Abstract
This study measured the level of learning anxiety in English among Grades 4, 5, and 6 pupils of Kabankalan Catholic College and its correlation to their academic performance. An adopted and standardized English Learning Anxiety Scale (ELAS) was administered to determine the level of the participants’ learning anxiety. The descriptive – correlational design examined the association between the two variables among the 134 purposively selected elementary pupils who are officially enrolled for the School Year 2021-2022. Results revealed that the level of English learning anxiety among the participants was interpreted as moderate. However, in terms of family income and study time in English, participants who belong to the rich income level and those who spent 31-45 minutes of study in the English subject showed low level results. Moreover, the level of academic performance in English of the participants was interpreted as outstanding. Significant differences were not found in the variables sex, grade level, family income, and study time in English when it comes to their level of English learning anxiety and academic performance in English. As per the interpretation of Spearman’s rho correlation which is adapted from Dancey and Reidy (2004), when the two variables were correlated, the findings presented a very strong relationship with a p- value of 0.731. Thus, the accumulated data suggested that low level of English learning anxiety could generate outstanding results in the academic performance in English among the pupils during the COVID-19 Pandemic.
