ASSESSMENT OF ENGLISH APTITUDE IN RELATION TO THE ACADEMIC PERFORMANCE IN ENGLISH OF GRADE 6 STUDENTS

Abstract

This study underscores the importance of schools in preparing students for higher education, particularly by enhancing their English aptitude. It highlights the issue of low academic performance at the elementary level and proposes a comprehensive English aptitude development program as a solution. The objective of the program is to strengthen foundational English skills, enabling students to actively engage in society and excel academically. In doing so, the study contributes to the broader goal of supporting the country’s 21st-century education reforms, promoting excellence, and ensuring high-quality learning outcomes for future generations. This study utilized a correlational research design, which is ideal for examining the relationship between English aptitude and academic performance in English among Grade 6 students at Silanganan Elementary School. The participants were selected through random sampling, with 84 Grade 6 students chosen from the total student population. The lottery method was employed to ensure unbiased selection. Data was primarily collected using a researcher-designed survey questionnaire, which consisted of three sections. This survey served as the main tool for gathering information on the students' English aptitude and their academic performance in English. The results of the study indicated the following:

English Aptitude Skills:

Deductive Grammar: The respondents' ability in deductive grammar was assessed as "strongly agree," with an average weighted mean of 3.70.

Spelling: The respondents' skills in spelling were assessed as "agree," with an average weighted mean of 3.38.

Vocabulary: The respondents' vocabulary skills were assessed as "agree," with an average weighted mean of 3.35.

Academic Performance in English:

Written Task: The respondents' performance in written tasks was assessed as "strongly agree," with an average weighted mean of 3.54.

Performance Task: The respondents' performance in performance tasks was assessed as "agree," with an average weighted mean of 3.49.

Significance Between English Aptitude and Academic Performance:

The study revealed a significant relationship between English aptitude skills and academic performance, emphasizing the influence of English aptitude on academic success. The positive correlation between the two suggests that stronger English aptitude skills contribute to better academic performance in English. The researcher concluded that the respondents’ English aptitude skills were highly effective in learning grammar, particularly during reading or speaking activities, as indicated by their "strongly agree" response. This suggests that these activities play a crucial role in enhancing their English proficiency. The findings are consistent with Schema Activation Theory, which emphasizes that learning is more successful when individuals can connect new information to existing knowledge. In this case, reading and speaking activities help activate prior knowledge, allowing students to better understand and apply grammatical concepts, ultimately making the learning process more effective.