Learners’ Comprehension Skill and Performance

This study assessed learners’ comprehension skills and academic performance in elementary schools in the District of Dumangas II, Schools Division of Iloilo, Philippines, for School Year 2025–2026. Specifically, it examined learner profiles, determined levels of comprehension and performance as assessed by teachers, identified significant differences across profile variables, and analyzed the relationship between comprehension and performance. A descriptive–correlational research design was employed using teacher assessments as primary data. Data were analyzed using mean, Mann–Whitney U test, and Spearman’s rho correlation at a 0.05 significance level. Findings revealed that learners’ comprehension skills obtained an overall mean of interpreted as High, while their academic performance had an overall mean of 86.46, interpreted as Very Good. Significant differences in comprehension were observed based on teacher sex and length of service, whereas performance differences were significant only for teacher length of service. A moderate positive and significant relationship was found between comprehension skills and academic performance, indicating that higher comprehension predicts better academic outcomes. The study concludes that comprehension is a key determinant of academic performance and recommends instructional programs and professional development initiatives to enhance literacy and assessment practices.