THE IMPORTANCE OF ENGLISH COMMUNICATION SKILLS OF 1ST YEAR

MATHEMATICS MAJOR IN ACADEMIC TASK

A Thesis
Presented to
The Faculty of Philippine Advent College
Ramon Magsasay, Sindangan, Zamboanga, Del Norte

Submitted in Partial Fulfillment of the Requirements in

By:
CRISNEL MARIE P. PAGADOR
ERNESTO S. BALAWING II
JULIUS P. FEROLINO
JAKE V. BARCERO
JISEL D. BASIS
 Chapter 1

GENERAL INTRODUCTION

Mathematics isn’t just about number; it’s about communicating ideas.

Mathematics is often thought of as a world of numbers and abstract symbols. It is often

mistaken for a non-communicative branch. But this assumption is fundamentally flawed.

The essence of mathematics is language. It is a powerful and precise language that

transcends the boundaries of words. This dissertation explores the critical importance of

enhancing communication skills in mathematics majors. They argue that effective

communication is not just an additional skill. But it is also an important pillar for success

in this field. The future of mathematics depends on the ability of its practitioners to

communicate effectively. Effective communication is essential for mathematics students,

not only for explaining complex ideas to non-specialists but also for collaborating on

interdisciplinary projects. Mathematics majors often face challenges in articulating their

thought processes and engaging in discussions due to a curriculum that heavily

emphasizes technical skill over communication (Jones & Roberts, 2020).

Effective English communication skills are essential for academic success,

particularly for students in technical fields such as mathematics. Students with strong

communication skills are better able to articulate complex ideas, collaborate with peers,

and perform well in presentations (Smith and Jones, 2020). Proficiency in English

communication is positively correlated with higher academic achievement and better

career opportunities (Brown et al, 2021). These studies highlight the importance of

enhancing English communication skills for first-year mathematics majors to ensure their

academic and professional success.

First-year mathematics majors often face challenges in English communication,

which can impede their academic performance and participation in collaborative tasks.

This study aims to identify the specific communication challenges these students

encounter and propose strategies to enhance their English communication skills.

Research Objectives

The various objective of this study include:

1) To assess the current level of English communication skills among first-year

mathematics majors.

2) To identify the challenges faced by these students in academic tasks requiring

English communication.

3) To develop and evaluate strategies to improve their English communication skills.

Research Hypotheses

Null Hypothesis ( H 0): There is no significant difference in academic performance

between first-year mathematics majors with enhanced English communication skills and

those without.

Alternative Hypothesis ( H 1): There is a significant difference in academic performance

between first-year mathematics majors with enhanced English communication skills and

those without.

Significance of the Study

This research holds significant implications for:

communication skills required for success in mathematics and inform the development of

effective pedagogical approaches.

Students: By identifying and addressing the challenges faced by first-year mathematics

majors, the study will contribute to their academic success, confidence, and overall

learning experience.

Institutions: The findings will help institutions develop targeted programs and support

services to enhance the English communication skills of their mathematics students.

The broader academic community: The research will contribute to a deeper

understanding of the interconnectedness of language and learning in mathematics,

fostering a more inclusive and supportive academic environment for all students.

Scope and Delimitations of the Study

This research investigates the crucial role of English communication skills in the

academic success of first-year mathematics major students at Philippine Advent College

in Ramon Magsaysay, Sindangan, Zamboanga, Del Norte. The study specifically focuses

on these students and examines how their English communication abilities influence their

performance in various academic tasks, including class participation, written assignments,

presentations, group projects, and exams. The research delves into four key aspects of

English communication: reading comprehension, writing skills, speaking skills, and

listening comprehension.

This research will only focus on first-year mathematics majors at Philippine

Advent College in Ramon Magsaysay, Sindangan, Zamboanga, Del Norte. It will not

include students from other fields like engineering or business, nor will it include students

from other levels of education, such as high school or graduate school. The study will
also not include students from other campuses or schools. Additionally, the research will

not assess the specific English proficiency levels of the participants. Instead, it will

concentrate on the direct impact of English communication skills on academic tasks

within this specific group of students, without considering long-term implications.

