Perceived Business Writing Proficiency of LGU Employees in Philippines

This research paper investigates the level of business writing proficiency as perceived by Local Government Unit (LGU) employees in Rosario, La Union, Philippines, and their supervisors. Utilizing the Input–Process–Output model and a survey questionnaire, the study examines eight competencies in business writing and demographic data. The findings reveal significant variations between the perceived proficiency levels of LGU employees and their supervisors, highlighting a need for improved communication strategies. The report includes a literature review emphasizing the importance of effective communication skills in the workplace and explores the challenges faced by employees in expressing themselves in English. It also provides recommendations for enhancing business writing proficiency, such as implementing training programs to improve employee communication skills, and suggests ways to improve employee performance and productivity within the LGU.

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 1
Local Government Unit Employees Perceived Level of
Business Writing Proficiency in Philippines
Student’s Name
Course name + Code
Tutor’s name
University
City
City/State
Date

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 2
Table of Contents
Abstract..............................................................................................................................4
1. Introduction.................................................................................................................5
2. Literature Review........................................................................................................7
3. The Conceptual Framework of the Study...................................................................9
4. Problem Statement...................................................................................................10
5. Hypothesis of the Study............................................................................................10
6. Research Methodology.............................................................................................11
7. The Findings of the Study and Discussion...............................................................12
7.1 Business Writing Levels of Proficiency as Perceived by LGU Employees and
their Immediate Supervisors.........................................................................................13
7.2 Difference Between Business Writing Levels of Proficiency as Perceived by LGU
Employees and their Immediate Supervisors............................................................14
8. Recommendations....................................................................................................15
9. Conclusion................................................................................................................15
Reference List..................................................................................................................16
Appendices......................................................................................................................20
Appendix 1: An Introduction Letter To Conduct Research LGU Employees Perceived
Level of Business Writing Proficiency in Philippines....................................................21
Appendix 2 : Survey Questionairre Tool......................................................................22

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 3
Perceived Level of Business Writing Proficiency of Employees in a Local
Government Unit in the Philippines
Abstract
Purpose - This research paper was developed to investigated the level of Business
writing proficiency as perceived by the LGU employees in Rosario, La
Union, the Philippines and by their immediate supervisors.
Methodology – A three pronged model know as the Input–Process–Output model was
used to conceptualize this research. The survey questionnaire was used
as the primary data gathering tool. This questionnaire had two different
subsections i.e., section 1 which focused on collecting personal
demographic data and part two which concentrated on gathering data
about the eight competencies in business writing.
Findings – At the end , this study established that the level of business writing
proficiency as perceived by LGU employees and by their immediate
supervisors supervisors greatly varied.
Keywords – Business Writing Proficiency, Immediate Supervisors, Employees

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 4
1. Introduction
English learners all over the world struggle with their pronunciation, and often cannot
recognize casual, spoken English. The ability to communicate in English either through
reading, speaking and writing is a factor which significantly influences individual
progress across all facets of life. For employees, these skills spell the ease and
efficiency in doing work and consequently increased productivity. In this regards, Local
Government Units are expected to possess excellent oral communication and writing
skills to excel not only in the work settings but also beyond their routine interactions with
people. Nonetheless, most employees lack these skills and thus are not fluent
speakers. According to Arkoudis et al., (2009), the level of employees proficiency in
foreign language widely differ, and this is an impedement for employees interpersonal
communication and productivity. Despite the fact internal communication has been
recognized as a vital aspect in attaining effectiveness of an organization, it increases
knowledge sharing (Hejazi & Ma, 2011). The capacity to use English skills, i.e.,
speaking and listening, writing and reading is an element that define the progress of an
individual across all areas of life. For employees, such capabilities spell the ease at
which they work with and the efficiency in their individual productivity.
Writing is widely recognized as the ideal way of communication in the professional
world. In occupational circumstances where a person is obliged continuously to
reminisce what was communicated, writing works very well as it offer individuals with
visible memory (Denton et al., 2011). Writing in business, as contextualized in the
current paper denotes the fundamentals of writing various letters like remittance letter,
quotation letter, acknowledgment letter, complaints letter, memos, minutes taken fro any
given meeting among others. (Bagherzadeh and Azizi, 2012) This type of writing
focuses on developing the capapbilities of people professionally in terms of helping
them to communicate fluently .This is very aspect to any kind of business as it ensures
the demands of an organizations are well met.
In the Rosario, La Union, Local Government Unit (LGU) , Philippines, this development
is apparent in announcements, memorandum and correspondences besides other
forms of written communication which ease working of employees in an orginization.
Wilson (2016) contended that internal communication amongst staff is an
indespensable role that helps to promote the wellbeing of workers thus enabling an
organization to improve on her performance as well. English is the authorized language
that the government of Philippines do use to complete transactions (Spörer and
Schünemann, 2014). The requirement by organizations in Philiphines for their employees
to express themselves in English occasionally restrict productivity as they are most of

