Communication skills, learning engagement and academic performance in English of Grade 8 students

This descriptive-correlational study examined the relationship between communication skills, learning engagement, and academic performance in English among 227 Grade 8 students and 5 English teachers. Data were gathered using a self-developed Communication Skills Observation Tool and a modified version of the Student Engagement in Schools Questionnaire (SESQ). Quantitative data analysis involved descriptive and inferential statistics, including frequency and percentage distribution, mean, paired samples t-test, Pearson correlation coefficient, and multiple linear regression. Results revealed a consistent gap between students’ self-ratings and teachers’ assessments, with students rating themselves higher in both communication skills and learning engagement. While both groups generally rated these skills as satisfactory to moderately high, grammar and vocabulary were commonly identified as needing improvement. Students showed strong emotional and cognitive engagement, although these were not always evident to teachers. Most students achieved academic performance ranging from satisfactory to outstanding. Pearson correlation results indicated a weak but significant negative relationship between self-assessed communication skills and academic performance, as well as between learning engagement and academic performance. A strong positive correlation existed between communication skills and learning engagement. Regression analysis showed that only students’ self-assessed communication skills significantly predicted academic performance—and negatively—while all other variables, including teacher assessments, did not significantly predict outcomes. These findings informed the creation of a strategic action plan aimed at bridging perceptual gaps, enhancing student reflection, and improving both communication and engagement through targeted strategies. The study highlights the importance of feedback-driven instruction and collaborative environments in supporting students’ English language development.