ISSN 2522-9400
European Modern Studies Journal
Vol 8 No 4
available at www.journal-ems.com
DOI: 10.59573/emsj.8(4).2024.1
Factors Affecting Academic Performance in Araling Panlipunan among Junior High
School Learners of Gingoog City
Jay Marie G. Abao, Dr. Wilma R. Taganas, and Jovit D. Comon
PHINMA Cagayan de Oro College, Philippines
Abstract. This study examined factors influencing academic performance in Araling
Panlipunan, considering both Learners-Related (study habits, learning attitude, subject interest,
and environment) and Teacher-Related (commitment and subject knowledge) factors. It
focused on students' academic performance during the 2nd and 3rd Quarters of SY 2022-2023
and assessed the correlation between these factors and academic achievement. The research
employed a descriptive-correlational design and involved 204 Grade 7 to Grade 10 students
from Alfonso Ang Militante Integrated School and BACKKISMI National High School South
2 District Division of Gingoog City. Sample size determination followed Slovin's formula with
a 0.05 margin of error, and participants were selected proportionally by grade level. Descriptive
statistics, mean, standard deviation, and Pearson Product Moment Correlation were used for
analysis. Findings indicated that students perceived themselves as having strong study habits,
positive attitudes toward learning, and a keen interest in the subject. The students also
perceived their teachers as highly committed and knowledgeable in Araling Panlipunan.
Moreover, students achieved satisfactory grades during the 2nd and 3rd quarters of SY 20222023. Notably, a strong positive correlation was found between student-related factors and
academic performance in Araling Panlipunan, while a moderate positive correlation existed
between teacher-related factors and academic performance in the subject. The study
recommends that students enhance their learning strategies, including active engagement and
technology utilization, while teachers should create more engaging learning environments
using available technology to benefit students and foster communication with parents.
Keywords: factors, academic performance, student-related, teacher-related
Introduction
Education is seen as the foundation for all human endeavors in this age of globalization
and technological innovation. It plays a crucial role in the development of human capital, is
linked to a person's prosperity, and opens doors to a better quality of life. It ensures that
knowledge and skills are preserved, enabling people to increase their effectiveness and sense
of fulfillment. According to the World Bank (2023), this increase in profitability also creates
new sources of purchasing, which boosts a country's economic development. For teachers and
educators, the caliber of student performance continues to be of the utmost importance. It is
intended to have a positive impact locally, regionally, nationally, and internationally. Because
of this, a student's progress and development are greatly influenced by their school. Students
access, acquire, and learn new knowledge, skills, and values there.
Moreover, according to Durlak et al. (2019), students have the chance to develop their
self-worth, teamwork skills, and inspiration so they may contribute positively to society as
adults. The abundance of knowledge and information offered within the school environment is
one of the most crucial justifications for going to school. The school provides a secure
environment for the exchange of ideas.
Further, the information, skills, attitudes, and values that enable people to contribute to
and benefit from an inclusive and sustainable future must be developed through education. In
the upcoming years, it will be crucial to learn how to set clear and specific goals, collaborate
with people who have diverse perspectives, locate untapped opportunities, and find numerous
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solutions to challenging issues. Education must try to prepare students for more than just the
workforce; it must also provide them with the tools they need to be involved, active, and
responsible citizens (Schleicher, 2018).
The 2002 Basic Education Curriculum (BEC) was the result of such efforts for change
and was implemented through DepEd Order No. 25 that started in the School Year 2002-2003.
The grounds behind this reform are to raise the quality of graduates in the Philippines by
endowing them with the ability to become empowered learners (Reyes, 2019). However, it
should be noted that BEC was implemented from 2002 to 2012 and was replaced by the K to
12 Basic Education Curriculum that started the last School Year, 2012-2013.
Specifically, Basic Education aims to create a functionally literate and developed
Filipino who is capable of navigating the 21st century, as stated in the Education for All 2015
and mirrored in the K to 12 Philippine Basic Curriculum framework for the K to 12 in Araling
Panlipunan. For this to be realized, the K to 12 curriculum of Araling Panlipunan intend to
mold an individual that is “Mapanuri, mapagmuni, produktibo, makakalikasan, makabansa, at
makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping
pangkasaysayan at panlipunan.” The Department of Education stated in a 2013 message that
the curriculum places greater focus on understanding the material than on memorization of
terms and concepts. The goal of teaching K to 12 Araling Panlipunan is to expand students
understanding in primary knowledge on aspects of historical, geographic, political, and
economic issues together with other social disciplines for them to put into practice the pillars
of learning such as the learning to know, learning to do, learning to be and learning to live
together. On that note, there were also issues facing the Araling Panlipunan or Social Studies
in the field of teachers and student learning.
Research findings indicate that the Araling Panlipunan subject heavily leans on rote
memorization, a situation that persists despite the Department of Education emphasizing the
significance of investigation, research, communication, and adherence to ethical standards for
achieving the subject's goals (Arceta, 2022). The discrepancy between the intended goals and
the predominant reliance on rote memorization raises questions about the alignment of
instructional methods with the educational objectives set by the Department of Education.
Addressing this misalignment could potentially enhance the overall effectiveness of Araling
Panlipunan in fostering a more comprehensive and meaningful learning experience for
students.
The study by Cosme (2019) reveals that the prevalent misbehaviors among students in
the context of the Araling Panlipunan subject encompass a lack of interest in lessons,
inattentiveness during class discussions, a general lack of motivation to learn, and a failure to
complete tasks associated with the subject. These behavioral challenges are attributed to
various factors, including difficulties in memorizing Araling Panlipunan concepts, challenges
in adapting to the teaching strategies employed by educators, and an overall lack of motivation
to engage with the subject matter.
However, the strain comes not only from the teachers but also from the students
themselves who are enrolled in an Araling Panlipunan class. The learning difficulties that
students face are produced by factors; they also grouped these points into two, specifically
internal factors and external factors.
In this study, the researcher tries to determine the factors affecting the academic
performance of students in Araling Panlipunan among Junior High School students in public
secondary schools in the Division of Gingoog City for the improvement of school performance.
The main goal of this study is to aid educators in educating their students effectively so that
they may be able to show quality performance in their academics and meet the demands of life.
It is an attempt to determine if there is a significant relationship between the factors of study
habits, learning environment, interest in the subject and students’ attitudes toward the academic
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performance in Araling Panlipunan. The researcher considered and regarded the factors
affecting academic performances in Araling Panlipunan over a period of time.
Literature Review
Study Habits
Procrastination is one of the reasons why a lot of students fail to submit their tasks on
time; it delays an intended course of action, which results in low academic performance. The
working memory model is widely used as it is responsible for controlling the attention and
processing that is involved in the range of regulatory functions. Moreover, the working memory
is composed of multiple components that are coordinated activities responsible for the
temporary storage and the manipulation of the information, which is also connected to highlevel cognitive abilities, including problem-solving and reasoning (Steel, 2017).
The study by Magulod (2019) showed that there was a significant relationship between
learning styles, study habits, and academic performance of students in applied science courses.
Furthermore, the study also revealed that there were differences in the study habits of the
respondents when grouped according to academic standing, writing skills, parent’s education,
and test anxiety.
Moreover, Iqbal et al. (2022) indicates that self-awareness and self-motivation have
direct, significant, and positive connections with study habits. The results indicate further that
all four dimensions of emotional intelligence like self-awareness, self-motivation, emotion
regulation and social skills had indirect, significant, and positive relationships with study habits
using cognitive engagement as a mediator variable. It was concluded that students face higherthan-usual challenges in building study habits and that emotional intelligence helps them
develop their study habits to greater effect.
Furthermore, Quilez-Robles et al. (2021) revealed that study habits, as well as IQ and
short-term memory, are significantly related to academic achievement. The study discusses
further that students should be able to develop a learning methodology or study habits to be
able to reach their maximum and optimum learning potential.
Attitude towards Learning
Mensah (2020) discusses that through discussion, students should be able to learn more.
