English Literacy Level and Academic Achievement of Grade 7 Students

This study determined the influence of the English literacy level on the academic achievement of Grade 7 students and used this as a basis for developing intervention strategies for School Year 2025–2026. Specifically, it aimed to determine the English literacy level of the students in terms of spelling, grammar, comprehension, and punctuation; assess their academic achievement in English based on written works, performance tasks, and quarterly assessments; examine the relationship between English literacy levels and academic achievement; evaluate the influence of English literacy on academic achievement; and develop intervention strategies to enhance both English literacy and academic performance. The study employed a descriptive-correlational research design, with 32 Grade 7 students selected through total enumeration as respondents. Data were gathered through literacy assessments and academic records and were analyzed using appropriate statistical tools. The findings revealed that the English literacy level of the students was generally satisfactory, with stronger competencies observed in grammar and comprehension. Moreover, the students demonstrated a generally satisfactory level of academic achievement in English, and a significant but weak relationship was found between grammar and comprehension and academic achievement. Based on these results, it was concluded that English literacy contributes to students’ academic performance; however, it has only a limited predictive influence on their achievement in formal English assessments.