Recognizing the significance of English language skills for academic and professional success, this study aimed to determine the factors that may affect the academic performance in English as a subject among Grade 6 students of the District of Daram I, Schools Division of Samar during the School Year 2023-2024. A descriptive-correlational research design was employed to investigate the relationship between students profiles, academic performance in English, and various factors affecting their English language proficiency. The findings revealed that several factors, including attitudinal factors, socio-economic factors, social factors, and extra-curricular factors, significantly correlate with students academic performance in English. Additionally, among profile variates, sex was identified as the most influential, with a strong positive correlation. Other significant factors included parental educational background, a positive attitude towards English, and strong study habits. However, the study also found that age, gross monthly family income, and attendance during the 1st and 2nd quarters did not have a significant impact on English performance. Based on these findings, the study recommends a multi-pronged approach to improve students English academic performance.  These strategies include fostering a positive learning environment, addressing socio-economic disparities, implementing gender- and culturally-responsive teaching practices, and providing targeted support for struggling students.  Specifically, schools should develop integrated programs that cultivate positive attitudes towards English, mitigate socio-economic disparities, leverage positive social influences (e.g., peer learning, family engagement), and incorporate extracurricular activities promoting language development.  Furthermore, schools should promote effective study habits, create a positive and supportive school climate, teach effective study strategies, provide timely feedback, and implement gender-responsive teaching practices. Stronger partnerships with parents, especially mothers, are crucial.  Professional development for teachers in culturally and gender responsive pedagogy, teaching English language learners, and addressing socio-economic disparities is also recommended. Finally, additional resources and support, such as tutoring and after-school programs, should be offered to students from disadvantaged backgrounds. Further research, particularly qualitative studies, is needed to explore the complex interplay of these factors and develop more effective, targeted interventions.

Factors affecting English performance

academic performance in English

Grade 6 Students