INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2638

www.rsisinternational.org

Filipino Language Proficiency and Literacy Skills on the Academic

Performance of Grade 11 Learners

Andrelyn B. Nacario

, Dr. Julie Ann A. Orobia

Graduate Student, Central Mindanao University

Dean/Faculty, Central Mindanao University

DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100211

Received: 10 November 2025; Accepted: 20 November 2025; Published: 05 December 2025

ABSTRACT

This study aimed to examine the Filipino language proficiency, literacy skills, and academic performance of

Grade 11 learners. Specifically, it determined the learners’ proficiency levels in the Filipino language and

literacy, assessed their academic performance, and explored the relationship among these variables. The study

employed a quantitative descriptive-correlational design involving Grade 11 students as respondents. Results

revealed that learners exhibited high proficiency in cultural and educational aspects of the Filipino language,

with moderate proficiency in basic language skills. Literacy skills were generally high, especially in writing,

though vocabulary and reading comprehension required further development. Most learners demonstrated

outstanding academic performance, with a significant positive correlation found between literacy skills

particularly reading comprehension and academic performance. However, Filipino language proficiency

showed no significant relationship with academic performance. The findings suggest that while Filipino

language proficiency is important, literacy skills play a more critical role in influencing academic success. The

study recommends targeted literacy programs, teacher training, and parental support to enhance vocabulary

and reading skills. Future research might investigate effective instructional strategies and additional factors

affecting academic performance. This research provides valuable insights for educators and policymakers

aiming to improve language instruction and student outcomes in senior high school.

Keywords: Filipino language proficiency, literacy skills, academic performance, Grade 11 learners, reading

comprehension, education

INTRODUCTION

Filipino language proficiency and literacy skills play a crucial role in the academic performance of learners,

particularly in senior high school where mastery of language contributes to performance across various

subjects. Proficiency in the native language facilitates better classroom engagement, comprehension, and

expression, enabling students to excel academically (Trujillo, 2020). Despite the recognized importance, there

remains a gap in understanding how Filipino language skills distinctly impact the academic performance of

Grade 11 learners in the Philippines. Studies have shown that integrating Filipino efficiently in education

enhances not only communication but also overall scholastic achievement (Panmei & Waluyo, 2021;

Sahragard, 2009).

Filipino language proficiency involves comprehensive skills including grammar, vocabulary, reading

comprehension, and oral expression, while literacy skills encompass reading and writing competencies critical

for academic tasks (Dalanon, 2024). Previous research indicates that students with higher language proficiency

tend to achieve better academic outcomes (Madkour & Mohamed, 2016), yet challenges persist in achieving

advanced levels of Filipino literacy among senior high school students (Misiran et al., 2018). Additionally,

cultural and educational factors influence linguistic competence and literacy development, which in turn affect

academic performance (Panmei & Waluyo, 2021).

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2639

www.rsisinternational.org

This study aimed to examine the relationship between Filipino language proficiency, literacy skills, and the

academic performance of Grade 11 learners, focusing on how these variables interact to affect learner

outcomes. The findings sought to inform educators and curriculum developers in enhancing Filipino language

instruction and literacy programs.

The research was conducted during the second quarter of the academic year 2025–2026, with Grade 11

students in selected senior high schools serving as respondents.

Statement of the Problem

This study aimed to answer the following questions:

1. What is the level of Filipino language proficiency of Grade 11 learners in terms of:

a. language factor;

b. culture factor; and

c. education factor?

2. What is the extent of literacy skills of Grade 11 learners in terms of:

a. reading comprehension;

b. vocabulary knowledge; and

c. writing skills?

3. What is the academic performance of Grade 11 learners based on their grades in Filipino for the second

quarter?

4. Is there a significant relationship among Filipino language proficiency, literary skills, and the academic

performance of Grade 11 learners?

