Academic Motivation and Cognitive Abilities as Predictors of English Language Proficiency among Senior High School Students

Abstract

This study aimed to determine whether academic motivation and cognitive abilities significantly predict English language proficiency among senior high school students in a public secondary institution in Davao City, Philippines. Employing a descriptive-correlational research design, standardized questionnaires were administered through face-to-face surveys to 209 students. The mean, standard deviation (SD), Pearson product-moment correlation, as well as simple and multiple linear regression analyses were utilized for data analysis. The findings revealed that while the academic motivation of the students was described as extensive, their cognitive abilities and English language proficiency were described as moderately extensive. Correlation analysis indicated significant relationships between academic motivation, cognitive abilities, and English language proficiency. Furthermore, there is a significant combined influence of academic motivation and cognitive abilities on English language proficiency among senior high school students. It is recommended to focus on enhancing both academic motivation and cognitive skills to improve English language proficiency further. Collaborative interventions targeting these areas can effectively support students in achieving greater proficiency in English.