Undergraduate Thesis
Bachelor of Secondary Education major in English
University of Rizal System, Rodriguez, Rizal
2025

This study was conducted to investigate the Factors Affecting the Prepositional Usage Skills of the College of Education Students School Year 2023-2024. This involved 30 students.

The researchers used the quantitative method. The researchers gave questionnaires to the respondents to investigate the Factors Affecting the Prepositional Usage Skills of the College of Education Students.

Based on the information gathered, the following findings were drawn. The sample primarily consists of young adults aged 17 to 24 years old, with 19-year-olds being the most common, indicating a typical college-going age range. Among the factors influencing prepositional usage skills, peer factors emerge as the most dominant, garnering strong agreement across statements. Language variation demonstrates the least impact, with respondents generally disagreeing with limited exposure to languages other than Tagalog. Cultural differences, personal experiences, teacher factors, and peer factors all moderately influence prepositional usage skills, to varying degrees, as evidenced by the differing levels of agreement across statements. The analysis reveals no statistically significant differences in prepositional usage skills across diverse profiles concerning language variations, cultural differences, personal experiences, teacher factors, or peer factors. This suggests a uniformity in prepositional usage skills among respondents within the studied context, regardless of individual characteristics or experiences.

Based on the findings of the study, the following conclusions were drawn:

The College of Education's demographic composition predominantly features 18 to 21-year-old students, primarily Tagalog-speaking, with a notable gender imbalance and a majority of parents holding a high school education and a minority being college graduates. Peer factors notably shape prepositional usage skills, while language variation has minimal impact. Moderate influences are observed from cultural differences, personal experiences, teacher factors, and peer dynamics among students. Prepositional usage skills exhibit uniformity across diverse profiles, suggesting consistent development regardless of individual characteristics or experiences. Based on the findings and conclusions of the study, the following recommendations were given: Students as they actively engage in peer-led learning activities and seek opportunities to collaborate with proficient English speakers to improve prepositional usage skills. Take advantage of resources such as language clubs, tutoring services, and online platforms to practice and reinforce prepositional usage outside of the classroom and future researchers they must explore the intersectionality of factors influencing prepositional usage skills, including socioeconomic status, language background, and educational experiences. Conduct comparative studies across different educational contexts or geographic regions to identify universal trends and culturally specific practices.