V3I8P14

Filipino Language Competencies as Predictors of Grade 4 Pupils’ Academic Performance in Araling Panlipunan

Hannah Claudia B. Española^1*, Aida C. Abad. PhD²

Abstract

This study examined the relationship between Filipino language competencies and academic performance in Araling Panlipunan among Grade 4 pupils of Nasipit Central Elementary School and Punta Elementary School. It focused on vocabulary proficiency, reading comprehension, teacher motivation, student attitude, and academic achievement, while identifying instructional needs that could inform a contextualized intervention. Findings revealed that teachers’ instructional motivation was highly manifested, although it was not significantly related to pupils’ academic performance. Grade 4 pupils generally demonstrated Filipino language competencies at the independent level, while a subgroup required teacher intervention and instructional scaffolding when dealing with complex academic texts. The pupils also attained a Very Satisfactory level of academic achievement in Araling Panlipunan. Statistical analysis established a significant positive relationship between Filipino language competencies and academic achievement (p < .05), indicating that stronger vocabulary proficiency and reading comprehension were associated with better performance. Student attitude emerged as an important driver of linguistic development, emphasizing the role of interest and engagement in learning. The study further identified the limited availability of locally developed reference materials addressing Araling Panlipunan vocabulary demands. Consequently, a Contextualized Glossary was proposed to strengthen vocabulary support, conceptual understanding, and meaningful engagement with social studies content.

Keywords:

Academic Performance, Araling Panlipunan, Filipino Language Competencies, Reading Comprehension, Vocabulary Proficiency