Academic and Socio-Demographic Predictors of English Proficiency Among Senior High School Students

This study examined the academic and socio-demographic predictors of English language proficiency among Senior High School students at Voctech Academy during School Year 2025–2026. It aimed to determine how academic factors, namely study habits, class participation, and grades in English, and socio-demographic characteristics, including age, gender, and family income, were associated with and predicted students’ English language proficiency. A quantitative descriptive-correlational research design was employed using complete enumeration of 255 Grade 11 and Grade 12 students. Data were gathered through a researcher-made questionnaire and official school records of English grades. The data were analyzed using frequency, percentage, weighted mean, chi-square test, and binary logistic regression. Results showed that the respondents were predominantly 15–17 years old, male, and from low-income households. Most students demonstrated fair study habits, active class participation, and satisfactory to very satisfactory performance in English. Chi-square analyses revealed no significant associations between socio-demographic variables and English language proficiency, whereas grades in English showed a significant association with proficiency levels. Binary logistic regression results showed that grades in English and class participation were significant academic predictors of English language proficiency, with grades in English emerging as the strongest predictor. Study habits did not significantly predict proficiency. Among the socio-demographic variables, family income showed a significant but modest predictive effect, whereas age and gender were not significant predictors. The overall regression model was statistically significant, χ²(6) = 42.522, p < .001, with a Cox and Snell R² of .154 and a Nagelkerke R² of .236. The model correctly classified 81.57% of the respondents, while the non-significant Hosmer–Lemeshow test, χ²(8) = 12.351, p = .136, indicated adequate model fit. Based on these findings, a CEFR-based English Proficiency Enhancement Program (EPEP) was developed to strengthen students’ English language proficiency through academic support, classroom communication, technology integration, and stakeholder involvement.