Abstract
This research study investigates the factors that contribute to the academic performance of Grade VI students in Filipino subjects within the Southern part of Eastern Samar Division. The study employed a descriptive-correlational research design, utilizing a questionnaire administered to 42 Grade VI teachers. The study examined the relationship between six factors: teachers' language ego, teaching strategies, instructional materials, educational attainment, participation in Filipino-related trainings, and IT competence, and the academic performance of the students.The findings revealed that all six factors have a significant positive correlation with the students' academic performance. Teachers with a positive language ego, who employ diverse teaching strategies, utilize technology-based instructional materials, possess higher educational qualifications, actively participate in professional development programs, and demonstrate IT competence, are more likely to have students who perform well in Filipino. The study concludes that these factors are crucial determinants of students' academic success in Filipino. It recommends that teachers in Eastern Samar and beyond continue to explore diverse teaching strategies, leverage technology-based instructional materials, and actively engage in professional development opportunities to enhance their teaching practices and ultimately improve student performance in Filipino.
