Perceived Social Learning-Related Factors and Academic Outcomes of Grade 9 Learners in Edukasyon sa Pagpapakatao in Democrito O. Plaza Memorial National High School, Agusan del Sur Division: A Descriptive-Correlational Approach

Education

This study examined the perceived social learning-related variables and their relationship to the academic outcomes of Grade 9 learners in Edukasyon sa Pagpapakatao (EsP) at Democrito O. Plaza Memorial National High School, Agusan del Sur Division, during the School Year 2025–2026. Specifically, it determined the level of social learning-related variables in terms of study habits, attitude, interest, parental guidance, peer support, and teacher support; described the academic outcomes of learners based on their first-quarter performance; and tested the significant relationship between these variables. The study employed a quantitative descriptive–correlational research design involving 70 Grade 9 learners selected through complete enumeration. Data were gathered using an adapted and validated questionnaire, while academic outcomes were obtained from official school records. Statistical tools such as weighted mean, percentage, and Pearson Product-Moment Correlation Coefficient were utilized in the analysis. Findings revealed that social learning-related variables were generally “sometimes demonstrated” (M = 3.39), with interest, teacher support, and attitude rated higher than the other variables. The learners’ academic outcomes were predominantly at the satisfactory level. Furthermore, results showed a moderate positive and statistically significant relationship (r = 0.41, p = 0.001) between social learning-related variables and academic outcomes, indicating that improvements in these factors are associated with better student performance. The study concludes that social learning-related variables significantly influence learners’ academic outcomes in EsP, highlighting the importance of strengthening both personal and environmental support systems to enhance academic achievement.

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