This strategy should be done by characterizing the teacher by raising several questions with
themes or topics, and encouraging the students to share their opinions and ideas. It was also
mentioned that the discussion method takes varying forms depending on the objectives, class
size, and abilities of the students. Also, there are four types of discussion methods of teaching
and learning, namely, whole-class discussion, small group discussion, panel discussion, and
debate discussion.
A study by Mensah and Frimpong (2020) recapitulates that a lot of Senior High School
students view the competency of teachers as affecting the attitude of students. Consequently,
when a teacher teaches, it is expected that the learner should also do something to complement
each other's effort in the teaching and learning process. In particular, teaching becomes an art
of inducing students or pupils to behave in ways assumed that would lead them to learn.
Teaching is not a situation of encouraging and developing the mental and physical faculties,
but it is encouraging and training the emotional aspect of the student’s life. Effective teaching
should let the teacher develop emotional stability through the creation of a friendly
environment that would encourage genuineness on the part of the learner. It will also help to
keep down the feeling of inferiority and make the learner feel he is of some importance. Most
importantly, they should establish a healthy relationship between the teacher and the student.
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Ever since Araling Panlipunan created controversies and challenges, the idea of a field
of study has been under scrutiny even before; its nature does not only draw on a wide range of
disciplines but also on the continuing conflict; these conflicts are concerning the new teaching
and learning strategies. Arguments on culture continue in the teaching of history, geography,
ethnic studies, and education. Role-playing, simulations, and cooperative learning have all
received their share of criticism and opposition; these forces will impact ideological
perspectives and influence the direction of Araling Panlipunan in the future.
Results of the research conducted by Sintadewe et al. (2020) show that the difficulty of
students in understanding lesson material is triggered by a lot of things, more so by the less
ability of teachers to present learning by not mastering learning materials, not using appropriate
methods including media and with the unavailability of handbooks. The main purpose of the
study, which uses a descriptive qualitative method, is to examine the types of learning
difficulties practiced by the students and detect efforts to overcome the difficulties of learning
the subject.
A study by Perez (2021) tried to explore the effect of using a reflective thinking strategy
on students' cognitive skills. The said study concluded that after using the Reflective Thinking
Strategy in the teaching and learning process, there had been an amusing effect in improving
the cognitive skills of the informants in Araling Panlipunan. Coming from the final results of
the tests conducted, there is an understandable increase in the cognitive performance of the
students. It is also drawn that students, who are the main recipients of the study, should also
take part in improving their cognitive skills through reflective thinking about what they do.
These may make teaching and learning more effective for the needs of diverse learners and
improve the cognitive skills of the students amidst the pandemic.
Interest in the Subject
There are several factors that might influence student engagement, making it difficult
to get them motivated in studying. Parents and teachers typically spend a lot of time considering
ways to motivate pupils and stimulate their interest in learning. Making sure the subject matter
speaks to the learners is the best method to engage them in their learning (Singh, 2020).
Many studies have shown that learning is enhanced when students show interest in the
subject matter. The study by Wong et al. (2020) intended to develop a framework to guide
students in fostering their learning interests, capabilities in creation, and learning habits.
Underpinned by the rich literature on interest development, the study proposes suitable design
strategies for each of the three components, namely, curiosity, flow, and meaningfulness,
respectively.
According to Puspitarani and Hanif (2019), the use of lecture methods in the learning
process does not attract students, so students do not understand the material presented and
student interest in learning decreases. In addition, students are also more interested in chatting
with their classmates, daydreaming, and busy by themselves. Therefore, they recommend that
another alternative in the learning process is needed to improve students' interest in learning.
One alternative is to utilize technology as a medium in the learning process.
Moreover, Herpratiwi and Tohir (2022) discuss that learning motivation is influenced
by learning interest, and this rule also holds true for academic subjects that have a significant
impact on student motivation. Thus, putting a lot of work and attention into raising and growing
student interest and discipline might boost their interest in learning. Learning motivation is
positively impacted by discipline and an interest in learning. Although this study primarily
looks at how interest and discipline affect students' learning motivation, learning motivation is
influenced by a variety of factors.
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Learning Environment
The concept of the learning environment, as perceived by Balog (2018), consists of
people, teaching materials, technical tools, learning resources, curriculum, training and
instruction, and physical learning space. Similar to how ecology is the combination of living
organisms and the natural environment, the learning environment is a composite of human
activities and material systems. Similarly, Waldman (2016) observed that before students can
succeed academically, they must feel safe, both physically and mentally, and to have a safe
learning environment, students must feel welcomed, supported, and respected.
Meanwhile, Malik and Rizvi (2018) conducted a study that segregates the learning
environment as physical and human. All the physical objects that aid teaching and learning are
termed physical environments, while students and teachers in the classroom are considered
human environments. The profession works collaboratively with other teachers to nurture the
learning of the students.
The academic, emotional, and social success of students in the classroom depends on
their learning surroundings being productive. A conducive learning environment does not just
happen on its own or by chance. They should be created through conscious procedures like
interacting with students in a positive manner, exhibiting positive behaviors, etc., that would
promote learning activities in the learning environment, as conducted by Becton (2017).
Commitment
The study by Serin (2017) stated that one of the most important elements in the
development of a passion for teaching is the commitment and dedication of teachers to students
and their learning. Teachers who are passionate about their profession can motivate and arouse
a student’s desire to learn. Also, according to Altun (2017), commitment is a psychological
attachment to an organization in which people give their loyalty to its values and goals. Teacher
commitment is the emotional link that teachers have with their work. One of the most important
components of good teaching is teacher dedication. Thereby, teachers with a high level of
commitment can make a difference in the learning and achievement of their students.
Committed instructors are involved with the school where they work and commit their time
and energy to promoting it.
The study by El Kalai et al. (2022) was interested in determining the resonance of
teacher commitment on students' academic commitment and consequently on their academic
achievement. It explores the factors of teacher commitment at the qualifying secondary level,
namely organizational and professional commitment, with implications for student
commitment in its two dimensions, emotional and cognitive, as well as its extension on
academic accomplishment. These factors not only influence the effectiveness of teaching but
also the efficiency of learning. Hence, Altun (2017) handles the concept of commitment from
a direct perspective of education. He expresses that teacher commitment has been considered
as a passion for the work.
In addition, Serin (2017) stated that one of the most important elements in the
development of a passion for teaching is the commitment and dedication of teachers to students
and their learning. Difficulty concentrating, limited social contacts and distance, repressed
emotions, and stress that disturb the learner's mental well-being all have an impact on the
learner's academic performance (Son et al., 2020). This research model conceptualizes teacher
commitment and its influence on academic achievement through the literature of El Kalai et al.
(2022).
Knowledge of the Subject
According to Munna and Kalam (2021), the teaching and learning process can be
defined as a transformation process of knowledge from teachers to students. It is defined as the
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process through which an educator defines and creates learning objectives, prepares teaching
materials, and implements the teaching and learning method. Furthermore, according to the
study of Ball and McDiarmid (2020), the purpose of teaching is to help students build
intellectual capacities that will allow them to engage in, rather than simply learn about, the
primary realms of human thinking and research. These include the past and its relationship to
the present, the natural world, other peoples' thoughts, beliefs, and values, the dimensions of
space and quantity, aesthetics and representation, and so on.
Instructional competencies are essential practices that teachers must master to
effectively instruct students to maximize knowledge and skill acquisition (West, Swanson &
Lipscomb, 2019). Moreover, content knowledge and content preparation, according to Schmidt
et al. (2017), suggest that instructional quality may have an indirect effect on student learning.
The evidence available from research suggests that teachers’ intellectual resources significantly
affect students’ learning experiences. A growing body of research shows that students’
performance is more heavily influenced by the teacher’s quality in terms of content knowledge
and pedagogy knowledge than by students’ prior academic records or the school a student
attends (Ishola & Udofi, 2017).
