Academic Survival of Filipino Students in the University: Does English Proficiency Matter?

Abstract

Academic performance is influenced by different factors based on the learning context. This paper focuses on English (L2) proficiency and academic survival of bilingual or multilingual students in a university context. Data retrieved from the office of the registrar at one university in Dumaguete City, Philippines, School Year (SY) 2010-2011 include 861 students from three colleges: College of Education (CED), College of Business Administration, and College of Engineering and Architecture (CEA). Binary logistic regression models were used to predict overall academic survival and survival (retention) at each semester. Overall, findings reveal that those who have higher English proficiency tend to survive academically across all semesters and have a higher likelihood to graduate on time. The overall pattern is consistent among CED students only. Among CBA students, there is a non-significant effect of English proficiency on graduating on time. Among CEA students, findings reveal a positive relationship between English proficiency and graduating on time, but the former’s effect on retention per semester is inconsistent. Hence, English proficiency affects academic survival since those with higher EQE scores tend to have a higher likelihood of being retained across semesters and higher chances to graduate on time.