Enhancing the English Language Proficiency of Capampangan Pupils in A Public School: Basis for an Instructional Intervention

Abstract

This study investigated the English language proficiency of Capampangan pupils in a public elementary school and identified learner-, teacher-, and school-related challenges as bases for a targeted instructional intervention. Using a descriptive–quantitative design, the study assessed pupils’ proficiency across five domains—vocabulary, spelling, grammar, reading comprehension, and study skills—using Mean Percent Scores (MPS) and qualitative interpretations. Results revealed moderate proficiency in vocabulary, spelling, and grammar, but consistently low performance in reading comprehension and study skills, indicating weaknesses in higher-order literacy and metacognitive skills.