Statement of the Problem
This study aimed to determine the Factors Affecting Academic Performance in Araling
Panlipunan among Junior High School Students in the South 2 District Division of Gingoog
City during the School Year 2022-2023. The result served as the basis for an Intervention Plan.
Particularly, this paper sought to answer the following questions:
1. What are the factors affecting academic performance in Araling Panlipunan as
perceived by respondents based on Learners-Related Factors and Teacher-Related
Factors?
2. What is the respondents’ level of academic performance in Araling Panlipunan in the
following quarters: 2nd Quarter; and 3rd Quarter?
3. Is there a significant relationship between the factors affecting academic performance
and the academic performance of students in the 2nd and 3rd Quarters of SY 2022-2023?
Theoretical Framework
This study is guided by the Gestalt Theory of the Psychology of Learning, as discussed
by Lee (2018), which states that every stimulus in learning is perceived by humans in its most
simple form, also known as the Law of Simplicity. Gestalt Theory, which emphasizes that the
whole of anything is greater than its components individually, laid the groundwork for the
current study of perception in the 20th century. In relation to the present study, this theory
suggests that in order to understand the factors affecting the academic performance of learners,
both learner-related and teacher-related factors muat be considered.
In particular, learner-related factors such as study habits, attitude toward learning,
interest of the subject, and learning environment all have a significant impact on learning
success. Learners who develop effective study habits, cultivate a positive attitude toward
learning, and create a supportive learning environment are more likely to be motivated,
engaged, and successful (Sabbah,2016).
In addition, teacher-related factors such as commitment and knowledge of the subject
also have a significant impact on student learning and achievement. Teachers who are
committed to their students and their profession are more likely to be effective in the classroom.
They are also more likely to have a deep knowledge of the subject they are teaching, which
allows them to provide clear and concise instructions, answer students' questions, and provide
them with the support they need to succeed (Hussen et al., 2016). The hypothesized relationship
supposes that the combined influence of these independent variables extends to the dependent
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variables, namely the grades achieved by learners during the Second and Third Quarters. It
implies that students' study habits, attitudes, interests, and the learning environment, along with
teacher commitment and subject matter expertise, collectively contribute to the academic
success observed in the specific context of Araling Panlipunan during these Quarters.
Scope and Limitations
This study focused only on the relationship between factors affecting academic
performance and the learners’ academic performance in Araling Panlipunan during the 2 nd and
3rd Quarters of SY 2022-2023. These factors are identified as student-related and teacherrelated. Student-related factors include study habits, attitude toward learning, interest in the
subject, and learning environment, while teacher-related factors include commitment and
knowledge of the subject. This study was limited to the responses of the Junior High School
Students of South 2 District, Division of Gingoog City, SY 2022-2023.
Methodology
Research Design
The study made use of a descriptive-correlational research design to test the significant
relationship between the factors affecting academic performance and the academic
performance of students. A quantitative descriptive research design gathered and analyzed
quantitative data in order to create a generalizable, statistical representation of a sample’s
behavior. A survey was used to acquire quantitative data on teachers' self-reported perspectives
and practices regarding social-emotional learning. Survey data provides a numeric description
of trends, attitudes, or opinions of a population (McCombes, 2022). Furthermore, descriptive
design is an investigation of a problem's in-depth study, with data collection methods including,
but not limited to, survey questionnaires and the like.
Study Setting
The researcher considered Gingoog City as the setting of the study. Situated on the
Northern Coast of Misamis Oriental, 122 kilometers east of Cagayan de Oro City and 74
kilometers west of Butuan City, is the City of Gingoog. The term Gingoog originally came
from the word “Hingoog”, which means “good luck” from a Lumad tribe of Manobo who
settled in the area. The word implies good fortune, this Gingoog City means the City of Good
Luck.
Gingoog became a pueblo in 1868 and a regular municipality in 1903 under the
American regime. It became a Chartered City under Republic Act No. 2268 on July 1, 1960,
during President Carlos P Garcia’s time. Gingoog City is composed of 79 barangays,29 of
which are classified as urban and the other 50 barangays, as rural. The city occupies a total land
area of area 74,400 hectares with a population of 136,698 inhabitants. In the South 2 District
of Gingoog City Division, where this study was conducted, there were 21 barangays.
The study was administered in two public secondary schools namely Alfonso Ang
Militante Integrated School and BACKKISMI National High School of South 2 District,
Division of Gingoog City for the School Year 2022-2023. The said division is currently headed
by Edgardo V. Abanil, CESO VI. The researcher prefers to study in the two public secondary
schools in the division as it offers comprehensive public secondary programs that hold fast to
the K to 12 Basic Education Curriculum.
Study Population and Sampling Technique
The respondents of the study were the two hundred four (204) Grade 7 to Grade 10
students of Alfonso Ang Militante Integrated School and BACKKISMI National High School
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South 2 District Division of Gingoog City who were enrolled in School Year 2022-2023. With
a population of four hundred thirty-one (431), the sample size of two hundred four (204) was
determined using Slovin’s formula at a 0.05 margin of error. The number of participants per
year level was determined using the proportionate stratified random selection technique.
Table A: Distribution of Respondents
Grade
School
Population
Level
Grade 7
76
Alfonso Ang
Grade 8
68
Militante Integrated
Grade 9
70
School
Grade 10
54
Grade 7
42
BACKKISMI
Grade 8
42
National High
Grade 9
36
School
Grade 10
43
TOTAL
431
%
17.7%
15.8%
16.2%
12.5%
9.7%
9.7%
8.4%
10.0%
100%
Sample
Size
36
32
33
26
20
20
17
20
204
Research Instruments
The survey questionnaires used in data gathering are patterned and modified from
different sources to suit the needs of the study. In determining the Student-Related Factors, the
researcher adopted and revised the instrument of Sabbah (2016). The questionnaire consists of
five parts, namely, study habits, attitude toward learning, interest in the subject, and learning
environment. Data was obtained using a 4-point Likert scale. Meanwhile, in determining the
Teacher-Related Factors, the researcher adopted and revised the instrument of Hussen et al.
(2016). The questionnaire consists of two parts, namely, commitment toward students’ learning
and knowledge of the subject matter. Data was obtained using a 4-point Likert scale.
Statistical Treatment of Data
In answering Problems 1 and 2, descriptive statistics such as frequency, percentage,
mean, and standard deviation were utilized. Meanwhile, to answer Problem 3, Pearson Product
Moment Correlation was used to determine the significant relationship between the factors
affecting academic performance and the academic performance of students.
Ethical Consideration
Adhering to rules is vital in research as it ensures fairness and respect. In this study, all
participants were fully informed and willingly participated. Their information was kept
confidential, and pseudonyms were used when discussing the results. The study took measures
to protect participants' rights and maintain fairness. The researcher obtained permission to
adapt and modify the survey questionnaire, demonstrating respect for its intellectual property.
It was handled with utmost care and professionalism, following any conditions or guidelines,
and proper acknowledgment was given in all resulting publications or presentations.
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Results and Discussions
Problem 1. What are the factors affecting academic performance in Araling Panlipunan
as perceived by respondents based on Learners-Related Factors and Teacher-Related
Factors?
Table 1. Distribution of Respondents’ Factors Affecting Academic Performance
in Araling Panlipunan based on Learner-Related Factors in terms of Study Habits
Indicator
Mean
SD
Description
I study Araling Panlipunan when I am most alert.
2.84
0.64
Agree
I set goals for my studying as “I have to finish units 1 and
Agree
2.81
0.64
2 before I take a break”.
I use my "most alert" times for studying.
(I avoid wasting my best time in the lounge drinking
2.48
0.71
Disagree
coffee, on Facebook, etc.)
Disagree
I study for one hour continuously.
2.36
0.86
I study at night.
2.74
0.93
Agree
I review my class notes day by day after the teacher
Agree
2.55
0.83
explained the material.
At the start of each week, I carefully plan my study
Agree
2.56
0.79
schedule for the week.
I like to study in the early morning.
2.50
0.85
Disagree
I study only at the weekend.
