Abstract

This study examines the relationship between chronotype and perceived English language proficiency among Grade 7 students at Balibago Integrated High School and Dita Extension. Using validated instruments, including the Morningness Eveningness Questionnaire (MEQ) and a self-assessment tool, the research assessed listening, reading, writing, and speaking skills among 330 students. Findings revealed that Most students (72%) were intermediate chronotypes with balanced sleep-wake patterns.
While students demonstrated high proficiency in all four language domains, statistical analysis showed no significant difference between chronotype, demographic profile, and English skills. However, students with higher academic performance perceived themselves as more proficient. These results highlight the role of academic achievement in language development, emphasizing the need for targeted interventions and flexible teaching strategies to accommodate diverse learning needs and promote an inclusive educational environment.