. Through many types of media,
such as film, music and the internet, teenagers are exposed to the English language on
a daily basis. This language overlap with popular culture puts English language
teachers in a unique position to create interest, motivation and enthusiasm within their
subject. A look at the syllabus for compulsory school reveals quite clearly a link
between the real world and that which is supposed to be taught in the classroom
(Skolverket, 2006).

We see that studies have demonstrated that various factors can be helpful for the
students to be more exposed in English language development. Several researchers
have discovered how motivation and other affective influences can function as a
source and tool for obtaining university admissions. Television, music, chatting and
seeking information on the internet all contribute to exposing adolescents to the
English language since a vast amount is communicated in English.
(MacLeod&Larsson, 2008). If the language is essential to achieve a specific goal such
as acceptance at a desired university, career opportunity and other motivations then
students will show greater efforts to learn the language and as a result, a quicker
progress will be realized (Anderson, 2018). Many students want to enter the
aforementioned program but only those with enough skills in language and with
sufficient exam scores are chosen. Now, with the goal of preparing the younger
generations with the skills needed for English communication required for higher
education, as soon as students complete the full educational system, they will be
qualified to obtain admissions from universities (English General Guides and
Curricula for Secondary Stage, MOE, 1993). To sum up, the previous studies about
exposure to the English language have provided evidence on how language can be a
positive predictor in passing university entrance exams, improved vocabulary and
comprehension as well as higher performance in the field if language. This study aims
to assess exposure to English as a predictor of success in entering the BAELS
Program of MSU-IIT including other underlying studies that encompasses the
personal or motivational, environmental or experience, social, digital or technological,
as well as academic or curriculum and instructions and cognitive factors that affects
one's exposure to English.
 RELATED LITERATURE

This will examine and explore the different related literature and studies that
will provide an idea about the current situation in terms of what has been done, and
what the researchers already know. This studies of the different authors will validate
and verify the finding of the researchers.

The English Language.

Language is one of the most significant element that affects international
communication activities. Students utilize different parts of English language skills
such as listening, speaking, reading, and writing for their proficiency and
communication (Grabe & Stoller, 2002). In addition, Ahmadi (2017) stated that one
of the important elements for learning is the method that instructors use in their
classes to facilitate language learning process. The English language played a more
significant role in our everyday lives since it is a global language. Evidently, private
institutions strive to elevate their level of progress in this field. However, in public
schools there are few successful results because these results are seen in high level of
approval of various standardized tests that is administered to measure this area
(Bernaus, 2001). According to Munoz (2002) learning language specifically English,
has become a great necessity even for primary students who are in the obligation to
nourish in the globalization world. The difference between individuals is their
learning conditions and the context in which they acquire some components on focal
points to deduce and demonstrate the complexity of learning a foreign language.

PHILIPPINE ENGLISH.

According to Borlongan and Lim (2013) Philippine English is one of the very
few American-transplanted Englishes which was introduced in the country by the
American colonizers started in 1898. From only 300,000 users or 4% of the
population at the beginning of the 20th century, it is estimated that there were around
42 million or 70% of the population who are able to use English, almost fifty years
after the American colonization ended at the end of the century (Gonzalez, 1996). In
the implementation of the 1987 Constitution, English is regarded as one of the two
official languages of the Philippines, the other one being the national language
Filipino. It also interacts with 180 other Austronesian-type languages used in the
country, nine of them considered major languages. English plays a major role in the
Philippine society, offering a rightfully unique rendering of the psycho-sociolinguistic
phenomenon of the spread of English: A sizeable number of Filipinos even learn it as
a first language (and sometimes only language). The language is widely used in
government, education, business, science and technology, and the arts but it has also
penetrated the personal and private lives of Filipinos, where code-switching can be
prevalent. Proficiency in English may also be equated with socio-economic status;
those with higher socio-economic status tend to be more proficient in the language.
Philippine English is presently entering a stage of structural systematization (cf.
Borlongan & Lim, 2012) and is being codified through dictionaries and grammars.
Consequently, some claims are made that Philippine English is already at the phase of
endonormative stabilization (Borlongan, 2011).

