The Relationship Between English Proficiency and Academic Performance Among Senior High School Students in RSELC

Abstract

This study explores the relationship between English proficiency and academic performance among Senior High School (SHS) students at Rizal Special Education Learning Center (RSELC). Recognizing English as a crucial medium for communication and education, the research aims to identify challenges that hinder students' academic success due to their English language skills. The study assesses proficiency across four macro skills writing, reading, listening, and speaking while also examining students' study habits and attendance rates. Utilizing a descriptive-correlation survey approach, the findings indicate that students exhibit good proficiency levels, particularly in listening (x̄= 2.86), followed by reading and writing, with speaking having the lowest mean score. Additionally, academic performance is high, with attendance rate (x̄= 3.91) being the most significant factor, closely followed by study habits. The results reveal a significant positive relationship between English proficiency and academic performance, suggesting that higher proficiency levels contribute to improved academic outcomes. This research underscores the importance of enhancing English language skills to foster better academic success among students.