Filipino Language Proficiency and Literacy Skills on the Academic Performance of Grade 11 Learners

Abstract

This study aimed to examine the Filipino language proficiency, literacy skills, and academic performance of Grade 11 learners. Specifically, it determined the learners’ proficiency levels in the Filipino language and literacy, assessed their academic performance, and explored the relationship among these variables. The study employed a quantitative descriptive-correlational design involving Grade 11 students as respondents. Results revealed that learners exhibited high proficiency in cultural and educational aspects of the Filipino language, with moderate proficiency in basic language skills. Literacy skills were generally high, especially in writing, though vocabulary and reading comprehension required further development. Most learners demonstrated outstanding academic performance, with a significant positive correlation found between literacy skills particularly reading comprehension and academic performance. However, Filipino language proficiency showed no significant relationship with academic performance. The findings suggest that while Filipino language proficiency is important, literacy skills play a more critical role in influencing academic success. The study recommends targeted literacy programs, teacher training, and parental support to enhance vocabulary and reading skills. Future research might investigate effective instructional strategies and additional factors affecting academic performance. This research provides valuable insights for educators and policymakers aiming to improve language instruction and student outcomes in senior high school.