Scope and Delimitation of the Study

This study focused on the Filipino language proficiency and literacy skills of Grade 11 learners and how these

affect their academic performance. It covers language, culture, and education factors related to Filipino

proficiency, as well as reading comprehension, vocabulary, and writing skills under literacy. The respondents

were Grade 11 students from selected senior high schools during the academic year 2025–2026.

The study is limited to self-reported data gathered through survey questionnaires. It does not include other

languages, other grade levels, or factors such as socio-economic status or external academic influences.

Findings will apply only to the selected participants and timeframe.

METHODOLOGY

Research Design

This study used a quantitative, non-experimental descriptive-correlational research design. It aimed to describe

the current levels of Filipino language proficiency and literacy skills among Grade 11 learners and to examine

the relationships between these variables and their academic performance.

The descriptive component gathered data on students' language proficiency and literacy skills through survey

questionnaires, while the correlational aspect analyzed the extent to which these language abilities are related

to academic grades. Statistical tools such as frequencies, means, and Pearson correlation were employed to

interpret the data.

The respondents were purposively or stratified randomly selected Grade 11 students from senior high schools.

The study was conducted during the 2

quarter of the academic year 2025–2026.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2640

www.rsisinternational.org

Locale of the Study

This study was conducted at Kiburiao National High School, located in Barangay Kiburiao, Quezon,

Bukidnon. The school is a public junior and senior high school serving around 1,600 students with about 60

teachers. It caters mainly to learners from the local community and nearby areas. The school is part of the

Department of Education, Division of Bukidnon.

The locale offers a typical setting for examining Filipino language proficiency and literacy skills among Grade

11 learners in a semi-rural environment. The study take place during the second quarter of the academic year

2025–2026.

Research Instruments

The research instrument used in this study was a structured survey questionnaire adapted from validated

instruments by Misiran et al. (2018) and Dalanon (2024). The questionnaire consisted of three parts that

measured Filipino language proficiency, literacy skills, and academic performance. Filipino language

proficiency was assessed across language, culture, and education factors through items that evaluated

grammar, vocabulary, oral and written communication, and cultural understanding. Literacy skills were

measured by questions focusing on reading comprehension, vocabulary knowledge, and writing skills.

Academic performance was determined through the students' reported Filipino grades for the second quarter.

All items used a 5-point Likert scale ranging from "Never" to "Always." The questionnaire was pilot-tested to

ensure clarity and reliability, with a Cronbach's alpha of 0.908. The data were then analyzed using statistical

methods to examine the relationships between variables. This instrument provided a quantitative means to

gather comprehensive information on the key variables for the study.

Data Gathering

The data gathering procedure for this study involved several systematic steps to ensure the accuracy and

reliability of the collected information. First, the researcher sought permission from the school principal of

Kiburiao National High School to conduct the study and administer the questionnaire.

After receiving approval, the researcher oriented the Grade 11 learners about the study's purpose, the

confidentiality of their responses, and the importance of honest participation. Then, the researcher distributed

the adapted Filipino language proficiency and literacy skills questionnaire during class hours or designated

times to minimize disruption. The learners were given sufficient time to complete the questionnaire, and the

researcher collected the responses immediately after completion to prevent loss or damage of data.

Academic performance data, specifically Filipino grades from the second quarter, were gathered from official

school records with proper authorization. The collected data were organized, encoded, and subjected to

statistical analysis to examine the relationships between language proficiency, literacy skills, and academic

performance. Throughout the process, the privacy and anonymity of the respondents were strictly protected.

Data Analysis

The data gathered in this study were analyzed using both descriptive and inferential statistics. Descriptive

statistics such as mean, frequency, standard deviation, and percentage were used to summarize the levels of

Filipino language proficiency, literacy skills, and academic performance of the Grade 11 learners.

