Abstract
Filipino students must study English to stay current with scientific and technological developments around the world and to be able to compete more successfully as workers in industrialized countries. In this context, this study aimed to determine the factors that affect the academic performance in English of intermediate pupils in Tanglad Elementary School for the School Year 2019-2020. This descriptive research study collected data using a self-developed instrument for gathering data from 71 intermediate learners, and it was subjected to testing validity and reliability. The following analysis found that factors such as learners’ interest, teacher influence, oral reading abilities, and comprehension all greatly impacted the academic performance of intermediate learners. However, low means scores indicated areas of concern, such as students are unconvinced that absenteeism can affect learning, and some suggested that they are not receiving the necessary parental help on reading at home. The level of learners’ academic performance was very satisfactory, indicating a relatively higher level of performance. When grouped across all variables, there was no significant difference in the extent of factors affecting learners’ performance. There was no significant difference in the extent of factors affecting learners’ academic performance and their level of academic performance. The results suggest future studies that will tackle absenteeism, lack of parental support for reading, and specific interventions for improving academic performance among intermediate learners.
Keywords: English language, academic performance, intermediate learners, reading comprehension skills