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 5
workers feel more confident when using their native language to communicate.
Consequently, the excellence of written communications suffer occasionally . According
to Rogala & Bialowas (2016), promoting English use for business drives increases the
communication and additionallly productivity of staff at work. An excellent command of
Business English in written format is an advantageous to an organization as it permit it
to run efficiently. To be precise, superior writing is a prerequisite for the success of all
companies. Gochhayat, Giri, and Suar (2017) explain that employees and business
owners who can write concisely and have an added advantage over their competitors
who are still struggling with effective communication. Consequently, workers in offices
should motivated and encouraged to become proficient far and wide even when they
are alone and a certain matter requires their attention. The Business English proficiency
level that is perceived by such workers implies to the cognizance of business writing
skills at workplace in line with eight (8) compenticies.
From the overview of the communication at workplace above, this study aimed to add
knowledge to the existing literatures for increased awareness about the level of
business writing proficiency as perceived by the LGU employees and by their immediate
supervisors (Bagherzadeh and Azizi, 2012). By having a clear account of employees
level of English proficiency, the LGU Unit can for use the outcomes of the survey to
improve communication at the workplace . This can be done through designing of the
needed English use training program for the nonstop improvement of employees
communication. Based on this facts, this study study was rolled out with
anticipationemployees would contribute more efficiently to the programs and projects of
the LGU in future.
In terms of the organization of this study, chapter 1 deals with the introduction of the
subject matter. Chapter 2 details a literature review of business writing proficiency.
Chapter 3 constitutes the research methodology section. Chapter 4 details the findings
of the study and discussions sections Lastly Chapter 5 is more or less the
recommendation section. Chaater six enlist the research methodology. The final part of
this paper is the conclusion and which is forms Chapter 7 of this study.
2. Literature Review
Thriving in the contemporary business world amidst increasingly technological
advancement and globalized activities necessitates business to implement or in other
words to empower top-notch communication and career skills for its employees. Basic
communication skills involve reading, writing, speaking and listening skills (Bienkowski
et al., 2010). A communication setting of real documents, real industries, and real
individual is more promising especially if it is characterized by exemplary effective writt

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 6
en communication skills of its workers (Sass, 2000). This stress on reality is on top of
career skills and a process approach to communication.
Different scholars established that excellent communication skills and technical skills
are equally vital in the workplace (Gochhayat, Giri, & Suar, 2017; (Jeongyeon Park,
2015) ; Rogala & Bialowas, 2016). Brown and Scholl (2014) also specified that before
technical skills were considered the essential skills in the job market. However, in the
contemporary world, effective communication is also necessary for professional
employees to be even more productive in the workplace. Hubbell & Chory‐Assad (2005)
presumed that there is declining importance of different technically- oriented skills,
attitudes, and knowledge for project managers, while Turkyılmaz et al.(2014))
advocated that one major issue that causes projects to overruns is poor and ineffective
communication within the workplace. Besides, Kim, Wagner and Foster (2011)
observed that excellent communication skills are most critical soft skills that a
prospective employee and an existing employee ought to possess. These skills are
equally indispensable as the technical skills or hard skills that are prerequisite in the
industry (Robles).
It is also so apparent in this era that employers prefer and meticulously looking for and
employees who have not only specialized knowledge and technical skills required by
their area of specialization. Notwithstanding those who have outstanding interpersonal
skills and can communicate fluently in line with the objectives and needs of an
organization (Hubbell & Chory‐Assad, 2005). For employees across all sectors, it is a
requirement to raise a firm basis in business writing. Sad to reveal, most workers, top
management staff also not spared, lack these communication skills. Notably,
recognizing and using the valuable aspects of the eight Business writing skills in English
is something that both workers and their employers must develop by all means.
Therefore, managers/ supervisors should address the earnestness to deal with the
problem of incompetence of some workers which mostly is occasioned by their inability
to communicate effectively and write down their office concerns.
Alsop’s (2004) explains that there exist significant shortages and wide gaps in writing
skills in business communication by employees and even their supervisors. Hubbell and
Chory‐Assad (2005) expound that unending communication problems have been
reported by recruiters and employers of fresh masters and Ph.D. In the same report,
citing investment banker Darren Whissen, elucidates the same kind of anxiety that is
widely experienced by employers all across the world: “apparently qualified candidates
are not capable of writing even the simplest of opinions. No matter how strong an
individual’s financial model is, if they cannot write a logical and captivating story, then

