Abstract
This study examined the relationship between communicative competence and English achievement among thirty-three (33) intermediate pupils from a public elementary school, composed of eight (8) Grade IV, eleven (11) Grade V, and fourteen (14) Grade VI students. Using a descriptive-correlational design, data were gathered through a researcher-made test assessing four components of communicative competence—grammatical, sociolinguistic, discourse, and strategic—and the pupils' English achievement was based on their School Form 9 records. The results revealed that the respondents' overall communicative competence was very low, with a mean score of 1.69, indicating limited proficiency across all components. Meanwhile, their academic achievement in English was satisfactory, with an overall mean of 82.94, which met the passing standard but reflected areas for improvement. Statistical analysis revealed significant differences between communicative competence and mothers' educational attainment (p < 0.05) and between English achievement and fathers' educational attainment (p < 0.05). Pupils whose parents reached college level performed better in sociolinguistic, discourse, and academic achievement than those whose parents completed only high school or elementary school. However, the study found no significant correlation between communicative competence and English achievement (r = 0.241, p > 0.05), suggesting that other factors—such as socioeconomic status, instructional methods, and learners' motivation—may influence academic outcomes. The findings highlight the need for targeted instructional interventions. The study recommends implementing the proposed instructional enhancement module to improve pupils' communicative competence and English proficiency, supported by teacher workshops, remedial sessions, and parental involvement to foster sustainable language development and academic success.
