FILIPINO LANGUAGE PROFICIENCY AND ACADEMIC PERFORMANCE IN ARALING PANLIPUNAN VI OF MANGAGOY I DISTRICT, BISLIG CITY DIVISION: A DESCRIPTIVE-CORRELATIONAL APPROACH

Educational Management

Language proficiency is a critical factor influencing learners’ academic achievement, particularly in content-based subjects that require comprehension, interpretation, and critical thinking. This study examined the relationship between Filipino language proficiency and academic performance in Araling Panlipunan VI among Grade VI learners in Mangagoy I District, Bislig City Division. Using a descriptive-correlational research design, the study utilized archival data derived from the Philippine Informal Reading Inventory (Phil-IRI) and learners’ quarterly academic performance records in Araling Panlipunan VI. The respondents consisted of 192 Grade VI learners from eight elementary schools within the district. Descriptive statistics and Pearson Product-Moment Correlation were employed to analyze the data. Results revealed an improvement in learners’ Filipino reading proficiency as reflected in the Phil-IRI post-test results, indicating a decrease in frustration-level readers and an increase in instructional and independent readers. Findings further showed that the majority of learners attained Nearly Proficient to Proficient levels of academic performance in Araling Panlipunan VI. Correlation analysis revealed a moderate to strong positive relationship between Filipino language proficiency and academic performance (r = 0.614), suggesting that learners with stronger Filipino language skills tend to achieve better academic outcomes in Araling Panlipunan. The study concludes that Filipino language proficiency significantly contributes to learners’ understanding of concepts, interpretation of historical and social issues, and overall academic success in Araling Panlipunan. Strengthening Filipino language skills through targeted reading interventions, vocabulary enrichment activities, and language-integrated instruction is therefore recommended. The findings provide empirical evidence that language proficiency serves not only as a communication tool but also as a fundamental academic resource that supports content mastery and learner achievement.

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