Language Attitudes as Predictors of Academic Performance among Students

This study examined the relationship between language attitudes and academic performance among Junior High School students at Buenavista Integrated School in Zamboanga City, Philippines, during the 2024-2025 academic year. A descriptive-correlational research design was employed, and 112 purposively sampled students from four grade levels participated in the survey. The research instrument, adapted for contextual relevance, assessed students' attitudes toward the English language and their academic performance. The findings revealed a highly positive attitude toward English, with strong agreement on statements such as "Studying English is important because it will make me more educated" (mean: 3.33) and "Knowing English is an important goal in my life" (mean: 3.30). These results align with Karahan’s (2007) assertion that positive attitudes can significantly influence learners' motivation and proficiency. Despite these positive attitudes, students' overall academic performance was categorized as "Satisfactory," with a mean score of 84.66. Interestingly, the study found no significant relationship between language attitudes and academic performance (p-value: .725, R value: .034). This suggests that while positive language attitudes may foster motivation and interest, other factors, such as teaching methods, classroom environment, and individual study habits, may have a more substantial impact on academic outcomes. The study offers valuable insights into language attitudes in multilingual educational settings and emphasizes the need for a holistic approach to improving student performance—one that extends beyond cultivating positive language attitudes. These findings highlight the complexity of factors influencing academic success and call for further research to explore the nuanced relationship between language attitudes and educational outcomes in diverse linguistic contexts.