Attitudes Toward Learning English Among Grade 11 General Academic Strand Students at Notre Dame of Jolo College–Senior High School

Sheikha Isa; Aurizia Siraji

doi:10.62596/nvq9e215

Authors

Sheikha A. Isa School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Aurizia D. Siraji School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/nvq9e215

Keywords:

Attitudes Toward Learning English, English Language Learning, Grade 11 GAS Students, Interest, Learning Motivation, Confidence in English, Senior High School Education

Abstract

This study examined the attitudes toward learning English among Grade 11 General Academic Strand students at Notre Dame of Jolo College – Senior High School. A descriptive quantitative research design was employed, involving 115 Grade 11 students selected through stratified random sampling during the School Year 2025–2026. The study assessed students’ attitudes toward learning English in terms of interest, motivation, and confidence, as well as differences when grouped according to age, gender, parents’ educational attainment, and parents’ monthly income. It also examined the correlation among the subcategories of attitudes toward learning English. Results showed that the majority of the respondents were aged 16 years old and below, were predominantly female, had parents who were college level or graduates, and belonged to families with relatively higher income levels. Findings revealed that students demonstrated a high level of positive attitudes toward learning English in terms of interest and motivation, and a generally positive level of confidence. Statistical analyses indicated no significant differences when grouped according to age, gender, parents’ educational attainment, and parents’ monthly income. Correlation analysis revealed significant high to very high positive correlation among interest, motivation, and confidence. Based on the findings, it is recommended that school administrators strengthen English language programs, teachers adopt engaging instructional strategies, parents provide support at home, students actively participate in learning activities, and future researchers explore additional factors influencing students’ attitudes toward learning English.

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