Abstract
This study evaluated the mastery of English competencies among Grade IV pupils of an elementary school during the 2023-2024 school year. The study utilized a quantitative approach, employing a multiple-choice summative test to gauge the students' comprehension of essential English competencies. The researcher reviewed the test for validity and reliability before administering it to a total of 100 fourth graders in the study. The researcher analyzed the results using descriptive statistics, which included mean scores, standard deviations, and the percentage of correct responses. The findings revealed significant gaps in pupil proficiency, with most pupils mastering competencies related to listening, sequencing literary events, and distinguishing reality from fantasy (100%). However, critical areas such as cause-effect relationships (10%), vocabulary development (40-60%), and grammatical concepts like noun usage and sentence structure showed poor mastery (10-40%). These deficiencies suggest that targeted interventions are necessary, particularly in vocabulary acquisition, grammatical understanding, and sentence construction. The study recommended implementing literacy interventions to address the identified areas of struggle. These interventions aim to improve pupils' overall English proficiency and academic performance.