System Admission and Scholarships Examination

The Mindanao State University System Admission and Scholarship

Examination (MSU SASE) was considered necessary due to the rapid increase of high
school graduates competing for admission and scholarship in the MSU Campuses. As
an institutionalized MSU System-wide examination first implemented in 1989, the
basic objectives of which is admission and scholarship evaluation. MSU-SASE,
which is given once a year, is good for admission to tertiary-level courses. It also
results to grant of scholarship to those who would be classified as among the top 20
examinees. (Admission and Scholarship Administration of MSU-IIT)

The New Mindanao State University (MSU) System Admission and

Scholarship Examination (SASE) is an exam conducted by all units of the MSU
System in their respective responsibility centers. Students who make it to the cut-off
score as determined by the highest and the median scores will have a chance of being
admitted in the MSU System Unit of their choice. Scholarships are also available to
those who qualify the scholarship requirements of the MSU System and of the various
scholarship sponsoring organizations.
Exposure to English

Exposure is defined by Magno et al (2009) as the total amount of time in

which a person has contract with a language, both in verbal and written form, but in
formal and informal ways of communications and in which the individual may display
either active or passive roles. According to Clark and Clark (1997), supposedly, there
should be innate mechanisms that would support one to learn in the first place.
Children, also would not acquire a specific language unless they are exposed to it. Lee
and Oxford (2008) conducted a statistical analysis on the impact of strategy to
English. Learning self-image and students perceived importance of English strategy
used. It state that learners who think English study is important have the awareness of
strategy use, as well as being confident in their own skill used in learning.

Light brown and spada (2001) referred informal setting as the contexts in
which a learners is exposed to the target language at home or even in the workplace,
in any social interaction and formal setting where a target language is being taught.
Formal language learning is mainly focused on the language itself while informal
language learning stresses the meaning. According to Marsick and Watkins (1990),
formal learning is classroom-based and it is highly structured and purposeful.

RELATED STUDIES

Roles of Factors Affecting Exposure to English

Success in language learning may be affected by a number of variables such as
differences in the environmental surroundings and the individual characteristics of the
learner. There have been few studies which systematically examine the influence of
many variables affecting the process of learning a language considering the linguistic,
environmental, social, economic, and cultural factors into account when making a
pedagogical material (Fathman, 1976).

Cognitive Ability

According to Murray and Mount (1996), the possibility of one’s attention to

absorb information is dependent on his/her individual personality. Similarly, Montero
et al. (2004) explained that the individual learner’s differences can basically affect the
outcomes in the L2 learning in which this factor will either support or hinder the
success of L2 acquisition. The only foreign language aptitude theory that takes into
account personality and motivational (conative) characteristics is Snow’s (1987)
cognitive-affective-conative triad of foreign language aptitude, further extended by
Corno et al. (2002). In this this model, aptitude is not limited to abilities but includes
aspects of personality such as achievement motivation, freedom from anxiety, positive
self-concept and control of impulses, temperament and moods. This paradigm also
involves the Five Factors. Other classic foreign language aptitude theories (cf. Carroll,
1993; Robinson, 2002; Skehan, 2002) include only pure cognitive factors, which,
consequently, affected empirical research on foreign language aptitude. Regarding
anxiety states, there seems to be greater agreement. Several works have demonstrated
that anxiety levels hinder L2 learning (e.g. Krashen 1981, Rivers 1964). In the study
by Hamayan et al. (1997), it was shown that the high degree of shyness associated
with poor performance in reading comprehension. Pitchard (1952) found a high
correlation between the degree of sociability and learning is also confirmed in
Chastian’s research (1975) with university students of French, German and Spanish
from the elementary level. Other works have found such correlation only with
children; in the case of adults, this does not seem to be the case (e.g. Vallete, 1964).
Dunkel (1947), for example, argues that introverted and therefore less
sociablebstudents do better that the extroverts, Smart et al. (1970) also found that high
performance students tended to be introverted and lacked spontaneity in socialization
activities, Busch (1981) is blunt about it:

Other researchers have studied the effects of empathy or the sensitivity of

subjects for intervene at the right time in interpersonal communication situations in
predisposition or ability to identify with others. They have come to the conclusion that
the more empathy there is the better chance of success with L2. (Guirora and Lane
1971). The more sensitive an individual is to the emotions and actions of other people,
the more likely they perceive and recognize the subtleties and unique aspects of
second language and incorporate them in speaking the language.