To determine the relationships between Filipino language proficiency, literacy skills, and academic

performance, Pearson’s Product-Moment Correlation Coefficient was employed. The analysis was conducted

using statistical software like SPSS to ensure accuracy and consistency in interpreting the data. Findings were

presented in tables and figures supported by narrative explanations to facilitate understanding.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2641

www.rsisinternational.org

Ethical Consideration

This study adhered to strict ethical considerations to ensure the protection and respect of all participants

involved. Before data collection, permission was sought from the administration of Kiburiao National High

School. The Grade 11 learners who participated were informed about the purpose and procedures of the study,

and their informed consent was secured.

Participation was entirely voluntary, with students having the right to withdraw at any time without penalty.

Confidentiality and anonymity were maintained by not collecting personal identifiers and securely storing all

gathered data. The information provided was used solely for academic purposes and was not shared with

unauthorized persons.

RESULTS AND DISCUSSION

This chapter presented the results and discussion of the study, detailing the analysis and interpretation of the

data collected from Grade 11 learners. The chapter began by describing the overall findings related to Filipino

language proficiency, literacy skills, and academic performance. It systematically reported statistical results,

supported by tables and relevant literature, to address the research questions and hypotheses. The chapter

connected the results with existing research to explain how the findings support or differ from previous

studies. It aimed to provide a clear understanding of the study’s outcomes and their implications.

Table 1. Level of Filipino language proficiency on the academic performance of Grade 11 learners

INDICATORS

MEAN

QUALITATIVE

INTERPRETATION

Language Factor

3.37

0.48

Moderate Proficiency

Culture Factor

3.62

0.57

High Proficiency

Education Factor

3.70

0.67

High Proficiency

OVERALL MEAN

3.56

High Proficiency

Scale

Range

Descriptive

Rating

Qualitative Interpretation

1.00-1.50

Never (N)

Very Low Proficiency

1.51-2.50

Rarely (R)

Low Proficiency

2.51-3.50

Sometimes (S)

Moderate Proficiency

3.51-4.50

Often (O)

High Proficiency

4.51-5.00

Always (A)

Very High Proficiency

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2642

www.rsisinternational.org

Table 1 presented the level of Filipino language proficiency among Grade 11 learners in relation to their

academic performance. The data showed that the Language Factor had a mean score of 3.37 with a standard

deviation of 0.48, which indicated a moderate proficiency. The Culture Factor scored higher with a mean of

3.62 and a standard deviation of 0.57, reflecting high proficiency. Meanwhile, the Education Factor had the

highest mean score of 3.70 and a standard deviation of 0.67, also classified as high proficiency. The overall

mean of 3.56 suggested that the learners generally exhibited a high level of Filipino language proficiency.

These results reveal that learners frequently engaged with cultural and educational aspects of the Filipino

language more than basic language mechanics. This could imply that the students are more comfortable

applying the language in cultural contexts and formal educational settings than in everyday language use. This

trend is consistent with findings by Racca and Lasaten (2016), who reported that Filipino language proficiency

improved notably when learners were actively engaged in both cultural and educational environments.

Similarly, Madkour and Mohamed (2016) highlighted in their study that understanding multiple intelligences

enhances language proficiency and motivation among students.

In summary, Table 1 showed that the Filipino language proficiency among Grade 11 learners was generally

high, particularly in cultural and educational factors, which are crucial for academic success. These findings

underline the importance of fostering these areas to further enhance learners’ academic achievements in

Filipino language.

Table 2. Level of literacy skills on the academic performance of Grade 11 learners

INDICATORS

MEAN

QUALITATIVE

INTERPRETATION

Vocabulary Knowledge

3.37

0.52

Moderate Literacy Skills

Reading Comprehension

3.46

0.54

Moderate Literacy Skills

Writing Skills

3.70

0.68

High Literacy Skills

OVERALL MEAN

3.51

High Literacy Skills

Scale

Range

Descriptive

Rating

Qualitative Interpretation

1.00-1.50

Never (N)

Very Low Literacy Skills

1.51-2.50

Rarely (R)

Low P Literacy Skills

2.51-3.50

Sometimes (S)

Moderate Literacy Skills

3.51-4.50

Often (O)

High Literacy Skills

4.51-5.00

Always (A)

Very High Literacy Skills

Table 2 presented the level of literacy skills of Grade 11 learners in relation to their academic performance.

