LANGUAGE LEARNING ATTITUDE AND ACADEMIC PERFORMANCE AMONG INDIGENOUS LEARNERS: A CORRELATIONAL STUDY

Education and Language

This study aimed to determine the language learning attitude and academic performance among Indigenous learners in Sta. Josefa district, Agusan del Sur- descriptive. A descriptive-correlational design was used in the study. The study participants were the 100 Grade 11 Indigenous learners in Sta. Josefa, National High School. All students currently enrolled in school year 2024- 2025 were included using stratified random sampling. This study used an adapted 4-point Likert scale for language learning attitude and a teacher-made questionnaire for academic performance in terms of test scores in Oral Communication subjects—the language learning attitude of Indigenous learners’ level in Sta. Josefa National High School, high and oftentimes manifested. The academic performance of the Indigenous learners in the subject of Oral Communication was proficient. There is no significant relationship between the language learning attitude and academic performance of Indigenous learners in terms of test scores in Oral Communication in Sta. Josefa National High School. The study recommends that Schools should adopt culturally responsive teaching methods, incorporating local languages and Indigenous knowledge systems, to improve oral communication among Indigenous learners. Teachers should develop activities like situational dialogues and bilingual storytelling, promote inclusive methodologies, and provide language exposure outside the classroom.

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