English Language Competence and Performance of Senior High School Students: Implications For Educational Interventions

Abstract

This study determined the level of English language competence and academic performance of Senior High School students and examined the relationship between these variables. Specifically, it assessed the respondents' profile in terms of sex, socioeconomic status, father's educational attainment, and mother's educational attainment; evaluated their English language competence in reading, writing, speaking, listening, and comprehension; determined their level of academic performance; and established whether a significant relationship existed between English language competence and academic performance. The study employed a descriptive-correlational research design involving 160 Senior High School students from the selected participating school. Data were gathered using a validated researcher-made questionnaire, while academic performance was obtained from the respondents' General Weighted Average (GWA). Frequency and percentage distribution, mean, standard deviation, and Pearson Product-Moment Correlation were used to analyze the data. The findings revealed that the majority of the respondents were female, came from economically disadvantaged households, and had parents whose highest educational attainment was high school. Overall, the respondents demonstrated a High level of English language competence. Reading obtained the highest mean, followed by comprehension, listening, and speaking, all interpreted as High, while writing registered the lowest mean, interpreted as Moderate, indicating that writing remained the most challenging macro language skill. The respondents also exhibited an Outstanding level of academic performance. Furthermore, the study established a statistically significant positive relationship between English language competence and academic performance, indicating that students with higher levels of language competence generally achieved better academic performance, although the relationship was relatively weak. Based on the findings, it was concluded that Senior High School students generally possess satisfactory English language competence and outstanding academic performance. However, writing proficiency requires greater instructional attention because it remains the weakest among the macro language skills. The significant positive relationship between English language competence and academic performance underscores the importance of strengthening students' language skills to improve academic achievement.