The goal of this study is to understand the problems and good things about

English skills for these students. The results will help create ways to improve their

English skills so

they can do better in their studies.

Theoretical Framework

The study will be ground in Social Development and Social Learning theories

because they highlight the social aspects of learning and how individuals develop skills

through interaction and observation.

Social Development Theory emphasizes the role of collaboration and interaction

in learning, suggesting that students learn best when challenged within their "comfort

zone" and receive support from others, and the role of social interaction in cognitive

development. Vygotsky posits that language is critical tool for thought and learning

(Vygotsky's, 2020).

Social Learning Theory focuses on learning through observation and imitation,

suggesting students learn communication skills by watching others and mimicking their

behavior. These theories provide a framework for understanding how English

communication skills are acquired, practiced, and utilized within the social context of the

academic environment. Which highlights the importance of observational learning and

modeling in acquiring new skills (Bandura's, 2021).

Conceptual Framework
 The conceptual framework will illustrate the relationship between English

communication skills, and academic performance. It will include variables such as current

skill level, challenges faced, and the impact of interventions on academic outcomes.

Strong English communication skills are central to academic success, as

evidenced by an assessment of students' current abilities, the challenges they face like

anxiety, lack of practice, etc. The impact of interventions designed to improve these skills,

and the resulting improvement in academic performance. A well-structured conceptual

framework helps in understanding the interplay between different variables and guides the

research process (Johnson and Lee, 2022).

Interaction Observation

English Communication
Skills

Academic Performance

Challenges Current Skill Impact of

Effective collaboration enhances students' current English communication skills,

which are significantly influenced by observational learning and directly impact academic

performance; however, various challenges can hinder skill development, while targeted

interventions demonstrably improve both communication and academic outcomes.

Definition of Terms
English Communication Skills: The ability to effectively convey ideas and

information in English, both orally and in writing.

Academic Tasks: Activities and assignments that students are required to complete as

part of their coursework.

First-Year Mathematics Majors: Students in their first year of a mathematics degree

program.

Social Development Theory: A theory that developed by Lev Vygotsky, emphasizes

the role of social interaction and collaboration in individual development.

Social Learning Theory: A theory that developed by Albert Bandura, emphasizes the

role of observational learning and modeling in acquiring new behaviors and skills.

Current Skill Level: This refers to an individual's present ability to perform a

specific task or set of tasks. It's a measure of their proficiency and competence in a

particular skill or knowledge area.

Challenges Faced: These are obstacles or difficulties that an individual encounters

while trying to learn or perform a specific skill. They can be internal (like lack of

motivation or self-doubt) or external (like lack of resources or support).

Academic Performance: This refers to a student's achievement in schoolwork,

typically measured by grades, test scores, and other academic assessments. It reflects

their overall academic ability and progress.

Impact of Intervention: This refers to the effect or consequence of a specific

intervention or action on a particular outcome, such as a student's academic

performance or skill level. It measures the degree of change or improvement brought

about by the intervention.

knowledge, and data so that the message is received and understood with clarity and

purpose.

Collaborative Learning: A learning process where individuals work together to

achieve a common goal. It involves sharing ideas, knowledge, and skills, and working

together to solve problems or complete tasks.

Observational Learning: A type of learning that occurs through observing the

behavior of others. It involves watching and imitating the actions of others, and

learning from their successes and failures.

Academic Outcomes: The results or achievements of students in their academic

pursuits. These can include grades, test scores, and other measures of academic

performance.

Interaction: The process of communicating with others. It can involve verbal

communication, nonverbal communication, or both.

Observation: The act of watching and noticing something. It can involve paying

attention to specific details, or simply taking in the overall picture.