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 7
investors will not be enticed to splash their cash on them.Instead, they would be highly
willing to invest in other companies which they are convinced about their business
activities” (Friedman and Tribunella, 2014). Many organizations including academics
and government agencies also have raised concerns about the declining English
proficiency levels amongst high school and college/universities students in Philippine
(Ala-Kortesmaa & Isotalus, 2015). Besides, Gimentez (2000) explains that graduates
have a habit of losing their writing proficiency which is critical in the workplace.
It is imperative for graduates to be furnished with basic writing skills and they should be
made to understand that these skills are not only used when seeking for employment
but also after employment as business writing critical for communication at the
workplace. Brown and Scholl (2014) supposed students to be trained in business writing
courses to gain job experience as early as possible. Notably, the call for exemplary
businesses writing skills is becoming a global initiative.
Shin (2016) elucidates that employers consider different issues from potential
employees who are fresh from universities. For instance, the capability to use correct
and appropriate grammar academic styles and poor writing skills to replicate
professionalism. According to Kim, Wagner and Foster (2011), potential employees
assume it is enough to write all their ideas without articulating the ideas fluently.
Accordingly, Sass (2000) state that different employers in the contemporary world
heavily invest workshops meant to train employees on writing skills that both new and
existing employees mostly lack. Notably, many companies carry out business writing
skills test during screening and enlistments process of potential candidate whereas
others rely on organizing more business writing workshops geared towards solving the
existing skills gaps and to uplift employees esteem and confidence in their writing
abilities (Seok and DaCosta, 2014). With these revelations, it can be observed that
excellent writing skills and English proficiency are vital in the global business market.
Defining business writing can sometimes turn problematic. According to Hofmuth
(2014), business writing is a type of written communication with a standard writing style
and structure. Price et al. (2015), defines business writing a genre of writing intended to
present the most salient and critical information of a particular topic most directly and
most concise possible.
The use of English at places of work does not only focus on achieving success in
business communication but also it stretches to a higher notch of specialized language
skills that the universal market needs (Yamaç and Çeliktürk Sezgin, 2018). It would be
beneficial and relevant for everybody to master the skills writing abilities which not most

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 8
jobs would necessitate them learn. By doing this, success in the place of work would be
made to be within reach of many organizations.
Business Writing environment is continuously subjected to frequent changes which are
widely occasioned by political, social and political situations and globalization activities
amidst increased technological changes. Consistent with Rogala & Bialowas, (2016),
many changes have happened concerning the format of business writing which
sometimes becomes a memorandum style and less formal, concise and, speech-like.
As stated by Ala, Gruidl, & Buddemeier (2015), technological innovations also have
influenced business writing, making it more flexible and less formal especially with the
use of e-mails or short messages for communication.
3. The Conceptual Framework of the Study
A three-pronged approach widely known as input–Process–Output model was applied
to conceptualize the objectives of this research and research questions as well.
Input Process Output
Figure 1: Conceptual Framework of the Study
Collection of data
about LGU Business
English Proficiency in
Rosario, La Union,
Philippines as
perceived by:
1. Workers
2. Supervisors and
the top
management
Reporting on findings
about LGU Employees
Business English
Proficiency
Analysis of gathered
data

