Date of Completion

2026

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

English language proficiency; TOEIC; Academic performance; OSPE

Abstract

English language proficiency is an integral factor in academic success in Physical Therapy education, where students must understand lectures, clinical instructions, and patient communication. The Test of English for International Communication (TOEIC) assesses listening, reading, speaking, and writing proficiency. However, evidence on its predictive validity for academic performance in Physical Therapy programs remains limited, requiring further investigation. This study aims to determine whether TOEIC scores can predict the academic performance of Level 3 physical therapy students. Specifically, it seeks to examine TOEIC scores across listening, reading, speaking, and writing domains, assess students’ performance in written examinations and OSPE, and analyze the predictive relationship between these variables. A descriptive-correlational, ex post facto research design was utilized involving Level 3 BSPT students from Batch 2026, selected through purposive sampling based on the availability of complete TOEIC scores and academic records. Data were obtained from institutional records, including TOEIC component scores and grades in REH301: Integumentary, Metabolic, Cardiopulmonary, and Geriatric PT, REH302: Pediatric and Adult Neurologic PT, and REH303: Neuromuscular PT. Statistical analyses included correlation analysis, simple linear regression, multiple linear regression models, and post hoc analysis to determine the predictive value of TOEIC components on academic performance. Correlation analysis showed that TOEIC reading was the strongest predictor of REH301 written examination performance, while listening was the strongest predictor for REH301 OSPE. In contrast, speaking and writing showed weak correlations, suggesting limited influence on academic outcomes. Multiple regression analysis confirmed that receptive TOEIC skills significantly predicted academic performance even after controlling for socioeconomic background and motivation, both of which were not statistically significant confounders. TOEIC scores showed varying predictive relationships with academic performance depending on the assessment type. Reading proficiency was the strongest predictor of written examination performance, followed by listening in OSPE, while speaking and writing showed little to no predictive value in both written examinations and OSPE. Overall, TOEIC scores should be considered contributory rather than sole determinants of academic success.

First Advisor

Anna Dominique T. Castro

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