Abstract
The study of Soriano & Co (2022) emphasizes the global significance of English proficiency, setting the stage for a nuanced investigation into the interrelation between English language anxiety, engagement, and academic performance. This study examined the relationship between student classroom engagement, English language anxiety, and academic performance among Grade 11 and Grade 12 students in a public secondary school during the 2023-2024 academic year. Using a quantitative descriptive-correlational design, 134 students were selected through stratified random sampling. Data were gathered using adapted questionnaires on English language anxiety and engagement, alongside academic records. Most of the respondents were male and from families earning less than Php 9,100.00 per month. Most students had parents who were high school graduates. The study found high levels of engagement with a mean score of 3.73, particularly in behavioral engagement with a mean score of 3.58. Anxiety levels were moderate with a mean score of 3.51 and fear of judgment with a mean score of 3.58 being the highest. No significant differences in engagement, anxiety, or academic performance were observed based on sex, parents' educational attainment, or family income. A significant negative correlation was found between anxiety and engagement (r = -0.24, p < 0.005), indicating that higher anxiety is associated with lower engagement. A significant positive correlation was found between engagement and academic performance (G = 0.44, p < 0.001), suggesting that higher engagement leads to better academic outcomes. No significant relationship was found between anxiety and academic performance (r = -0.02, p > 0.889). These findings highlight the importance of enhancing student engagement and addressing anxiety to improve academic performance.
