Students’ Performance in English and Communication Strategies in Teaching in Congressional District 2, Batangas Province

Abstract

Communication is a fundamental skill as this is critical not only in students’ academic development but also in their future career. However, international tests reveal low language proficiency. This study aimed to determine the level of student performance in terms of language proficiency and academic achievement. This also investigated the extent of utilization of teaching communication strategies in terms of variety, adaptation of technology, and fluency in delivery while also exploring the challenges encountered to be able to craft enhancement activities. This study employed mixed method research design using questionnaire and interview guide as instruments. The sample is composed of 135 secondary school English teachers in the Congressional District II of Batangas Province identified through multi-stage stratified proportionate sampling. Mean, Pearson r, and thematic analysis were used to interpret the data. Students’ level of performance in terms of language proficiency and academic achievement is good with grand means of 2.62 and 2.88 respectively. Teachers greatly utilized a variety of strategies and fluency in delivery both with means of 3.59 and moderate extent of adaptation of technology with a mean of 3.25. All teaching communication strategies have a significant relationship with student performance(p=0.01-0.048). Teachers experience several challenges in teaching English: students’ limited language proficiency; affective and psychological barriers; instructional and resource limitations; and diverse student proficiency and learning contexts. While students have generally good levels of language proficiency and academic achievement, their ability to communicate in written mode and manage academic tasks needs enhancement to further strengthen performance. The proposed enhancement activities were designed to develop students’ vocabulary, comprehension, and oral communication skills in meaningful and practical contexts. These activities focus on developing key areas of English language learning while supporting teacher effectiveness.   Teachers’ adaptation of technology is a priority area which may inform future policy and program implementation.