2.48
0.77
Disagree
I only study in class or during my breaks.
2.37
0.71
Disagree
Overall
2.57
0.77
Agree
Legend:
3.51-4.00 Strongly Agree/Highly Practiced, 2.51-3.50 Agree/Practiced,
1.51-2.50 Disagree/Rarely Practiced, 1.00-1.50 Strongly Disagree/Never Practiced
Table 1 shows the factors affecting academic performance in Araling Panlipunan as
perceived by the respondents based on learner-related factors in terms of study habits, with the
overall mean of 2.57 (SD=0.77) described as Agree. This means that students develop a routine
that helps them acquire the necessary knowledge and competence in learning. This implies that
the respondents are aware of the importance of good study habits and are taking steps to
implement them. As observed, students prefer to study only during examinations and other
tests. They lack the determination to acquire a deeper understanding of lessons and their
relevance to their personal life.
According to the study by Helali et al. (2022), study habits such as reviewing lessons
regularly, note-taking and other techniques have positive effects on students’ success rates.
This means that consistent and organized study routines contribute to the development of a
favorable learning environment, which benefits long-term memory and short-term
comprehension. The indicator I study Araling Panlipunan when I am most alert obtained
the highest mean of 2.84 (SD=0.64), described as Agree. This means that study habits
developed by respondents maximize learning outcomes. This implies that students have
developed and practiced a habit of studying in relation to their attentiveness. When a person is
most alert, a person is better able to focus, concentrate, and retain information. This is because
the brain is better able to process and store information when a person is well-rested and has
adequate energy levels. One can improve alertness by getting enough sleep, eating a healthy
breakfast, and exercising regularly.
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The above findings are similar to the study of Dempsey (2020). When it comes to
staying concentrated when studying, it is critical to develop a pattern that will assist in finding
flow and attention. A pre-study routine that includes things like cleaning the desk, locking the
door, gathering all the resources needed, putting on headphones, and making a to-do list is a
fantastic place to start. Taking five minutes to set up the workplace can not only physically
prepare for study but will also assist in teaching the brain to transition into a state of attention
more easily. With no distractions surrounding their mind, they are free to focus on what is most
essential.
On the other hand, the indicator, I study for one hour continuously got the lowest
mean rating of 2.36 (SD=0.86), described as Disagree. This means that the respondents find it
difficult to stay motivated to study for long periods of time. It is important to consider that a
person’s attention span is limited. This is specifically true if the subject matter is not as relevant
or significant to that person on a very personal level. Studying for shorter periods of time with
breaks can be more effective. Taking breaks helps to improve focus and concentration.
Dempsey (2020) discussed that it is critical to schedule leisure into study sessions, no
matter how much they have to study. Self-control and mental energy are limited resources that
will eventually deplete as the day progresses. Taking short breaks can be beneficial for avoiding
burnout and maintaining concentration. It is important to choose activities that contribute
positively to well-being and focus.
Table 2. Distribution of Respondents’ Factors Affecting Academic Performance
in Araling Panlipunan based on Learner-Related Factors in terms of Attitude towards
Learning
Indicator
I prepare all my stuff (pencils, pens, highlighters, notebook,
book) before I start to study.
I make sure that the place where I want to study is properly
lit, heated, and ventilated.
I prefer sitting at the front desk in class (not at the back).
I study in a place free from auditory or visual distractions
such as television, the internet, and radio.
I keep the desk or tabletop area where I study clear of
anything except the material of the subject I am currently
studying.
I sit on a chair and a desk which I arrange to avoid strain
and fatigue.
I understand more when listening to music while studying
Araling Panlipunan
I study while I am lying on the sofa or bed.
Mean
SD
Description
2.84
0.77
Agree
2.90
0.79
2.64
0.90
2.86
0.89
2.77
0.78
2.95
0.74
2.51
0.86
2.75
0.83
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
I prefer not to write on the whiteboard myself
2.52
0.90
I take a break from studying to reward myself not because I
Agree
2.83
0.76
feel fatigue.
Overall
2.76
0.82
Agree
Legend:
3.51-4.00 Strongly Agree/Highly Practiced, 2.51-3.50 Agree/Practiced,
1.51-2.50 Disagree/Rarely Practiced, 1.00-1.50 Strongly Disagree/Never Practiced
Table 2 shows the factors affecting academic performance in Araling Panlipunan as
perceived by the respondents based on learner-related factors in terms of attitude towards
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learning with an overall mean of 2.76 (SD=0.82) described as Agree. This means that students’
mindsets and actions highly reflect how they will perform in a certain academic subject or
learning as a whole. This implies that students perceive that attitude towards learning can
influence their academic performance in Araling Panlipunan. According to Lukman (2021), a
positive attitude is a powerful tool that fosters enthusiasm, promotes self-esteem, and creates
an atmosphere conducive to learning. Achievement in a target language relies not only on
intellectual capacity but also on the learner’s attitudes towards learning. Attitudes could be
viewed as a tendency to respond positively or negatively towards a certain thing, idea, person,
situation, etc. The attitudes that the students should have are attitudes towards academic
achievement, attitude towards learning, attitude towards the course teacher, and attitude
towards school in general.
Moreover, the indicator I sit on a chair and a desk which I arrange to avoid strain
and fatigue, obtained the highest mean of 2.95 (SD=0.737), described as Agree. This means
that the students are not only aware of the importance of comfort design but are also taking
practical steps to implement comfort design practices in their learning spaces. This implies that
students have introduced ergonomics in their learning. This means that students are able to
develop a system in their learning which allows comfort to maximize learning. This
understanding and behavior can contribute to a more comfortable and conducive learning
environment, potentially enhancing the overall learning experience for these students.
Eggebrecht-Weinschreider (2020) discussed that students are more at ease when they are
physically comfortable, they can relax, filter out unpleasant thoughts, and focus more
successfully on instruction. Students' ability to study is hampered by a lack of comfort. Students
study best when they are at ease in their surroundings.
A study by Mensah and Frimpong (2020) recapitulates that a lot of Senior High School
students view the competency of teachers as affecting the attitude of students. Consequently,
when a teacher teaches, it is expected that the learner should also do something to complement
each other's effort in the teaching and learning process. In particular, teaching becomes an art
of inducing students or pupils to behave in ways assumed that would lead them to learn.
Teaching is not a situation of encouraging and developing the mental and physical faculties,
but it is encouraging and training the emotional aspect of the student’s life. Effective teaching
should let the teacher develop emotional stability through the creation of a friendly
environment that would encourage genuineness on the part of the learner. It will also help to
keep down the feeling of inferiority and make the learner feel he is of some importance. Most
importantly, they should establish a healthy relationship between the teacher and the student.
However, the indicator I understand more when listening to music while studying
Araling Panlipunan got the lowest mean of 2.51 (SD=0.86), described as Agree. This means
that even if there are students who integrate music to improve their learning, there are those
who find it distracting. This implies that many of the students integrate music in their learning
while some do not. This suggests that students have different preferences when it comes to
studying with music. While some find it helpful, others find it distracting. This reminds us that
everyone learns in their own way, and it is essential to respect and consider these differences
to make learning environments that work for everyone.
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Table 3. Distribution of Respondents’ Factors Affecting Academic Performance
in Araling Panlipunan based on Learner-Related Factors in terms of terms of Interest in
the Subject Area
Indicator
Mean
SD
Description
I find the teachers' handouts useful.
3.04
0.75
Agree
I am confident in my level of concentration in class.
2.82
0.72
Agree
I recite the material aloud many times to memorize it.
2.84
0.75
Agree
I like to review my notes ten or five minutes before the
Agree
2.80
0.87
exam.
If I like my teacher, it is easier to learn from her/him if
2.94
0.74
her/his actual teaching is not all that good.
Agree
Quick sessions with friends are a good way of revising.
2.89
0.69
Agree
While studying, I keep track and never daydream.
2.66
0.66
Agree
I have a short attention span, so I get absent-minded in
Agree
2.63
0.66
class very quickly.