The data showed that the Vocabulary Knowledge indicator received a mean score of 3.37 with a standard

deviation of 0.52, which indicated moderate literacy skills. Reading Comprehension followed closely with a

mean of 3.46 and a standard deviation of 0.54, also reflecting moderate literacy skills. Writing Skills showed

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2643

www.rsisinternational.org

the highest mean score of 3.70 and a standard deviation of 0.68, categorized as high literacy skills. The overall

mean of 3.51 suggested that learners generally demonstrated a high level of literacy skills.

These results indicated that learners were more proficient in writing skills compared to vocabulary and reading

comprehension. This pattern suggests that while students are often able to express themselves well in writing,

their vocabulary and reading comprehension still require improvement for better academic outcomes. These

findings align with the study by Senda (2019), which reported that writing skills tend to develop faster when

integrated into subject-area learning. Mendoza and Enriquez (2020) also emphasized the close relationship

between reading comprehension and academic success among senior high school learners. Bonifacio (2018)

highlighted the importance of vocabulary development as a foundation for enhancing literacy skills, which is

consistent with the moderate scores obtained in this area. Similarly, del Rosario and Reyes (2021) confirmed

the positive impact of literacy enhancement programs on the overall academic performance of Grade 11

students.

The literacy skills of Grade 11 learners were generally high, with writing as their strongest area and vocabulary

knowledge and reading comprehension needing further development. The results project the need for targeted

interventions to improve vocabulary and reading comprehension to complement the proficient writing skills,

thereby supporting better academic performance.

Table 3. Academic performance of Grade 11 learners

GRADING SCALE

FREQUENCY

PERCENT

QUALITATIVE

INTERPRETATION

90% - 100%

88.50%

Outstanding

85% - 89%

9.20%

Very Satisfactory

80% - 84%

2.30%

Satisfactory

75% - 79%

Did not meet Expectation

Below 75%

Did not meet Expectation

TOTAL

100%

Legend:

Grading Scale

Description

Qualitative Interpretation

90% - 100%

Excellent

Outstanding

85% - 89%

Very Good

Very Satisfactory

80% - 84%

Good

Satisfactory

75% - 79%

Fair

Fairly Satisfactory

Below 75%

Needs Improvement

Did not meet Expectation

Table 3 presented the academic performance of Grade 11 learners based on their grading scale. The data

indicated that the majority of learners, 77 out of 87 or 88.50%, achieved grades within the 90% to 100% range,

which was interpreted as "Outstanding." Eight learners (9.20%) scored between 85% and 89%, earning a

qualitative rating of "Very Satisfactory." Only two learners (2.30%) received grades in the 80% to 84% range,

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2644

www.rsisinternational.org

considered "Satisfactory." Notably, there were no learners who scored from 75% to below 75%, categories

interpreted as "Did not meet Expectation."

The analysis showed that most learners excelled academically with very high frequencies in the top grade

range, demonstrating excellent mastery of the required competencies. This trend suggests a generally strong

academic performance within the cohort assessed. The absence of low scores further supports the overall

positive academic standing of the learners.

Interpreting these results suggests that the academic environment and instructional methods effectively

supported the learners’ success, resulting in a predominantly outstanding performance distribution. This

finding corresponds with studies that highlight the positive impact of supportive learning environments and

targeted instruction on student academic outcomes (Puracan, 2023). Similarly, research by Cerbito (2020)

demonstrated higher academic performance among STEM students, indicating that curriculum specialization

plays a role in performance. Nazareno et al. (2021) also found that consistent academic support contributes to

very satisfactory to outstanding performance in senior high school. Moreover, Alova (2022) emphasized that

gender and strand differences can influence academic achievements, which may warrant further investigation

in this cohort.

Table 3 confirmed that Grade 11 learners in this study predominantly demonstrated outstanding academic

performance, indicative of effective teaching and learning processes.