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 9
4. Problem Statement
This study investigated LGU employees of Rosario, La Union Business English writing
proficiency and was guided by the following broad research questions;
1.0 What is the target respondents perceived Level of Business Writing
Proficiency amongst themselves and by their direct supervisors in line with
the eight specific skills?
2.0 Does there exist any significant difference between two different groups of
respondents regarding their perceived level Business Writing proficiency?
5. Hypothesis of the Study
This study was guided by a null hypothesis which was started as follows;
There exists a significant difference of Level of Proficiency in Business Writing as
perceived by LGU employees and their immediate supervisors.
Variables of the study:
Dependent variables: Employees and their Supervisors
Independent: Business Writing Competency
It worthwhile to emphasize that the term employees were used in this study to denote
the rank-and-file local government unit employed workers of Rosario La Union,
Philippines
Immediate supervisors were used to implying managers overseeing the workers (rank-
and-file) employed in the local government unit of Rosario, La Union, Philippines.
Kankaanranta and Planken (2010) defines business Writing Competency as the eight
competencies in business writing that need to be mastered by the LGU employees as
explained below. First, there is theGrammar Agreement, which denotes the threading of
thoughts together for clarity. An example of grammar agreement is the right use of
verbs along pronouns, numbers, and understanding of antecedents. The second
competency of business writing is the use of Punctuation. For this competency, it
enables a reader to derive connotation of sentences directed by correct punctuation
marks (Walters & McNamara, 2014). In this regards, use of punctuation is a valuable
constituent of written words to warrant that a reader receives the intended meaning in a
particular communication (Marzban & Jalali, 2016). The third competency is the Tenses
of Verbs which according to Marzban & Jalali (2016) talks about to how a verb reveals
the time of happening in the sentence. It may denote the three-time zones, i.e., present,

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 10
future or past. The fourth Business Writing competency is on the Principles of Sentence
Construction and signifies to the recognizability and relevance of written communication
content (Kankaanranta and Planken, 2010). The fifth Business Writing competency is
Language of the Correspondence and refers to the type of phrases, words, or
sentences that are used and the style in which they are used (Crossley & McNamara,
2010) The letters of all prosperous business correspondences are characterized by a
richness of absolute terms. Meanwhile, because appropriacy is one requirement in
business writing, Accuracy and Writing Skills constitute the sixth essential skills of
Business Writing competency. According Dai, Wu and Dai (2015), accuracy and writing
skills denote the sound foundation of specific principles of grammar that are apposite for
business writing. The seventh competencies of business writing are Human Relations
and refer to the act of empathy by the writer as he is expected to promote goodwill
(Marzban & Jalali, 2016). The last and the eighth competency of Business Writing
according to Walters & McNamara, (2014) is Business Correspondence, which refers
to office communications which in most cases is conveyed through business letters. It
is important to note that the last two competencies of Business Writing are realized
through direct contact and communications with agents through business letters
(Kankaanranta and Planken 2010).
6. Research Methodology
This study made use of the quantitative research design to study LGU employees
perceived Business Writing Proficiency of Rosario, La Union, Philippines. Notably, a
predefined survey-questionnaire edited by the Faculty of the Graduate Studies of Don
Mariano Marcos Memorial State University, Philippines was used as the primary tool of
gathering tool data collection. These questionnaires were issued out to the target
respondents i.e., LGU employees and their immediate supervisors of Rosario, La Union,
Philippines. The data collection process entailed recording, transcribing of the gathered
data, analyzing data and interpreting the findings of the study.
The questionnaire that was developed to aid in data collection had two sections. The
first section constituted demographic pieces of information and collected personal
information of employees including age, education status, sex, marital status, job level,
department of working in the target sampled organization and duration of being
employed. The second and last section of the survey questionnaire tool entailed the 8
Business Writing competencies. For data analysis, a Likert type scale from 1 to 5 was
used where 1 represented no proficiency, 2 -low proficiency, 3-moderate proficiency, 4-
high proficiency and 5- very high proficiency) was used to interpret the perception of
respondents on the level of business writing proficiency as summarized below.
Point Value Statistical Range Choices on Likert Scale