When I study, I only read the main points but not the
Agree
2.75
0.77
details.
In group work, I keep silent and do not share my ideas.
2.08
0.74
Disagree
Overall
2.75
0.73
Agree
Legend:
3.51-4.00 Strongly Agree/Highly Practiced, 2.51-3.50 Agree/Practiced,
1.51-2.50 Disagree/Rarely Practiced, 1.00-1.50 Strongly Disagree/Never Practiced
Table 3 shows the factors affecting academic performance in Araling Panlipunan as
perceived by the respondents based on learner-related factors in terms of interest in the subject
area with an overall mean of 2.75 (SD=0.73) described as Agree. This means that students'
cognitive and affective perception provides a wider perspective on how they acquire learning
in the subject matter. This implies that students perceive that interest in the subject matter
influences their academic performance in Araling Panlipunan. Incorporating cognitive and
affective components into instruction, teachers can help students gain knowledge and a sincere
interest in the material, which leads to a more comprehensive and long-lasting understanding.
According to Wong et al. (2020), numerous studies have shown that learning is enhanced when
students show interest in the subject matter. However, educators continue to grapple with the
challenges or simply do not recognize their potential roles in the development of students’
academic interest and interest in learning in general.
Further, the indicator I find the teachers' handouts useful obtained the highest mean
rating of 3.04 (SD=0.75), described as Agree. This means that supplemental materials made
by teachers have served their purpose since students are able to understand their value. This
implies that students recognize the value of handouts and other learning materials provided by
the teacher. Students frequently value the structure and clarity that handouts and additional
materials offer. These resources are helpful references that improve the whole educational
process. According to Ordu (2021), teachers are excellent knowledge and skill facilitators in
the teaching and learning profession of the twenty-first century. Teachers utilize supplemental
learning materials to improve classroom education, capture students' attention, and motivate
them to learn. The use of teaching supplemental materials can help make learning more exciting
and less demanding. Using supplemental materials allows students to actively execute
something while learning by using their auditory and visual abilities.
However, the indicator In group work, I keep silent and do not share my ideas got
the lowest mean of 2.08 (SD=0.74) described as Disagree. This means that students have
developed a comfort in self-expression. Establishing an open space where students can freely
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express their ideas fosters a feeling of responsibility for their education. It makes education
more student-centered and responsive by enabling teachers to comprehend other points of view.
This will allow better interaction between students and the teachers, which may entail better
learning and understanding. This implies that students express their thoughts regarding lessons
and other aspects of the classroom.
Hodge (2022) elaborates that self-expression encompasses much more than conveying
what they think and feel, yet being unable to properly express themself can have a severe
influence on our mental health and well-being. The relationship between loneliness and wellbeing is significantly influenced by the ability to express oneself truthfully. So, when freedom
and confidence to say what actually believe and feel, and when actions are consistent with ideas
and values, more likely to have excellent mental health, connection, and well-being.
Table 4. Distribution of Respondents’ Factors Affecting Academic Performance
in Araling Panlipunan based on Learner-Related Factors in terms of Learning
Environment
Statement
Mean
SD
Description
I arrive at classes on time (not late).
I devote sufficient time to each of my lessons.
I submit my assignments and homework on time with no
delay.
I attend all classes (not absent).
3.05
2.66
0.78
0.68
2.85
0.76
Agree
Agree
Agree
2.99
0.81
I take initiative in group activities.
3.18
0.72
Agree
Agree
Agree
If I miss a lecture, I ask my teacher for a re-explanation or
2.98
0.82
ask my friend to lend me her notes or to explain to me.
I work consistently throughout the subject before the
Agree
exams get too near, I will then be able to take revision
2.66
0.68
steadily.
I prepare a "to-do list" daily and prepare a daily schedule
Disagree
2.39
0.81
for my study.
I do more work on the subjects I like the most and less
Agree
2.66
0.77
work on the subject I like the least.
I start doing my assignments and projects only a day
Agree
2.89
0.78
before the deadline.
Overall
2.83
0.76
Agree
Legend:
3.51-4.00 Strongly Agree/Highly Practiced, 2.51-3.50 Agree/Practiced,
1.51-2.50 Disagree/Rarely Practiced, 1.00-1.50 Strongly Disagree/Never Practiced
Table 4 shows the factors affecting academic performance in Araling Panlipunan as
perceived by the respondents based on learner-related factors in terms of learning environment
with an overall mean of 2.83 (SD=0.76) described as Agree. This means that the physical
environment where students hone their knowledge and understanding plays a crucial role in
student learning. This implies that students perceive that learning environment influence their
academic performance in Araling Panlipunan. Baafi (2020) discussed that acoustics, light,
color, temperature, and seat arrangement in the school environment can all assist or impede
children's academic performance in the classroom. Noise, temperature, and seat arrangement
are the most important elements influencing learning.
The indicator I take initiative in group activities obtained the highest mean of 3.18
(SD=0.72), described as Agree. This implies that students actively take part in academic group
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activities. This means that students learn better through cooperation and collaboration. Indeed,
cooperative learning improve students' comprehension, social skills and general interest in the
learning process; collaborating fosters a more dynamic and participatory learning environment.
Willis (2021) discussed that belonging to a group in which a student feels valued fosters
resilience, social competence, empathy, and communication skills. Cooperative learning's
interactive and interdependent components provide emotional and interpersonal experiences
that improve emotional awareness, judgment, critical thinking, flexible perspective-taking,
creative problem-solving, creativity, and goal-directed behavior.
However, the indicator I prepare a "to-do list" daily and prepare a daily schedule
for my study got the lowest mean of 2.39 (SD=0.81), described as Disagree. This means that
students do not identify clear goals and develop direction in their course of action in terms of
learning. This implies that many of the students do not plan their daily learning activities, which
may result in cramming and missed out tasks. Students may find it difficult to prioritize
assignments in the absence of defined goals. By defining clear learning objectives, students
stay on course and have a more successful learning experience. Ali (2023) discussed that
planning enables students to better manage their time and prioritize projects based on their
relevance and urgency. They can determine how much time is required for each work and
allocate it properly, ensuring that all their demands are covered and no critical activities are
overlooked. Students are encouraged to take responsibility for their own learning and
development when a plan is in place. This helps students become more self-directed,
autonomous learners who are willing and able to accept responsibility for their activities.
Table 5. Summary of Distribution of Respondents’ Factors Affecting Academic
Performance in Araling Panlipunan based on Learner-Related Factors
Variables
Mean
SD
Description
Study habits
2.57
0.77
Agree
Attitude towards Learning
2.75
0.73
Agree
Interest in the Subject
2.83
0.76
Agree
Learning Environment
2.76
0.82
Agree
Overall
2.73
0.77
Agree
Legend:
3.51-4.00 Strongly Agree/Highly Practiced, 2.51-3.50 Agree/Practiced,
1.51-2.50 Disagree/Rarely Practiced, 1.00-1.50 Strongly Disagree/Never Practiced
Table 5 shows the factors affecting academic performance in Araling Panlipunan as
perceived by the respondents based on learner-related factors with an overall mean of 2.73
(SD=0.77) described as Agree. This means that individual desire and interest, mental attention,
participation in extracurricular activities, self-directedness in learning, and students' sense of
pleasure with learning may all play essential roles in the development of academic engagement
and achievement in students. This implies that students perceive learner related factors affects
their academic performance in Araling Panlipunan.According to the study by Alyahyan and
Dustegor (2020), student-related factors such as past academic accomplishment, student
demographics, learning activities, and psychological characteristics are the most frequent
elements influencing academic achievement among students.
Further, the learner-related factor on Interest in the subject obtained the highest mean
of 2.83 (SD=0.76), described as Agree. This means that when students are engaged mentally
and emotionally in the lesson or the subject area, they do well in that subject. It is important to
note that the emotions and mental well-being of students would be considered in understanding
academic performance. This implies that students' enthusiasm for the learning topics is highly
valued as a factor influencing academic success in Araling Panlipunan. The findings by
Mappadang et al. (2022) revealed that academic curiosity strongly influences academic
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success. However, the student's academic achievement was unaffected by their learning
attitude or learning quality. Students with a strong academic interest had a greater likelihood
of succeeding academically.
