Oral English Communication Skills and Academic Performance of Students

This study examined the relationship between oral English communication skills and academic performance. It used the findings to develop an intervention program at Jose C. Prevosa National High School, Calabanga, Camarines Sur, during the 2025–2026 school year. Specifically, it assessed students’ oral communication skills in pronunciation, vocabulary, grammar, and fluency, evaluated their academic performance in knowledge of communication concepts, listening and understanding, speaking and expressing ideas, critical thinking, and application in real-life communication, and explored the relationships between these variables. A descriptive–correlational research design was employed with 97 respondents, using a teacher-made test and students’ academic records. Data were analyzed using mean, weighted mean, standard deviation, performance level, Pearson correlation, coefficient of determination, and informed the Modified ADDIE Model for intervention design. Results showed that students’ overall oral communication skills were at a Developing Level, while their academic performance in oral communication was Approaching Proficiency. Correlation analysis indicated negligible relationships between pronunciation, vocabulary, and grammar and academic performance. Fluency, however, demonstrated a statistically significant but modest relationship with speaking and expressing ideas and emerged as a predictor of this skill. These findings suggest that fluency is a key factor in effective oral communication, while other components may benefit from integrated support. Based on these results, a fluency-centered intervention program was developed to strengthen oral communication skills and enhance overall academic performance, highlighting the importance of targeted, evidence-based strategies in oral English instruction.