MODELLING PREDICTORS OF ENGLISH PROFICIENCY VIA REASONING ATTRIBUTES AMONG COLLEGE FRESHMEN

Abstract

This study determined the model that most likely predicts English Proficiency among freshmen. Through secondary data analysis with 277 out of 554 freshmen who were randomly selected, majority were found to be on the below average level, both verbal and non-verbal reasoning attributes. Linear Regression and General Linear Models show the independent variables that most likely predict English Proficiency are verbal comprehension, verbal reasoning, figural reasoning, sex and course enrolled specifically engineering courses. Thus, this study supports James (1950), Freud (1953) and Donges (2001) who pointed out making connections on the importance of reasoning attributes towards mathematics skills of students. This is where the dual process and filtering observation theories are substantiated relative to predicting English Proficiency.