The Significance of Symbolic Logic in Teaching English in the Level of Academic Performance of College Students

This study sought to improve classroom instruction for English subjects with the employment of symbolic representation. It was made on the bases of theories in learning and principles of psychology on perception and cognitive processes. The research contends that the use of symbolic logic in the instruction of English subjects, especially in the areas of reading and writing, may enhance students learning. The data was analyzed using descriptive and inferential statistical tools mean was used to determine the central tendency of the responses, standard deviation to determine the significant difference, T-test to derive the significance of variations and Pearson Product Moment Coefficient of Correlation was used to ascertain whether there was significant relationship between dependent variables. The independent variables include the course, year level and sex of the respondents, on the other hand dependent variables include the frequency of the use of symbolic representation in teaching English and the performance level of students. Findings reveal that there is significant relationship in the use of symbolic representation in teaching English and the performance of level of students.