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 11
1 1.00 – 1.790 NP- No Proficiency
2 1.800 – 2.590 LP- Low Proficiency
3 2.600 – 3.390 MP- Moderate Proficiency
4 3.400 – 4.190 HP- High Proficiency
5 4.200 – 5.000 VHP- Very High Proficiency
A total of a total of one hundred (100) employees constituted the sample size of the
respondents in this study; seventy (70) rank-and-file employees and thirty (30)
immediate supervisors who were also required to fill the same questionnaire as their
employees about how they perceived the Business Writing proficiency of them.
7. The Findings of the Study and Discussion
The gathered data was ordered, tallied, coded, analyzed (using SPSS version 22) and
presented by the researcher. Regarding the demographic specifics of the participants of
the survey, it was recorded that as for job level, 30 (30%) were supervisors; and 70
(70%) were the rank-and-file employees. About gender of the respondents, there 49
(49%) were females, and 51 (51%) were males; for marital status, 66 (66%) of the
interviewed employees confirmed being single while 34 (34%) stated that they were
already married. Regarding age bracket of the respondents, 10 (10%) confessed being
aged 20 years and below; 20 (20%) being 21 to 30 years; 35 (35%) being 31-40 years;
20 (20%) being 41-50, and 10 (10%) being 51-60 years old. Notably, only 5 (5%) of the
participants fell under the 61 years old and above age bracket. In terms of the highest
achieved level of education, 6 (6%) confirmed having primary school level education; 20
(20%) confirmed they had secondary level education; 56 (56%) indicated that they had
either completed a college/university degree and 18 (18%) alluded to having
postgraduate level of education. In regards to the period of service 72 (72%) confirmed
they had less than 10 years since getting employed, 20 (20%) confirmed that they had
worked for between 10-20 years while only 8 (8%) of the interviewed staff confirmed
having being in service for over 20 years since employment. As to which department
they were working in , 42 (42%) were working in General Services; 36 (36%) were
working in the Security, Operations department; and only 22 (22%) were working
Finance department.
Weighted mean was also applied to study the Business Writing Perceived Level of
Proficiency of employees and their immediate supervisors. To test whether they were
any significant difference between of Business Writing Perceived Level of Proficiency
among employees and their immediate supervisors, at sample test for independent
samples was utilized.

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 12
After data analysis, the collected data was tabulated and with the use of descriptive
statistics presented for interpreting the results of the study.
7.1 Business Writing Levels of Proficiency as Perceived by LGU Employees and
their Immediate Supervisors
The table below details a summary of the collected data about the Perceived Levels of
Business Writing Proficiency of the respondents:
Table 1: Business Writing Level of Proficiency as Perceived by Employees and their
Immediate
Skills
Immediate
Supervisor
s
DE Employees DE
Grammar
Agreement 2.43 Low
Proficiency 2.84 High
Proficiency
Punctuation 2.38 Low
Proficiency 2.91 High
Proficiency
Tenses of Verbs 2.42 Low
Proficiency 2.50 Moderate
Proficiency
Principles of
Sentence
Construction
2.27 Low
Proficiency 2.66 Moderate
Proficiency
The Language of
the
Correspondence
2.25 Low
Proficiency 2.71 High
Proficiency
Accuracy and
Writing Skills 2.78 High
Proficiency 2.78 High
Proficiency
Human Relations in
Business Writing 2.87 High
Proficiency 2.75 High
Proficiency
Business
Correspondence 2.22 Low
Proficiency 2.87 High
Proficiency
Grand Mean 2.45 Low
Proficiency 2.75 High
Proficiency

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 13
As evidenced by Table 1 above, the overall mean of the Business Writing level of
Proficiency as perceived by LGU employees and their immediate supervisors is 2.45
with a descriptive rating of “Low proficiency.” This implies that the immediate
supervisors perceived that LGU employees still make various grammatical errors such
as problems in vocabulary and mistakes in sentences structures even though they can
are capable of expressing themselves moderately well.
Similarly, the table above illustrates that the overall mean of the LGU employees
Business Writing proficiency level as perceived by themselves is 2.75, with a
descriptive rating of “High proficiency.” This generally implies that there was a general
misconception by the employees about their Business Writing proficiency levelas still
make problems in essential sentence structures. These findings support the necessity
to construct learning modules which, as stated by Louhiala-Salminen (2002), aids
effective communication and consequently effective teaching and learning.
7.2 Difference Between Business Writing Levels of Proficiency as Perceived by
LGU Employees and their Immediate Supervisors
Table 2 below displays the results of p–value in relation to the perceived levels
Business Writing Levels of Proficiency of the two groups
Table 2: Comparison Between Business Writing Levels of Proficiency as Perceived by
LGU Employees and their Immediate Supervisors
Skills
Perceived Level of Proficiency
Immediate
Supervisors Employees
1. Grammar Agreement 2.43 2.84
2. Punctuation 2.38 2.91
3. Tenses of Verbs 2.42 2.5
4. Principles of Sentence Construction 2.27 2.66
5. The Language of the Correspondence 2.25 2.71
6. Accuracy and Writing Skill 2.78 2.78
7. Human Relations in Business Writing 2.87 2.75
8. Business Correspondence 2.22 2.87
Mean 2.45 2.75
Variance 0.017 0.018
Coefficient of Variation 0.006 0.018
t-stat 3.722
p–value (two–tailed) 0.003