However, the learner-related factor on study habits got the lowest mean of 2.57
(SD=0.77) described as Agree. This means that there are students who do study the subject
that much, but they still perform well and have good grades. This implies that a number of
students are not very convinced that study habits influence academic performance in Araling
Panlipunan.Yet, the study by Jafari et al. (2019) indicates that study habits have been identified
as the most important determinant of academic performance and have an essential effect on
students' academic progress.
Table 6. Distribution of Respondents’ Factors Affecting Academic Performance
in Araling Panlipunan based on Teacher-Related Factors in terms of Commitment
Indicator
Mean
SD
Description
My teacher creates a relaxed and supportive environment,
Agree
3.35
0.69
and we trust her to help us to be successful.
My teacher encourages us to formulate and work for high
Agree
individual goals in the development of our physical,
3.11
0.67
intellectual, and creative aspects.
My teacher respects us and our rights, showing us a
Agree
3.32
0.61
sympathetic and positive attitude toward us.
My teacher recognizes individual differences among us
Agree
2.93
0.62
and seeks to meet our individual needs.
My teacher refrains from commenting unprofessionally
Agree
2.96
0.73
about us.
My teacher informs appropriate individuals and agencies
Agree
2.92
0.62
about our educational needs.
My teacher never punishes or blames us if we don’t
Agree
3.06
0.72
understand him/her in the class.
My teacher keeps our parents informed about our
Agree
2.88
0.75
progress.
My teacher seeks to establish a friendly and cooperative
Agree
3.11
0.62
relationship with our parents.
My teacher adheres to a code of ethics regarding
Agree
3.07
0.63
membership, conduct, and practice.
Overall
3.07
0.67
Agree
Legend:
3.51-4.00 Strongly Agree/Highly Observed, 2.51-3.50 Agree/Observed,
1.51-2.50 Disagree/Rarely Observed, 1.00-1.50 Strongly Disagree/Never Observed
Table 6 shows the factors affecting academic performance in Araling Panlipunan as
perceived by the respondents based on teacher-related factors in terms of commitment with an
overall mean of 3.07 (SD=0.67) described as Agree. This means that teachers were able to
portray dedication in providing a good learning environment for the students. This implies that
students perceive their teachers to be highly committed to their work. Results of the study by
Choudhury and Chechi (2021) indicate that the commitment of teachers is positively related to
learners' performance in school. Teacher commitment indicators such as commitment to
students, commitment to the profession, commitment to teaching, and commitment to society
are significant due to their positive correlations with student academic achievement.
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Also, according to Altun (2017), commitment is a psychological attachment to an
organization in which people give their loyalty to its values and goals. Teacher commitment is
the emotional link that teachers have with their work. One of the most important components
of good teaching is teacher dedication. Thereby, teachers with a high level of commitment can
make a difference in the learning and achievement of their students. Committed instructors are
involved with the school where they work and commit their time and energy to promoting it.
The indicator My teacher creates a relaxed and supportive environment, and we
trust her to help us to be successfully obtained the highest mean of 3.35 (SD=0.69), described
as Agree. This means that teachers have established a teacher-support system for their students
that would allow them to succeed in class and in life. Additionally, a supportive learning
atmosphere is created when students believe that their teacher is dedicated to meeting their
requirements. This implies that students perceive their teachers to possess a commitment to
providing their students with their needs. This commitment creates an environment that is
favorable for successful instruction, as well as trust and involvement. According to Pong et al.
(2022), teacher support is the assistance and feeling of autonomy, emotion, and ability that
students get from teachers. Students who perceive more teacher support outperform those who
perceive less teacher support academically. Students who perceive more teacher support have
higher levels of learning motivation, which leads to improved academic success. Students who
perceive less teacher support, on the other hand, prefer to focus on avoiding criticism, which
has a detrimental influence on learning effectiveness and academic success.
However, the indicator My teacher keeps our parents informed about our progress
got the lowest mean of 2.88 (SD=0.74), described as Agree. This means that the teachers have
not established a line of communication with parents which will allow them to better
communicate student progress. This implies that a few of the students perceive their teachers
to have not informed their parents enough about their progress in Araling Panlipunan.
Table 7. Distribution of Respondents’ Factors Affecting Academic Performance
in Araling Panlipunan based on Teacher-Related Factors in terms of Knowledge of the
Subject Matter
Indicator
Mean
My teacher knows how to guide us to make use of each
other’s thoughts and ideas in group work on the subject
he/she is teaching
My teacher knows how to guide us in creative thinking in
the subject he/she is teaching
My teacher knows how to guide us in content-related
problem-solving in groups in the subject he/she is
teaching.
My teacher knows how to guide us in reflective thinking
in the subject he/she is teaching.
My teacher knows how to use ICT as a tool for sharing
ideas and thinking together in teaching the subject.
My teacher knows technologies that can be used to
illustrate difficult content in the subject.
Subject Matter knowledge allows my teacher to
effectively alternate teaching methodologies leading to
good performance in Araling Panlipunan.
Subject matter knowledge helps my teacher in the
planning of lessons and evaluation of the learners’
16
SD
Description
Agree
3.39
0.64
3.24
0.66
3.05
0.68
3.08
0.63
2.90
0.72
2.80
0.68
3.03
0.60
3.06
0.60
Agree
Agree
Agree
Agree
Agree
Agree
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assignments hence good performance in Araling
Agree
Panlipunan.
My teacher’s subject content knowledge is a measure of
Agree
3.06
0.70
his/her effectiveness in teaching Araling Panlipunan.
My teacher effectively delivers her lesson with accurate
Agree
3.18
0.63
representations and illustratiuons.
Overall
3.08
0.65
Agree
Legend:
3.51-4.00 Strongly Agree/Highly Observed, 2.51-3.50 Agree/Observed,
1.51-2.50 Disagree/Rarely Observed, 1.00-1.50 Strongly Disagree/Never Observed
Table 7 shows the factors affecting academic performance in Araling Panlipunan as
perceived by the respondents based on teacher-related factors in terms of knowledge of the
subject matter was high as indicated by the overall mean of 3.08 (SD=0.65) described as Agree.
This means that teachers have mastery of lessons and able to convey and transfer knowledge
and concepts well.This implies that students perceive their teachers as highly knowledgeable
on lessons and concepts in Araling Panlipunan. Furthermore, when students see their teachers
as highly knowledgeable, it fosters a pleasant learning environment where confidence and trust
in the educational process are fostered. This frequently leads to a deeper comprehension of the
subject matter and a more successful transfer of knowledge. According to David (2018),
mastery of the subject matter allows teachers to clarify misunderstandings or incorrect
knowledge that students may have. Mastery of the subject topic, in particular, demonstrates
teachers' growth as individuals and professionals.
The indicator My teacher knows how to guide us to make use of each other’s
thoughts and ideas in group work on the subject he/she is teaching obtained the highest
mean of 3.39 (SD=0.64), described as Agree. This means that teachers are able to ensure that
students get the opportunity to share their thoughts and skills with proper feedback that would
warrant improvement. This implies that students perceive their teachers to have good skills in
facilitating group work and collaboration among students by encouraging open
communication, active listening, and attentive listening among kids. Along with this,
incorporating group activities promote problem-solving and critical thinking as well.
According to Tarinje (2018), during collaborative learning activities, it is the role of the
teachers to make pre-instructional decisions such as group size, composition, roles, and the
arrangements of groups. Teachers also need to explain tasks and cooperative structure. They
need to clarify the objectives, concepts and principles needed to accomplish the tasks given.
Structuring positive interdependence and intergroup cooperation needs to be understood by the
students as well.