Table 4. Relationship among Filipino language proficiency, literacy skills, and academic performance of

Grade 11 learners

Variables

Pearson r

P value

Interpretation

Filipino Language Proficiency

0.122

0.262

Not Significant

Language Factor

0.194

0.072

Not Significant

Culture Factor

0.032

0.769

Not Significant

Education Factor

0.002

0.982

Not Significant

Literacy Skills

0.238

0.026*

Significant

Vocabulary Knowledge

0.140

0.195

Not Significant

Reading Comprehension

0.274

0.010*

Significant

Writing Skills

0.182

0.092

Not Significant

** Correlation is significant at the 0.01 level (2-tailed).

*Correlation is significant at the 0.05 level (2-tailed)

Table 4 presented the relationship among Filipino language proficiency, literacy skills, and academic

performance of Grade 11 learners using Pearson correlation coefficients. The data showed that overall Filipino

language proficiency had a weak and not significant correlation with academic performance (r = 0.122, p =

0.262). Similarly, its sub-factors Language Factor (r = 0.194, p = 0.072), Culture Factor (r = 0.032, p = 0.769),

and Education Factor (r = 0.002, p = 0.982) also showed no significant correlations.

In contrast, literacy skills had a positive and significant correlation with academic performance (r = 0.238, p <

0.05). Within literacy skills, Reading Comprehension exhibited a significant correlation (r = 0.274, p = 0.010),

while Vocabulary Knowledge (r = 0.140, p = 0.195) and Writing Skills (r = 0.182, p = 0.092) did not show

significant relationships.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2645

www.rsisinternational.org

The analysis suggests that literacy skills, particularly reading comprehension, play a more critical role in

influencing academic performance than Filipino language proficiency alone. This highlights the importance of

focusing instructional interventions on improving literacy skills to enhance academic achievement.

These findings correspond with previous research where reading comprehension has been identified as a

significant predictor of academic success (Mendoza & Enriquez, 2020). Moreover, studies have found that

language proficiency alone does not guarantee academic performance unless supported by strong literacy

competence (Dalanon, 2024). Additionally, Bonifacio (2018) emphasized the combined role of vocabulary and

reading skills in academic success, reinforcing the significant correlation observed with reading

comprehension in this study.

Table 4 demonstrated that literacy skills, especially reading comprehension, have a significant positive

relationship with academic performance among Grade 11 learners, while Filipino language proficiency factors

had no significant correlation.

CONCLUSION

Based on the results, the following conclusions were drawn:

Grade 11 learners exhibited a generally high level of Filipino language proficiency, especially in cultural and

educational factors, while basic language skills showed moderate proficiency. This suggests learners are more

confident using the language in academic and cultural contexts, which supports their academic success.

Literacy skills among learners were also high overall, with writing skills being the strongest area. However,

vocabulary knowledge and reading comprehension were only moderate, indicating a need for focused

interventions to improve these areas for better academic outcomes.

The academic performance of the learners was predominantly outstanding, with most students scoring between

90% and 100%. This reflects effective teaching and supportive learning environments that contributed to high

student achievement.

Literacy skills, particularly reading comprehension, showed a significant positive relationship with academic

performance, whereas Filipino language proficiency factors had no significant correlation. This highlights the

critical role of literacy development in enhancing academic success.

RECOMMENDATIONS

Based on the conclusions of the study, the following recommendations are proposed:

Schools may implement programs to improve vocabulary and reading comprehension since these are areas

needing development.

School administrators may provide training and resources to support teachers in teaching literacy skills

effectively.

Teachers may use interactive and culturally relevant activities to engage students in using the Filipino

language.

Parents are encouraged to support their children’s learning by promoting reading and use of the Filipino

language at home.

Learners may actively participate in literacy activities and practice regularly to improve their skills.