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 14
* Significant at alpha ≤ 0.05
The calculated p-value in context is 0.003 which is way less than the tabulated p-value
of 0.05 implying that the Business Writing levels of proficiency of LGU employees are
significantly different with the perceived level of the immediate supervisors.
This mentions that there is a significant difference between of business writing
proficiency as perceived levels by the two groups. This can be interpreted on the basis
that the immediate supervisors understand better and are more knowledgeable and
cognizant on Business writing skills than their employees as it is evidenced in Table 2
above with the responses of the former being more consistent than the latter’s as
depicted by their coefficient of variations. These could be a pointer the need to support
their differences which could be interpreted by affirming that immediate supervisors are
hugely convinced with their perceptions compared to the employees.
8. Recommendations
Based on the results of this study, the following recommendations ought to be
addressed with urgency:
1. Schools are duty-bound to train students to be more assertive in their Business
writing skills’ use to help prepare and equip them with important skills that are
deemed essential in the job market.
2. Employers ought to train their employees on a frequent basis particularly on the
fundamentals of Business writing..
9. Conclusion
This study permitted the researcher and prospective readers to have a glance at
business writing proficiency levels of the LGU in one of the municipalities in the
Philippines. In regards to the results of this survey, it can be concluded that significant
difference exists between how employees as perceive business writing proficiency of
the LGU and how their immediiate supervisors perceive them. As indicated above, the
mean rating of the proficiency level of employess business writing skills as perceived by
themselves is quite a low proficiency. This demonstrates that employees still
experience problems and difficulties completing critical structures of sentences. This
can be accredited to a low selfconfidence of employees, and lo concerns by by their
immediate supervisors to help them to develop their abilities with time.

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 15
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LGU Employees Perceived Level of Business Writing Proficiency in Philippines 19

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 20
Appendices
Appendix 1: An Introduction Letter To Conduct Research LGU Employees
Perceived Level of Business Writing Proficiency in Philippines

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 21
Appendix 2 : Survey Questionairre Tool

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 22

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 23

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 24

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 25

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 26

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 27

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 28
A. LGU EMPLOYEES' PERCEIVED LEVEL OF BUSINESS WRITING
PROFICIENCY
I. Grammar Agreement 1 2 3 4 5 WM DE
1. Understanding of English grammar. 7 21 51 18 3 3.12 MP
2. Checking for their agreement. 3 12 55 21 10 2.73 MP
3. Knowing how to find both subject and
verb. 7 19 50 22 2 3.00 MP
4. Determining agreement between the
subject and the verb. 5 17 49 27 2 2.84 MP
5. Identifying agreement between
pronouns and their antecedents. 8 8 42 33 9 2.55 MP
Overall Mean 2.84 MP
II. Punctuation 1 2 3 4 5 WM DE
1. Understanding the use of punctuation
marks in Business Writing. 4 19 49 23 5 3.10 MP
2. Choosing the appropriate punctuation
marks. 2 23 37 27 11 3.20 MP
3. Placing correct punctuation marks in
Business Writing. 5 12 30 40 13 2.78 MP
4. Knowing how to use major
punctuation marks. 3 5 28 44 20 2.78 MP
5. Knowing how to use the secondary
punctuation marks. 6 9 30 39 16 2.67 MP
Overall Mean 2.91 MP
III. Tenses of Verbs 1 2 3 4 5 WM DE
1. Expressing ideas in several tenses. 3 9 58 20 10 2.81 MP
2. Knowing when to use each tense to
express an action at a point in time. 4 9 41 38 8 2.33 FP
3. Choosing intelligently the verbs they
use in their messages. 9 16 31 41 3 2.63 MP
4. Applying simple tenses in Business
Writing. 8 14 45 27 6 2.31 FP
5. Applying compound tenses in
Business Writing. 7 9 38 42 4 2.41 MP
Overall Mean 2.50 MP