PERSONALITY AND MOTIVATION

Authors would now agree that it is not only important to identify other aspects
of the foreign language, but also the factual idea that different leaners in different
situations learn an L2 in different ways in which these differences may be the result of
the indirect influence of the factors of personality (Bailey et al.,2000). Personality is
the individual feature or characteristics that determine the potentialities and common
abilities, and that it is exclusive to an individual. Richards and Schimdt (2002)
defined personality as “those aspects of a person’s behavior, attitude, viewpoints,
ideas, performances and emotions which are seen as typical and distinctive of that
person and recognized as such by that person and others. According to Fatma (2014),
personality factor is “a quality that is assumed to distinguish one student from
another” in the process of acquiring the L2 and it is considered to be “a pattern of a
unique component that give a person’s behavior a kind of consistency and
individuality.”

Theoretically, motivation has the concept of intention where it becomes a

factor that enhances people’s comprehension of behavior-outcome instrumentalities
and people’s engagement in effective actions to attain specific results (Deci et al.,
1991). In L2 learning, a person’s motivation is one of the indicators that affects
his/her success in acquiring the L2 (Tuan, 2012). This has been seconded by Sara
(2013), who believed that the greatest single factor affecting a L2 learner’s success is
motivation. It is an important ingredient to success as it is some sort of an internal
drive that will encourage someone to do a specific action in order to achieve some set
of goals. However, the internal drive is not the only component of motivation. The
necessity for accomplishment and success, curiosity, goal for development and new
engagements are also some of the main focus of motivation. These components of
motivation are essential to an individual who is extrinsically driven and is inspired to
do a task with little or no interest in it and will find no satisfaction from learning
(Dornyei, 2000).

Social and Socio-Economic

A claim by Culhane (2014), shows that both cultural and linguistic

competencies are required in the process of learning a language as all languages live
within a common cultural context. According to Gardner (1979), a learner who will
be able to gain a greater socio-linguistic proficiency, is likely among those who show
the desire to integrate themselves into L2 speech norms and cultural pattern. In
learning a language, it is often suggested that irrespective of the actual learning
ability, learners with and outgoing personality may enjoy certain advantages or the
reason that they are more likely to be engaging in social interactions, attract more
attention from their teachers and being less inhibited when they are asked to display
their proficiency. At the same time, they may perform more confidently in
communication situations with whichever language that they are expected to perform,
express themselves and possibly excel in it. This has been supported by Cook (1994)
who stated that many language acquisition theories claimed that extroverts are better
language learners since they tend to be sociable, more likely to join groups rather than
to be alone and more inclined to have social contacts. Introverted learners, on the
other hand, do not talk much, more reserved, prefer learning alone, avoid social
contact and face complications when getting involved in the communicative activities.
In language classrooms, quiet and reserved personalities are often treated as problems
(Busch,1982). However, despite all the downsides, an introvert personality still have
a good or useful effects in which those with an introvert personality are more effective
in writing, reading and listening in comparison to those with the extrovert personality
as they are more focused on the inner reflection, thinking through ideas and written
communication (Morgan & Barbour,2008).

