RESULTS AND DISCUSSIONThe study aimed to find a statistically significant relationship between the Mathematics 1 and English 1 grades of the Grade 7 students of Philippine Science High School Bicol Region Campus for the school year 2014-2015. Moreover, it also sought to determine whether or not males perform better than females in Mathematics and females better than males in English.The researchers used Minitab Statistical Software in order to regress the grades of the participants in Mathematics I and English I. For the independent-samples t-tests, IBM SPSS Statistics was utilized to ascertain whether or not a difference existed between the grades of males and females in Mathematics and English.A linear regression established that Mathematics 1 grades statistically significantly predicted English 1 grades,F(1, 28) = 4.604,p< .041, and Mathematics 1 grades accounted for 14.12% of the explained variability in English 1 grades. The regression equation was: Predicted English 1 grade = 59.465 + 0.256 x (Mathematics 1 grade). Participants grades in English I increased .256 for each point of Mathematics I grades. Furthermore, a positive correlation was found (r = 0.38), which indicates that when Mathematics I grades increase, English I grades tend to increase as well. Figure 1 graphically shows that a positive relationship exists between Mathematics I grades and English I grades.

Figure 1. Fitted Line Plot for Linear Model of Mathematics I Grades to English I GradesIndependent-samples t-tests were conducted to compare the grades of the males and the females. One test for the Mathematics I grades and another for the English I grades. Each group consisted of fifteen participants. The dependent variables for the two tests, Mathematics I Grades and English I Grades, were found to be approximately normal through the Shapiro-Wilk Test. Furthermore, Levenes Test for Equality of Variances assured the researchers that the variability of the grades of the males and females were not significantly different. In addition, no outliers were found. Thus, all the assumptions for the independent-samples t-test were met.In the test for the Mathematics I grades of the participants, there was not a significant difference in the Mathematics I grades of the males (M = 75.13, SD = 13.653) and grades of the females (M = 67.93, SD = 12.561); t(28) = 1.503, p = .144, CI.95-2.612, 17.012. Furthermore, Cohens effect size value (d = 0.549) suggested a low practical significance. In the test for the English I grades of the participants, similar to the results of the test for the Mathematics I grades, there was not a significant difference in the English I grades of the females (M = 79.00, SD = 6.897) and grades of the males (M = 76.47, SD = 7.855); t(28) = -.939, p = .356, CI.95-8.062, 2.995. In addition, Cohens effect size value (d = 0.342) suggested a low practical significance.Figure 2 shows a bar chart with error bars of the mean Mathematics I grades of male and female Grade 7 students. The error bars substantially overlap each other and show that there is no significant difference between the Mathematics I grades of the male and female Grade 7 students. Similarly, Figure 3 implies that there is no significant difference between the English I grades of the male and female Grade 7 students.

Figure 2. Mean Mathematics I Grades for Male and Female Grade 7 Students

Figure 2. Mean English I Grades for Male and Female Grade 7 Students