Attitudinal Investigation toward English Language Learning and Academic Performance of Senior High School Learners in the Division of Sulu

Abstract

                This study examined the English language learning attitudes and academic performance of senior high school students in the Division of Sulu. Specifically, it determined the respondents’ demographic profile, assessed the level of English language learning attitudes and academic performance, identified significant differences in these variables when grouped according to demographic profile, and examined the significant relationship between English language learning attitudes and academic performance. The study was anchored on Gardner’s socio-educational theory and the modified English Language Learning Attitudes framework of Cocca et al. (2017), which emphasized the multidimensional nature of learners’ attitudes and motivation in second language acquisition. A descriptive-correlational research design was employed involving 200 senior high school students from selected public secondary schools in the Division of Sulu during the School Year 2025–2026. Data were gathered using an adapted survey questionnaire and analyzed using frequency count, percentage, mean, standard deviation, t-test, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation Coefficient (Pearson’s r).

The findings revealed that the respondents generally demonstrated positive English language learning attitudes across all dimensions, with an overall mean interpreted as “Agree.” The students also exhibited outstanding academic performance based on their first quarter general weighted average. Significant differences in English language learning attitudes were found according to gender and grade level, while no significant differences were observed according to age, parents’ average monthly income, and parents’ educational attainment. In terms of academic performance, age was the only demographic variable that showed a significant difference. Furthermore, the study revealed a statistically significant moderate negative correlation between English language learning attitudes and academic performance. The findings suggest that although learners in the Division of Sulu possess positive attitudes toward English and recognize its academic and professional importance, positive language learning attitudes do not necessarily translate into higher overall academic achievement. The study highlights the complex and multidimensional relationship between affective orientations and academic outcomes and emphasizes the importance of creating supportive, context-sensitive, and motivating English learning environments in multilingual and culturally diverse educational settings.