Abstract
Many Senior High School students struggle to develop strong English language skills, which are essential for academic achievement and critical thinking. This study investigates the factors influencing English language learning and critical thinking among Senior High School students in Cagayan de Oro City, focusing on how demographic characteristics (gender, age, grade level, and socioeconomic status) and learning-related variables (motivation, parental involvement, learning environment, and teaching strategies impact student outcomes. This quantitative study employed surveys and multiple regression analysis to determine key predictors of students' critical thinking skills. The results revealed a statistically significant model, F(8, 428) = 0.323, p < .05, with an R² value of 0.336, indicating that 33.6% of the variance in students’ critical thinking skills was explained by the examined factors. Significant predictors included gender (t = -2.30, p < .05), socioeconomic status (t = 2.13, p < .05), motivation (t = 7.29, p < .05), teaching strategies (t = 3.38, p < .05), and learning environment (t = 4.07, p < .05), while age, grade level, and parental involvement were not statistically significant. Descriptive statistics supported these findings, with motivation rated highest (x̄= 4.19, SD = 0.787), followed by teaching strategies (x̄= 3.90, SD = 0.835) and learning environment (x̄ = 3.56, SD = 0.90); parental involvement scored lowest (x̄ = 3.03, SD = 1.04). The overall mean score (x̄ = 3.67, SD = 0.891) suggests generally strong support for English language development. Despite socioeconomic challenges, students demonstrated commendable English proficiency and critical thinking skills. The null hypothesis was rejected. The study concludes that learner motivation, effective instructional strategies, and a supportive learning environment are critical to enhancing English language learning. It recommends promoting interactive teaching, integrating educational technology, and strengthening home-school collaboration to support inclusive and effective language education.