Future research may focus on exploring specific teaching strategies to enhance language mechanics and

investigate other factors affecting academic performance. Implementing these recommendations can help

improve the academic success of Grade 11 learners.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025

Page 2646

www.rsisinternational.org

ACKNOWLEDGEMENT

I would like to sincerely thank Dr. Julie Ann A. Orobia, my subject and research teacher, for her continuous

guidance and support throughout this study. My deepest gratitude also goes to Dr. Rolando D. Acoriba, Jr.,

PSDS of Quezon III, for his valuable assistance. I am also grateful to Ma'am Violeta B. Cheng, the school

principal of Kiburiao National High School, for her encouragement and support. Special thanks to the Grade

12 Socrates (HUMSS) advisory class for their help, and to the Grade 11 learners who participated as

respondents, making this research possible. I also acknowledge the contributions of the various authors whose

works greatly informed this study. My heartfelt appreciation extends to my family and friends for their

unwavering support, to my co-teachers at KNHS for their encouragement, and to my SHS colleagues and

friends for their guidance throughout this journey. Without the collective support of these individuals and

groups, this study would not have been successfully completed.

REFERENCES

1. Alova, C. R., & Calanza-Alova, I. M. (2022). Academic performance in general mathematics of Grade

11 students: A brief report. Academia Letters, Article 5567. https://doi.org/10.20935/AL5567

2. Bonifacio, J. (2018). Vocabulary acquisition and literacy proficiency. Journal of Language and Literacy

Development, 12(1), 45–57.

3. Cerbito, E. (2020). Academic performance differences among senior high school strands.

4. del Rosario, L., & Reyes, A. (2021). Literacy enhancement programs and student performance.

Philippine Journal of Education Research, 15(2), 101–115.

5. Dalanon, M. J. M. (2024). Reading literacy and academic performance of Grade 11 learners towards the

development of a study guide. Asia Pacific Journal of Advanced Education and Technology, 3(1), 24–

38. https://www.apjaet.com

6. Dalanon, F. (2024). Filipino language proficiency and academic achievement of senior high school

students. Philippine Journal of Education Research, 18(2), 112-125.

7. Madkour, A., & Mohamed, G. (2016). The impact of language proficiency on academic outcomes.

Journal of Educational Psychology, 108(4), 456-467.

8. Madkour, A., & Mohamed, R. (2016). Identifying college students’ multiple intelligences to enhance

motivation and language proficiency. English Language Teaching, 9(5), 125-138.

https://doi.org/10.5539/elt.v9n5p125

9. Mendoza, R., & Enriquez, D. (2020). Reading comprehension and academic achievement. International

Journal of Educational Studies, 8(3), 77–89.

10. Misiran, M., Mahmuddin, M., Yusof, Z. N., & Jaafar, I. A. (2018). Exploring factors that affect English

proficiency level among university students: A case study in Universiti Utara Malaysia. Journal of

Advanced Research in Social and Behavioural Sciences, 13(1), 66-72.

https://www.akademiabaru.com/doc/ARSBSV13_N1_P66_72.pdf

11. Nazareno, M., et al. (2021). Academic support and performance in senior high school.

12. Panmei, J., & Waluyo, B. (2021). Language proficiency and academic achievement: The influence of

cultural factors. International Journal of Language Studies, 15(2), 89-102.

13. Sahragard, R. (2009). Language proficiency and academic performance: A correlation study. Language

Teaching Research, 13(3), 115-132.

14. Puracan, K. J. N. (2023). Student learning engagement and performance in mathematics. Ilocos Sur

Polytechnic State College. https://ispsc.edu.ph/student-learning-engagement-and-performance-of-grade-

11-students-in-mathematics/

15. Racca, T. G., & Lasaten, R. C. (2016). Filipino language proficiency and academic performance. Asian

Journal of Linguistics, 4(1), 22–35.

16. Senda, M. (2019). Writing skills development in high school education. Journal of Secondary Education

Studies, 7(2), 30–44.

17. Trujillo, A. (2020). Effective use of native language in classrooms and its effect on student confidence.

Philippine Journal of Education, 38(2), 72-85.