Scientific Reasoning Skills and English Language Proficiency of Public High School Learners in a Technical-Vocational School

Scientific reasoning skills and English language proficiency are essential competencies that support learners’ academic success, as understanding concepts, interpreting information, and communicating ideas are fundamental. This study assessed the scientific reasoning skills and English language proficiency of public high school learners at Rafael Lentejas Memorial School of Fisheries, Schools Division of Calbayog City, for the School Year 2025-2026. A descriptive-comparative-correlational research design was employed, utilizing a validated survey questionnaire and a self-constructed multiple-choice test to collect data. Results revealed that public high school learners had generally demonstrated proficient levels of scientific reasoning and English language skills. More so, differences in scientific reasoning were observed among learners grouped by age, gender, and grade level, whereas no differences were found across nutritional status, family type, and monthly income. English language proficiency varied according to gender but remained similar across other profile variables. Moreover, English language proficiency and scientific reasoning skills were positively associated, indicating that stronger language ability supported better reasoning performance among learners. The study concluded that learners generally demonstrated proficient English language and scientific reasoning skills, which were positively associated, while age, gender, and grade level affectreasoning performance. Schools should implement the proposed intervention program to strengthen learners’ language proficiency and scientific reasoning through integrated and inquiry-based instruction.

inquiry-based instruction, academic literacy, cognitive development, evidence-based explanation

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