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Speaking Difficulties and Academic Performance in English among Junior High School Students

Author

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  • Cherry Mae B. Labad

    (College of Education, Misamis University)

  • Rosemarie P. Rabena

    (College of Education, Misamis University)

  • Stephanie Jane S. Garduce

    (Basic Education Department, Misamis University)

  • Eden Neri

    (Social Science Department, College of Arts & Sciences, Misamis University)

Abstract

Understanding the relationship between speaking difficulties and academic performance is crucial for effective language education in global communication. Junior High School students often encounter vocabulary, grammar, and pronunciation challenges, which impact their ability to express themselves in English and achieve academic success. This research study investigated the relationship between speaking difficulties and academic performance in English among Junior High School students. The study was conducted in a private, nonsectarian institution in Ozamiz City, Misamis Occidental, Philippines, during the academic year 2022-2023. A total of 165 randomly selected Junior High School students participated in the study. The research employed a descriptive-correlational research design, utilizing a questionnaire to measure students’ speaking difficulties in terms of vocabulary, grammar, pronunciation, and academic performance in English. The findings revealed that the students had moderate vocabulary, grammar, and pronunciation difficulties. Students’ academic performance in English was found to be very satisfactory. This implies that despite speaking challenges, students have performed well academically in English. Findings revealed significant negative relationships between vocabulary and pronunciation difficulties and academic performance, but no significant relationship was found for grammar difficulties. Recommendations were made to enhance students’ speaking abilities and academic performance in English, including targeted support, interventions, and regular assessments.

Suggested Citation

  • Cherry Mae B. Labad & Rosemarie P. Rabena & Stephanie Jane S. Garduce & Eden Neri, 2024. "Speaking Difficulties and Academic Performance in English among Junior High School Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 2645-2656, March.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:2645-2656
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    Cited by:

    1. Ma. Krystelle G. Auxtero & Cristine S. Tagal & Alexa Mae I. Sereno & Airish V. Palmerola & Maricar R. Dela Cruz & Clinilyn P. Solon & Ronald D. Manolong, 2026. "Oral Proficiency Challenges among First-Year English Major Students: Basis for Intervention Program," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(3), pages 4453-4469, March.
    2. Erica P. Binbing & Marinella D. Conchada & Micaella T. Deguzman & Ma. Alexandria B. Llanes & Jewela Angelie R. Ortega & Ronnel C. Palasin, 2026. "Development and Validation of Gameducation Module: A Supplementary Material in Enhancing Least Learned Competencies in English," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(1), pages 450-458, January.

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