Moreover, My teacher knows technologies that can be used to illustrate difficult
content in the subject got the lowest mean of 2.80 (SD=0.68), described as Agree. This means
that teachers need to improve the utilization of technology in the delivery of their lessons
through the use of student-centered methods, in which technology is used as an instrument for
interactive instruction. Stressing the incorporation of interactive simulations, online
collaboration tools, and multimedia resources. This implies that some students do not agree
that their teacher knows much about technology that can be used to further make their lessons
easier. Furthermore, Empowering teachers with digital literacy can help create a more flexible
and inclusive learning environment. According to D’Angelo (2018), integrating technology
into the classroom may result in significant improvements in student engagement and learning,
ensuring that students are keeping up with the demands of a technologically driven
environment. Instructors have a critical role in ensuring that students effectively engage with
technology.
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Table 8. Summary Distribution of Respondents’ Factors Affecting Academic
Performance in Araling Panlipunan based on Teacher-Related Factors
Variables
Mean
SD
Description
Commitment
3.07
0.67
Agree
Knowledge of the subject matter
3.08
0.65
Agree
Overall
3.07
0.66
Agree
Legend:
3.51-4.00 Strongly Agree/Highly Observed, 2.51-3.50 Agree/Observed,
1.51-2.50 Disagree/Rarely Observed, 1.00-1.50 Strongly Disagree/Never Observed
Table 8 shows the factors affecting academic performance in Araling Panlipunan as
perceived by the respondents based on teacher-related factors with an overall mean of 3.07
(SD=0.66) described as Agree. This means that teachers have portrayed and conveyed
dedication to their work in terms of preparation, presentation and evaluation of lessons, and
student support. This implies that students perceive their teachers have high commitment and
knowledge of the subject matter which influence their academic performance in Araling
Panlipunan. According to Olagbaju (2020), because the teacher is essential in the instructional
process, the quality of a teacher in terms of teaching experience, topic competence, and
questioning behavior may greatly influence students' learning results.
Furthermore, the teacher-related factor on Knowledge of the subject matter obtained
the highest overall mean of 3.08 (SD=0.65), described as Agree. This implies that students
highly regard their teacher as having good knowledge of lessons in Araling Panlipunan. As
discussed earlier, it is important that teachers have mastery of the subject matter in order to
provide the right knowledge and develop required competencies for the students.
The teacher-related factor on Commitment got the lowest overall mean of 3.07
(SD=0.67), described as Agree. This means that students perceived their teachers to possess
the right commitment to provide students with the opportunity to succeed in school. As
discussed, teacher commitment highly influences how learners perform in the classroom.
Teacher commitment is an internal drive that motivates teachers to devote more time and
attention to maintaining involvement in school. Indeed, students become more motivated and
trusting in their teachers when they believe they are committed to their success. This kind of
commitment is crucial for fostering a feeling of accomplishment and purpose. Altun (2017)
handles the concept of commitment from a direct perspective of education. He expresses that
teacher commitment has been considered as a passion for the work.
Problem 2: What is the respondents’ level of academic performance in Araling
Panlipunan in the following quarters: 2nd Quarter and 3rd Quarter?
Table 9. Distribution of Respondents’ Level of Academic Performance in Araling
Panlipunan during the 2nd and 3rd Quarter
Quarter
Equivalent Rating
Description
nd
2 Quarter
85.87
Satisfactory
rd
3 Quarter
85.38
Satisfactory
Overall
85.62
Satisfactory
Table 9 shows the respondents’ level of academic performance in Araling Panlipunan
during the 2nd Quarter and 3rd Quarter. Overall, the respondents have a Very Satisfactory
academic rating in Araling Panlipunan as indicated by the overall mean of 85.62. In particular,
the respondents got a Very Satisfactory academic performance in Araling Panlipunan during
the 2nd Quarter of 85.87. This suggests that the students performed well in their Araling
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Panlipunan studies during that time period, meeting or exceeding expectations for a
satisfactory level of achievement. It reflects a positive outcome in their academic endeavors
and may indicate a strong grasp of the subject matter during the specified quarters.
Similarly, the respondents also got a Very Satisfactory academic performance in
Araling Panlipunan during the 3rd Quarter, as indicated by the mean of 85.38, which is also
Satisfactory. This consistency suggests that the students sustained their positive performance
in the subject throughout the specified period. It is a positive indication of their ongoing
understanding and proficiency in Araling Panlipunan, reinforcing their very satisfactory
academic standing in this subject.
Academic grades in the Department of Education are assigned in accordance with
DepEd Order No. 8 s. of 2015. During a grading period, there is one quarterly assessment, but
students should also have the opportunity to develop written work and do performance tasks
to demonstrate their abilities. Although written work and performance tasks are optional, they
must be provided throughout the quarter and used to assess students' abilities after each topic
has been presented.
The results show that students have met or exceeded the standard expectations for
academic performance in the subject. It is a positive affirmation of their understanding and
proficiency in the material. If this level of performance is sustained over multiple quarters, it
suggests consistency in the student's understanding of the subject matter. Consistent
performance is valuable as it demonstrates a stable grasp of the material. However, while the
performance is very satisfactory, the statement implies that there is potential for improvement
or for reaching an outstanding level. This insight can guide educators, parents, and students in
identifying areas where additional effort or focus might lead to exceptional results. The notion
that academic responsibilities were completed but not outstanding also reflects the balancing
act students often face. They are meeting the requirements but may not have the additional
time or resources to go above and beyond. Knowing the benchmark for a Very Satisfactory
grade provides clarity to students about what is expected of them. It serves as a guide for future
academic efforts and encourages them to strive for excellence. For teachers and parents, this
information provides a basis for understanding students' performance. It allows for informed
discussions about progress, potential areas for improvement, and strategies for continued
success.
Problem 3: Is there a significant relationship between the factors affecting academic
performance and the academic performance of students in the 2nd and 3rd Quarters of
SY 2022-2023?
Table 10. Relationship between the Learner-Related Factors Affecting Academic
Performance and the Academic Performance of Students in the 2nd and 3rd Quarters of
SY 2022-2023
Academic Performance
ND
OVERALL Interpretation
Learner-Related
2 Quarter
3rd Quarter
r-value
Factors
r-value
r-value
p-value
p-value
p-value
Study Habits
0.755
0.746
0.762
Significant
(SPR)
(SPR)
(SPR)
0.001*
0.001*
0.001*
Attitude towards
0.738
0.672
0.716
Significant
Learning
(SPR)
(MPR)
(SPR)
0.001*
0.001*
0.001*
Interest in the Subject
0.757
0.747
0.766
Significant
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(SPR)
(SPR)
(SPR)
0.001*
0.001*
0.001*
Learning Environment
0.734
0.731
0.739
Significant
(SPR)
(SPR)
(SPR)
0.001*
0.001*
0.001*
Legend: *significant at p<0.05 alpha level S – significant
NS – not significant
r-Values
Description
r-Values
Description
0.00
– No Linear Relationship (NLR) 0.10 –
Weak Positive Relationship
0.09
Moderately Positive
0.49
(WPR)
0.50
– Relationship (MPR)
0.70 –
Strong Positive Relationship
0.69
Perfect Linear Relationship
0.99
(SPR)
1.00
(PLR)
Table 10 that shows the relationship between the learner-related factors affecting
academic performance of students in Araling Panlipunan during the 2nd and 3rd Quarters of
SY 2022-2023. Overall, the learner-related factors showed a strong positive significant
relationship with their academic performance as indicated by the correlation r-value and
probability value less than 0.05 alpha level, which led to the rejection of the null hypothesis.
This implies that students who have good study habits are motivated to learn, and have a
positive attitude towards school are more likely to perform well in Araling Panlipunan.
The results indicate that students’ perceived study habits, attitude toward learning, and
interest in the subject matter have highly influenced their academic performance in Araling
Panlipunan. The more engaged they are the more successful the better grades they get. This
shows that students need to focus on developing good study habits, such as studying regularly,
taking good notes, and asking for help when needed. Furthermore, students need to set goals
for their learning and develop a positive attitude towards school. Also, teachers need to create
a positive learning environment where students feel comfortable asking questions and
participating in class discussions.