The social interaction and constructivist theory approach to language learning

is related to the personal, social and cultural factors which affects many adult learners
(Wallace, 2009). There is a general literature that shows the connection of having low
literacy skills and low economic and social status, with adults in this sense, being
more likely to be unemployed individuals with low incomes and low socio-economic
backgrounds excluded in geographical areas (Brynner and Parsons, 2001)

Environmental

A number of researchers examined environments by investigating their effects

on either vocabulary or reading comprehension of the learners. Few studies attempted
to examine environmental effects on both variables. Moreover, fewer studies tried to
compare the L2 authentic environment with a mixed language learning environment
in terms of their effects on vocabulary development and reading comprehension.
Environments play a great effect on a learners’ reading comprehension in both first
language (L1) and L2 (De Jong and Leseman, 2001). For L2 learning, external factors
such as home literacy environment and instructional environment may have influence
on students’ reading development (Dreyer and Nel, 2003; Reese et al., 2008; Netten et
al., 2016; Yao and Renaud, 2016). Instructional environments may also have impacts
on learners’ reading abilities such as reading time and accuracy (Yao and Renaud,
2016) and use of reading strategies (Dreyer and Nel, 2003).

Rajagopal (1976), observed that students who were weak in English

were basically those who are handicapped by their environment. They get less
encouragement to practice speaking English at home. Even their contacts outside the
home did not give them with situations in which they could practice speaking the
language. His findings supported the hypothesis that Malay-medium learners of ESL
are unsatisfactorily exposed to English. Consequently, this is the main reason for their
poor performance in the language as well as the lack of exposure to the target
language is due to the fact that English is not the medium of instruction to any further
extent but it is merely a subject taught in schools.

Technological

Technology has always been an important part of teaching and learning

environment. It is an essential part of the teachers’ profession through which they can
use it to facilitate learners’ learning. When we talk about technology in teaching and
learning, the word ‘integration’ is used. With technology being part of our everyday
lives, it is time to rethink the idea of integrating technology into the curriculum and
aim to embed technology into teaching to support the learning process. That is to say,
technology becomes an integral part of the learning experience and a significant issue
for teachers, from the beginning of preparing learning experiences through to teaching
and learning process (Eady & Lockyer, 2013). According to Bull and Ma (2001),
technology provides offers unlimited resources to language learners. Harners (2007)
and Genclter (2015) emphasized that teachers should encourage learners to find
appropriate activities through using computer technology in order to be successful in
language learning. Clements and Sarama (2003) declare that the use of suitable
technological materials can be useful for learners. According to Harmer (2007), using
computer-based language activities improve cooperative learning among learners.

Furthermore, Tomlison (2009) and Genc lter (2015) say that computer-based
activities provide learners rapid information and appropriate materials. They continue
that internet material motivate learners to learn more. In addition, Larsen-Freeman
and Anderson (2011) supported the view that technology provides teaching resources
and brings learning experience to the learners’ world. Through using technology,
many authentic materials can be provided to learners and they can be motivated in
learning language.

Solanki and Shyamleel (2012) and Pourhosein Gilakjani (2017) continued that
the application of technology helps learners learn on the basis of their interests. It also
satisfies both visual and auditory senses of the learners. According to Lam and
Lawrence (2002) and Pourhosein Gilakjani (2017), technology assists learners in
adjusting their own learning process and they can have access to a lot of information
that their teachers are not able to provide.

Research Questions

This research aims to determine whether the exposure to the English language
predicts success in the Bachelor of Arts English Language Studies Program of
Mindanao State University – Iligan Institute of Technology. This study will also
answer the following questions:

1. What factors can be a predictor of success in the BA ELS program?

2. What are the skills needed in order for a student to enter BA ELS program?

3. How important is exposure to English language in predicting success in BA

ELS?

Scope and Limitation

The researchers came up with the concept of this study and started last
November 15, 2019. The study was conducted to 10 sophomore students from the
first batch of the new curriculum of the Bachelor in Arts English Language Studies
program from Mindanao State University – Iligan Institute of Technology, 10
freshmen students from the said program and 10 Grade 12 students from the
Humanities and Social Sciences of Iligan City National High School who chose
BAELS as their first choice as their course/program in the Systems Admission and
Scholarship Examination (SASE). The researchers finished all the necessary parts of
this study last December 9,2019.

