World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.125-128
Czarina Kyle G. Arizala
Osmeña Colleges Graduate School
Masbate, Philippines
Abstract
This study aims to determine the relationship between language barriers and the academic performance of Grade 11 and 12 GAS students at Monreal National High School. A quantitative descriptive-correlational design was used, and data were collected through a Likert-scale questionnaire via Google Forms. The findings revealed a high level of language barriers (WM = 4.39) and moderate academic performance (WM = 3.19). Results also showed a significant relationship between the two variables, indicating that language barriers affect students’ academic performance.
Keywords: Language barriers, academic performance, GAS students
