English Language Variation and Academic Performance among Key Stage 2 Learners

This study investigated the impact of English language variation on the academic performance of Key Stage 2 learners in five selected hinterland schools in Kauswagan District, Lanao del Norte. A descriptive-correlational design was employed, using a validated questionnaire to assess English language variation in terms of phonetic differences, sound inventory, exposure, self-consciousness, and cultural differences. Academic performance was measured through learners’ grades in English. Results indicated a moderate negative correlation (r = –0.537) between English language variation and academic performance, suggesting that greater variation was associated with lower performance. Furthermore, regression analysis revealed that both socio-economic status and English language variation significantly predicted academic performance (R2 = 0.472, p < 0.05). Among the predictors, exposure and self-consciousness had the most substantial effects. These findings underscore the need for targeted interventions focusing on improving learners’ exposure to English and reducing language-related anxietyc. The study recommends a culturally responsive, bilingual teaching strategy to enhance academic performance, particularly in linguistically diverse communities like Kauswagan District.