Significance of the study

This study is significant because it aims to provide evidence on the

positive relationship between the exposure to English language as a predictor of
success in the BAELS Program. Moreover, it intends to concentrate on the factors
affecting one’s exposure to English. Additionally, it provides information on the skills
needed in order for one to enter the aforementioned Program of MSU-IIT as well as
the importance of the level of exposure in English as an indicator of success in
BAELS.
 METHODOLOGY

This chapter presents the description of the research process. It provides

information concerning the method that was used in undertaking this research as well
as a justification for the use of this method, research design, the locale of the study,
selection of the respondents, the instruments used and the statistical treatment of data
collected.

Research Method

The study was administered by the researchers using survey questionnaires

particularly the Likert Scale questionnaire. In its final form, the Likert scale is a scale
which was used to allow the individual to express how much they agree or disagree
with a particular statement. The response categories in Likert scale obtained
quantitative data, which means that the data can be analyzed with relative ease of
identifying the predictors of success in entering the Bachelor of Arts English
Language Studies. The researchers made use of open-ended questions in the said
questionnaire as well, which provided them qualitative data that completely described
what skills do BA ELS students must possess and how important is exposure to
English language affects the success of a student to enter the BA ELS Program, that is
crucial to the objectives of the study.

Research Design

In order to satisfy the objectives of the study, both descriptive-qualitative and

quantitative research design was held. The researchers chose to have the mixture of
both research design as; Qualitative research design is mostly appropriate for small
scale samples, data collected was in the form of words that provided a clear, complete
and detailed information that is crucial in analyzing what are the skills of a BA ELS
student must possess and how important exposure to English language in determining
whether one succeed in entering the Bachelor of Arts English Language Studies
program; Quantitative research design was used alongside the latter since the
researchers used a Likert Scale kind of questionnaires, wherein, the data collected
from the said questionnaire was in the form of numbers, frequency and percentages
which are measurable and quantifiable which has been interpreted using statistical
models in an attempt to explain what is observe to the frequency of those factors that
are believed to be predictors of success in entering the Bachelor of Arts English
Language Studies program. The use of a mixture of both research design, helped the
research cater the objectives of the study. Thus, providing vivid descriptions and
statistical models to come up with a good and reliable results.

Research Locale

This study was conducted in Iligan City National High School (ICNHS) and
Mindanao State University – Iligan Institute of Technology.

Iligan City National High School (ICNHS) is located at Gen.Wood Street,

Corner Roxas Avenue, Brgy. Mahayahay, Iligan City 9200 Lanao Del Norte of
Northern Mindanao (Region X), Philippines. Iligan City National High School, one of
the Philippine’s biggest school in terms of the student’s population. The school
consists of 111 instructional rooms and 9 non-instructional rooms. The school has
almost 8,000 students with the class size for each classroom ranges from 50 plus
students. Mr. Rex Lao Razo is the current Principal of the institution, SHS Assistant
Principal Dr. Jose Salvador, and the enthusiastic Senior High Sschool Academic Head
Mr. Vicente Lluisma.
 Figure 1. The Iligan City National High School

Figure 2. The Map of Iligan City National High School

Source:https://www.google.com/maps/place/Iligan+City+National+High+School/@
8.2263261,124.2371964,16z/data=!4m5!3m4!1s0x0:0x4074e2886ab57b32!8m2!
3d8.2257315!4d124.239943

Mindanao State University – Iligan Institute of Technology (MSU-IIT) located

at Andres Bonifacio Avenue, Tibanga, 9200 Iligan City, Philippines, dedicated to
academic excellence with a commitment for the holistic development of the
individual and the society. Founded in 1968 under the provision of Republic Act (RA)
5363, MSU-IIT is known for its excellence in science and technology and its passion
for extensive research and community involvement. The university is led by
Chancellor Sukarno D. Tanggol, DPA supported by different offices and governed by
the Board of Regents of the MSU System.
 Figure 3. Mindanao State University- Iligan Institute of Technology
Source:https://www.flickr.com/photos/alingatong/3242276413?
fbclid=IwAR2goZ9nCfw9JSmGru9n5tkiyj5tORpaE7JyIwdO31DSVHSj30t88xSXa_0
 Figure 4. The Map of Mindanao State University- Iligan Institute of Technology
Source: https://www.google.com/maps/place/Mindanao+State+University+-
+Iligan+Institute+of+Technology/@8.2414499,124.2439813,15z/data=!4m2!3m1!
1s0x0:0x73c07711931c8cce?sa=X&ved=2ahUKEwi4vv-Rv6nmAhXm-
GEKHXCoDjoQ_BIwD3oECAsQCw

Respondents

Researchers in qualitative research usually focus on relatively small samples.

