RELATIONSHIP BETWEEN SOCIAL LEARNING-RELATED VARIABLES AND ACADEMIC OUTCOMES OF GRADE 9 ARALING PANLIPUNAN LEARNERS OF SALVACION NATIONAL HIGH SCHOOL, AGUSAN DEL SUR DIVISION: A DESCRIPTIVE-CORRELATIONAL APPROACH

Education

This study examined the relationship between social learning-related variables and the academic outcomes of Grade 9 learners in Araling Panlipunan at Salvacion National High School, Trento, Agusan del Sur. Utilizing a quantitative descriptive-correlational research design, the study focused on six social learning-related variables: study habits, attitude, interest, parental guidance, peer support, and teacher support. Data were gathered through an adapted questionnaire administered to teachers and official first-quarter academic records of the learners. Descriptive statistics, including weighted mean and standard deviation, were used to determine the level of each social learning-related variable and the status of academic outcomes, while Pearson Product–Moment Correlation Coefficient was employed to examine the relationship between the variables. Results revealed that study habits, attitude, parental guidance, and peer support were oftentimes observed, while interest was sometimes observed. Teacher support was found to be minimally observed. The academic performance of the learners was generally satisfactory to very satisfactory. Correlation analysis indicated a moderate and statistically significant positive relationship between social learning-related variables and academic outcomes. The findings suggest that social learning factors play a significant role in influencing learners’ academic performance in Araling Panlipunan and highlight the need to strengthen support systems, particularly teacher-initiated academic support, to further enhance learning outcomes.

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