This study investigates the relationship between language comprehension and academic
performance in English and Filipino among Grade 7 students at Gamut National High School.
Language comprehension—encompassing the ability to understand written and spoken texts—is
essential for students to succeed in subjects where language is both the medium and the content.
As learners transition into Junior High School, they encounter more complex texts and academic
demands, making comprehension skills increasingly critical. The research aims to determine how
students’ ability to comprehend language affects their performance in these core subjects.
Previous studies have emphasized the foundational role of language comprehension in
academic success. According to Cain and Oakhill (2007), comprehension difficulties can hinder
learning across subjects, not just in language arts. In the Philippine context, Requiso-Jimenez and
Bascos-Ocampo (2022) found that poor reading comprehension among high school students
contributes to low performance in both English and Filipino. Similarly, Deluao, Alvarado, and
Sarmiento (2022) argue that comprehension goes beyond decoding symbols—it involves
constructing meaning, which is often underdeveloped in early secondary learners.
In the Philippine context, Requiso-Jimenez and Bascos-Ocampo (2022) found that poor reading
comprehension among high school students contributes to low performance in both English and
Filipino. Similarly, Deluao, Alvarado, and Sarmiento (2022) argue that comprehension goes
beyond decoding symbols—it involves constructing meaning, which is often underdeveloped in
early secondary learners.
Recent results from the Philippine Informal Reading Inventory (Phil-IRI) reinforce these
findings. Misanes and Pascual (2023) reported that a majority of Grade 8 students assessed
through Phil-IRI were classified under the Frustration Level, indicating serious comprehension
challenges. Likewise, Idulog et al. (2023) noted that Filipino students often struggle with
inferential and evaluative comprehension tasks, which directly affect their academic performance
in language subjects.
While existing literature has explored reading comprehension broadly, few studies have
examined its direct impact on academic performance in both English and Filipino subjects
among Grade 7 students in public schools. Moreover, localized data from schools like Gamut
National High School remain scarce, leaving a gap in understanding how comprehension
challenges manifest in specific educational settings. This study addresses that gap by providing
empirical evidence from a rural public-school context.
The findings of this study will offer valuable insights for educators, curriculum
developers, and school administrators seeking to improve language instruction and support
struggling learners. By identifying the link between comprehension and academic performance,
the research can inform targeted interventions and instructional strategies that enhance students’
understanding of texts in both English and Filipino. Ultimately, the study contributes to the
broader goal of improving literacy outcomes and academic achievement in Philippine secondary
education.