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 29
IV. Principles of Sentence
Construction
1 2 3 4 5 WM DE
1. Expressing ideas clearly, concisely
and courteously. 2 9 59 24 6 2.43 FP
2. Observing unity in business writing. 10 13 32 36 9 2.87 MP
3. Observing coherence in business
writing. 2 8 44 35 11 2.67 MP
4. Achieving emphasis in business
writing. 6 3 53 24 14 2.89 MP
5. Constructing effective sentences in
business writing. 2 17 38 33 10 2.45 FP
Overall Mean 2.66 MP
V. The Language of the
Correspondence 1
2 3 4 5 WM DE
1. Understanding the language of the
correspondence. 7 19 43 23 8 2.31 FP
2. Using standard English in business
writing. 13 34 22 21 10 2.21 FP
3. Recognizing standard English in
business writing. 5 8 53 31 3 2.98 MP
4. Showing genuine respect in business
writing. 2 4 45 31 18 2.89 MP
5. Establishing goodwill in business
writing. 2 5 56 16 21 3.15 MP
Overall Mean 2.71 MP
VI. Accuracy and Writing Skill 1 2 3 4 5 WM DE
1. Selecting the appropriate vocabulary. 11 23 43 21 2 2.22 FP
2. Achieving a sound foundation on
certain principles appropriate for
business writing.
2
10 42 32 14 2.87 MP
3. Distinguishing the meaning of words. 4 6 53 23 14 2.79 MP
4. Observing the unity of person, tense,
mood and voice. 6 2 62 15 15 2.81 MP
5. Observing parallelism in business
writing. 2 7 45 8 38 3.21 MP
Overall Mean 2.78 MP
VII. Human Relations in Business
Writing 1
2 3 4 5 WM DE

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 30
1. Attempting to make any statement
discreet. 7 4 37 23 29 2.87 MP
2. Reflecting courtesy and sincerity in
business writing. 14 41 23 4 18 2.58 FP
3. Practicing tact and empathy in
business writing. 7 4 45 34 10 2.73 MP
4. Determining whether goodwill is
maintained or lost. 7 12 28 37 16 2.67 MP
5. Showing genuine respect in business
writing. 12 31 11 21 25 2.91 FP
Overall Mean 2.75 MP
VIII. Business Correspondence 1 2 3 4 WM DE
1. Writing effective office
correspondence. 4 34 16 32 14 2.71 MP
2. Writing business letters applicable in
business communication. 5 11 13 41 39 3.22 MP
3. Providing complete information. 8 1 23 61 7 2.88 MP
4. Conveying the message accurately. 6 24 41 15 14 2.66 MP
5. Achieving appropriate readability. 6 7 38 46 3 2.87 MP
Overall Mean 2.87 MP
B. IMMEDIATE SUPERVISORS' PERCEIVED LEVEL OF EMPLOYEES'
BUSINESS WRITING PROFICIENCY
I. Grammar Agreement 1 2 3 4 5 WM DE
1. Understanding of English grammar. 22 18 41 12 7 2.21 FP
2. Checking for their agreement. 21 34 32 9 4 2.04 FP
3. Knowing how to find both subject and
verb. 17 41 23 11 8 2.43 FP
4. Determining agreement between the
subject and the verb. 17 53 6 13 11 2.78 MP
5. Identifying agreement between
pronouns and their antecedents. 34 26 17 14 9 2.29 FP
Overall Mean 2.35 FP
II. Punctuation 1 2 3 4 5 WM DE

