FACTORS AFFECTING ENGLISH PROFICIENCY OF JUNIOR HIGH SCHOOL STUDENTS IN JOLO NATIONAL HIGH SCHOOL

Irene Hadjirul; Alnakier Sarabi

doi:10.62596/fxdzmn56

Authors

Irene P. Hadjirul School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Alnakier A. Sarabi School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/fxdzmn56

Keywords:

Language Proficiency, Language Exposure, Instructional resources, student engagement, Access to technology

Abstract

The availability and accessibility of learning materials and resources, access to technology and digital tools, and language exposure at home, in school, and in the community were the main areas of focus for this study, which looked at the factors influencing junior high school students' English language proficiency at Jolo National High School. One hundred junior high school students participated in a descriptive-correlational study design. A validated questionnaire was used to gather the data, and Pearson product-moment correlation, one-way ANOVA, independent samples t-test, and descriptive statistics were used for analysis. The findings showed that while language exposure across settings was viewed as inconsistent, students generally felt that access to technology and digital tools as well as the availability of learning resources greatly influence their English language skills. When students were categorized by year level, significant discrepancies were discovered, with Grade 7 pupils reporting less exposure to language, technology, and resources than students in higher year levels. Grouping the data by age, gender, or average monthly income of parents did not reveal any significant differences. Learning resources, technological access, and language exposure all showed a strong positive link, according to correlation analysis, indicating that these elements are connected and help the growth of the English language as a whole. The study comes to the conclusion that boosting English language competency, especially for lower-grade pupils, requires bolstering instructional resources, increasing equal access to technology, and improving language-rich environments.

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