Research participants were selected because they are able to provide rich descriptions
of their experiences and are willing to give out their experiences, thereby providing
information that is rich and which will be able to challenge and enrich the researcher’s
understanding. A non-probability sampling approach was used to select the
participants for this study. The sampling method used was Judgment Sampling
method also known as selective or purposive sampling. The researcher specifically
selected 30 participants, (10 Grade 12 Humanities and Social Sciences students from
Iligan City National High School, 10 Freshmen and 10 Sophomore students under the
BA ELS program from Mindanao State University-Iligan Institure of Technology)
who would be able to contribute to the research topic and who would be willing to
share their experiences in the predictors of success in entering the Bachelor of Arts
English Language Studies.

Research Instruments

Flesh-Kincaid Readability Test by Rudolf Flesch and J. Peter Kincaid. These are

readability tests intended to demonstrate how difficult a perusing section in English.

There are two tests, the Flesch Reading Ease, and the Flesch-Kincaid Grade Level.

Despite the fact that they utilize similar centers measures (word length and sentence

length), they have distinctive weighting factors (Flesch and Kincaid, 1978). In this
study, this instrument determined if the statements in the Likert Scale Questionnaire

which is used in gathering data, are suitable and comprehensible at their year levels.

A 4 point Likert Scale Questionnaire. The Likert scale is named for American
social scientist Rensis Likert, who devised the approach in 1932 (Jamieson, 2017). A
Likert scale questionnaire contains a series of statements, inviting the user to respond
to each based on how strongly they feel on a sliding scale. It’s become a very
common way of assessing attitudes, performance, and more. In this study, there is no
safe 'neutral' option. Respondents were instructed to choose from a range of possible
responses to a specific question or statement; responses which includes “strongly
agree,” “agree,” “neutral,” “disagree,” and “strongly disagree.” The categories of
responses are coded numerically, in which case the numerical values are defined for
the goal of the study, such as 4 = Strongly Agree, 3 = Agree, 2 = Disagree, 1 =
Strongly Disagree.

Voyant Tools is a web-based text reading and analysis environment. It is a scholarly

project that is designed to facilitate reading and interpretive practices for digital
humanities students and scholars as well as for the general public Voyant is an
attempt to pull together these design principles into a single a package, here are some
of the primary design principles for Voyant, as gleaned from other tools: modularity,
generalization, domain sensitivity, flexibility, internationalization, performance,
separation of concerns, extensibility, interoperability, scalability, simplicity, ubiquity,
reference ability. Working through these design principle is one of the aspects that
make Voyant a worthy intellectual challenge (Sinclair, S. and Geoffrey R., 2016). The
tool was used as a means of coding the answer of the respondents to the open-ended
question, so that the researchers will have ease at analyzing data and provide vivid
descriptions to the objectives of the study.

Statistical Treatment of Data

The researchers will transform what was collected or observed from the
respondents and covey it into numerical data. This involves measuring or counting
attributes. This will be concerned with finding evidence to either support or contradict
an idea or hypothesis the researchers might have. Quantitative data analysis enables
you to make sense of data by organizing them, summarizing them, doing exploratory
analysis and to communicate the meaning to others by presenting data as tables,
graphical displays, and summary statistics. We can also use quantitative data analysis
to see where responses are similar, if there are differences between the things we have
studied, and if there is a relationship between the things we have studied.

Mean. This will be very useful to the researchers in a way that it will help the
researchers analyze the average rating of the factors that affects the success of the BA
ELS program.

Frequency and Percentage Distribution. In this study this will be going to

be used to find the percentage of a sublevel. It provides a visual representation for the
distribution of a particular variable.