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 31
1. Understanding the use of punctuation
marks in Business Writing. 33 21 24 6 16 2.46 FP
2. Choosing the appropriate punctuation
marks. 22 34 24 13 7 2.14 FP
3. Placing correct punctuation marks in
Business Writing. 18 35 12 21 14 2.22 FP
4. Knowing how to use major
punctuation marks. 19 41 13 24 3 2.36 FP
5. Knowing how to use the secondary
punctuation marks. 7 23 14 37 19 2.78 MP
Overall Mean 2.38 FP
III. Tenses of Verbs 1 2 3 4 5 WM DE
1. Expressing ideas in several tenses. 23 41 21 8 7 2.16 FP
2. Knowing when to use each tense to
express an action at a point in time. 17 45 13 14 11 2.55 FP
3. Choosing intelligently the verbs they
use in their messages. 34 31 21 5 9 2.41 FP
4. Applying simple tenses in Business
Writing. 23 17 33 0 27 2.21 FP
5. Applying compound tenses in
Business Writing. 0 7 24 45 24 2.77 MP
Overall Mean 2.42 FP
IV. Principles of Sentence
Construction 1 2 3 4 5 WM DE
1. Expressing ideas clearly, concisely
and courteously. 33 21 24 6 16 2.46 FP
2. Observing unity in business writing. 22 34 24 13 7 2.14 FP
3. Observing coherence in business
writing. 18 35 12 21 14 2.22 FP
4. Achieving emphasis in business
writing. 19 41 13 24 3 2.36 FP
5. Constructing effective sentences in
business writing. 23 17 33 0 27 2.21 FP
Overall Mean 2.27 FP
V. The Language of the
Correspondence 1 2 3 4 5 WM DE

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 32
1. Understanding the language of the
correspondence. 22 18 41 12 7 2.21 FP
2. Using standard English in business
writing. 21 34 32 9 4 2.04 FP
3. Recognizing standard English in
business writing. 17 41 23 11 8 2.43 FP
4. Showing genuine respect in business
writing. 17 53 6 13 11 2.28 FP
5. Establishing goodwill in business
writing. 34 26 17 14 9 2.29 FP
Overall Mean 2.25 FP
VI. Accuracy and Writing Skill 1 2 3 4 5 WM DE
1. Selecting the appropriate vocabulary. 23 41 21 8 7 2.16 FP
2. Achieving a sound foundation on
certain principles appropriate for
business writing.
17 45 13 14 11 2.55 FP
3. Distinguishing the meaning of words. 34 31 21 5 9 2.41 FP
4. Observing the unity of person, tense,
mood and voice. 23 17 33 0 27 2.21 FP
5. Observing parallelism in business
writing. 0 7 24 45 24 2.31 FP
Overall Mean 2.32 FP
VII. Human Relations in Business
Writing 1 2 3 4 5 WM DE
1. Attempting to make any statement
discreet. 11 23 43 21 2 2.67 MP
2. Reflecting courtesy and sincerity in
business writing. 2 10 42 32 14 2.87 MP
3. Practicing tact and empathy in
business writing. 4 6 53 23 14 2.79 MP
4. Determining whether goodwill is
maintained or lost. 6 2 62 15 15 2.81 MP
5. Showing genuine respect in business
writing. 2 7 45 8 38 3.21 MP
Overall Mean 2.87 MP
VIII. Business Correspondence 1 2 3 4 5 WM DE

LGU Employees Perceived Level of Business Writing Proficiency in Philippines 33
1. Writing effective office
correspondence. 33 21 24 6 16 2.26 FP
2. Writing business letters applicable in
business communication. 22 34 24 13 7 2.44 FP
3. Providing complete information. 18 35 12 21 14 2.22 FP
4. Conveying the message accurately. 19 41 13 24 3 2.06 FP
5. Achieving appropriate readability. 23 17 33 0 27 2.11 FP
Overall Mean 2.22 FP
C. OVER - ALL PERCEIVED LEVEL OF PROFICIENCY IN
BUSINESS WRITING OF LGU EMPLOYEES
Indicators Overall Mean
1. Grammar Agreement 2.71
2. Punctuation 2.81
3. Tenses of Verbs 2.42
4. Principles of Sentence Construction 2.43
5. The Language of the Correspondence 2.59
6. Accuracy and Writing Skill 2.32
7. Human Relations in Business Writing 2.65
8. Business Correspondence 2.14
Grand Mean 2.43
D. OVER - ALL PERCEIVED LEVEL OF PROFICIENCY IN
BUSINESS WRITING OF IMMEDIATE SUPERVISORS
Indicators Overall Mean
1. Grammar Agreement 2.67
2. Punctuation 2.91
3. Tenses of Verbs 2.83
4. Principles of Sentence Construction 2.7
5. The Language of the Correspondence 2.76
6. Accuracy and Writing Skill 2.59
7. Human Relations in Business Writing 2.78
8. Business Correspondence 2.99
Grand Mean 2.76
E. F-Test Two-Sample for Variances