Listening Skills and Academic Achievement of the Grade 9 Students of SIBULAO National High School: Basis for Instructional Enhancement

Abstract

Listening is recognized as the most frequently used yet least taught language skill, and it plays a critical role in language learning and academic success. However, many students in rural and geographically isolated areas struggle with listening comprehension, which negatively affects their performance in English and other subjects. This study aimed to determine the level of listening skills and its relationship with the academic achievement in English of Grade 9 students at Sibulao National High School, providing empirical data to guide instructional improvements. Specifically, it sought to answer the following questions: What is the level of listening skills of the Grade 9 students? What is their academic performance in English? Is there a significant difference in listening skills when grouped according to gender and ethnicity? Is there a significant relationship between listening skills and academic achievement? Utilizing a descriptive-correlational research design, the study involved the total population of 41 Grade 9 students. Data were gathered using a validated researcher-made listening test and official class records. Statistical tools included weighted mean, standard deviation, t-test, and Pearson Product-Moment Correlation. Results showed that the overall listening skill level was "Average," with females scoring significantly higher than males. Academic performance was "Below Average" for males and "Average" for females. A significant, strong positive relationship was found between listening skills and grades in English. The findings confirm that better listening comprehension leads to higher academic achievement. This study provides evidence-based recommendations for teachers and school administrators to design listening-focused activities and interventions, which can improve language instruction and learning outcomes in similar rural schools.