In addition, the findings also suggest that it is important to invest in programs and
initiatives that support learner development. As observed, many of the students lack the heart
to engage deeper in the context involving Araling Panlipunan. There are very few opportunities
to further improve engagement such as programs and activities that will awaken further their
interest and would improve personal relevance of lessons in the subject area. Field trips,
characterization of historical figures and integration of cultural practices in school programs
and events would help improve this.
The results of the study by Delfino (2019) indicate that students' behavioral, emotional,
and cognitive activities were all favorably associated with their academic success. This
supports the result of Magulod (2019), where substantial correlations between students'
learning styles, study habits, and academic success were established.
On a deeper note, it is evident that students who exhibit effective study habits, such as
adhering to regular study routines, effectively managing their time, and maintaining strong
note-taking skills, tend to perform significantly better academically. The strong positive
correlation indicates that as these habits improve, so does academic performance. Developing
and maintaining effective study habits is not just about improving grades but also about
building essential life skills. Students who establish good study routines, time management,
and note-taking skills are not only better prepared for exams but also for future challenges.
These habits promote discipline, self-regulation, and the ability to manage complex tasks
efficiently. Therefore, students should see their study habits as an investment in their overall
personal and professional development.
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In a likely manner, a positive attitude towards learning, characterized by motivation,
curiosity, and active engagement, is strongly correlated with improved academic performance.
Conversely, students with a negative attitude towards learning are more likely to struggle
academically. This positive relationship underscores the importance of fostering a constructive
learning mindset. A positive attitude towards learning goes beyond academics; it influences
one's approach to life. Students with a growth mindset and a willingness to explore and
understand new concepts are better equipped to adjust to changing circumstances and
undertake real-world problems. This finding highlights the importance of developing a love for
learning as a lifelong search, surpassing the limits of formal education.
Nevertheless, students who genuinely express interest in the subject matter are more
likely to excel academically compared to those who lack enthusiasm for the material. The data
highlights the role of intrinsic motivation in driving academic achievement. Genuine interest
in a subject matter not only improves grades but also opens doors to promising careers.
Students who pursue their passions and interests are more likely to excel in their chosen fields
because they are more engaged with the subject matter, seek out extra information, and remain
motivated despite obstacles. Understanding one's interests and matching them with educational
and job options is an important part of personal success.
Along the same line, the presence of a supportive learning environment, better access
to resources, a quiet and conducive study space, and ample support from family and friends is
linked to improved academic performance. A positive learning environment acts as a facilitator
for educational success, promoting higher grades. A positive learning environment has an
impact on students' overall well-being and mental health in addition to their academic
performance. Stress can be reduced, and a pleasant learning environment can be created by
having access to a comfortable study place and getting support from family and friends.
Because of the significant impact they can have on both academic success and overall quality
of life, students should give priority to creating or seeking out such environments.
Table 11. Relationship between the Teacher-Related Factors Affecting Academic
Performance and the Academic Performance of Students in the 2nd and 3rd Quarters of
SY 2022-2023
Academic Performance
ND
OVERALL Interpretation
Teacher-Related
2 Quarter
3rd Quarter
r-value
Factors
r-value
r-value
p-value
p-value
p-value
Commitment
0.651
0.626
0.649
Significant
(MPR)
(MPR)
(MPR)
0.001*
0.001*
0.001*
Knowledge of the
0.647
0.602
0.634
Significant
subject matter
(MPR)
(MPR)
(MPR)
0.001*
0.001*
0.001*
Legend: *significant at p<0.05 alpha level S – significant
NS – not significant
r-Values
Description
r-Values
Description
0.00
– No Linear Relationship (NLR) 0.10 –
Weak Positive Relationship
0.09
Moderately Positive
0.49
(WPR)
0.50
– Relationship (MPR)
0.70 –
Strong Positive Relationship
0.69
Perfect Linear Relationship
0.99
(SPR)
1.00
(PLR)
Table 11 shows the relationship between the teacher-related factors affecting academic
performance and the academic performance of students in Araling Panlipunan during the 2nd
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and 3rd Quarters of SY 2022-2023. Overall, the teacher-related factors showed a moderate
positive significant relationship with their academic performance as indicated by the
correlation r-value and probability value less than 0.05 alpha level, which led to the rejection
of the null hypothesis. This implies that students have teachers who are effective in the
classroom, have a positive attitude towards teaching, and are supportive of their students are
more likely to perform well in Araling Panlipunan.
The results indicate that students’ perceived commitment and knowledge of the subject
matter of teachers have influenced their academic performance in Araling Panlipunan.
Teachers were able to impart the knowledge and materials that helped aid the students to
succeed in the subject. This further shows that teachers need to focus on developing effective
teaching practices, such as using a variety of teaching methods, providing clear and concise
instructions, and giving students regular feedback.
Also, teachers need to develop a positive attitude towards teaching and show their students that
they care about their success. Also, teachers need to be supportive of their students and provide
them with the resources and support their need to succeed.
In addition, it is important to note that there is a need to invest in teacher training and
development programs. This could include programs that provide teachers with the skills and
knowledge they need to be effective in the classroom, as well as programs that support teachers'
well-being. It can be observed that many of the teachers in Araling Panlipunan still deliver
lessons traditionally. With the advent of technology and the availability of a number of
materials online, many of the teachers lack the capacity to utilize and integrate these materials
in their teaching. Teachers need to learn the many ways they can improve their teaching in
order to provide maximum and optimum learning for their students, which will enable them to
reach their maximum and optimum potential.
Conclusions
Based on the findings, it was concluded that students were able to establish habits,
attitudes, and interests that will help them achieve in school. While teachers were able to
portray commitment and knowledge of subject contents, which are satisfactory in the eyes of
their students, students performed very satisfactorily in the different learning tasks during the
second and third quarters of School Year 2022-2023, and students’ study habits, attitude toward
learning, and interest in the subject matter have a strong positive relationship with how they
performed in Araling Panlipunan. Similarly, teachers’ commitment and knowledge of the
subject matter have a moderate positive relationship with how students performed in Araling
Panlipunan.
Recommendations
Based on the findings, the study presented the following recommendations to likely
contribute to improving the performance of learners:
1. Students may emphasize the importance of actively developing study habits and
improving knowledge in Araling Panlipunan. This could include engaging with various
learning materials through activities such as note-taking, asking questions, and participating in
discussions with fellow students. This allows students to take a proactive role in the learning
process. By incorporating various techniques and strategies, students not only enhance their
academic performance but also develop valuable skills that are transferable to different areas
of their education and future endeavors.
2. Teachers may cultivate a dynamic and committed teaching approach. This involves
infusing enthusiasm into lessons, demonstrating the real-world relevance of topics, and
employing diverse teaching strategies, such as interactive activities and technology integration.
Clear communication of learning objectives sets a roadmap for student comprehension while
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fostering a supportive environment that encourages active participation and inquiry. Teachers
must stay updated on Araling Panlipunan and attend professional development opportunities
to deepen their subject knowledge. Constructive feedback, collaborative efforts with
colleagues, and a commitment to encouraging critical thinking contribute to an inclusive and
positive classroom culture. Through these comprehensive efforts, teachers not only enhance
students' academic performance but also instill a lasting appreciation for Araling Panlipunan.
3. The administrators and education authorities may offer enhanced support in
identifying and strengthening the factors that impact students' academic performance. This
involves actively engaging in the assessment of various elements influencing academic success
and implementing strategies for improvement. Administrators should foster a collaborative
environment where teachers, students, and parents can contribute insights, ensuring a holistic
understanding of the challenges and opportunities within the educational system. This support
could encompass targeted professional development for educators, implementing effective
educational policies, and creating a framework for ongoing assessment and improvement. By
prioritizing these initiatives, administrators can contribute significantly to the overall
advancement of academic performance and the educational experience for students.
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