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VOL. 11, ISSUE 3 (2024)
Social studies learners’ learning style, attitude, coping strategies, and academic performance
Authors
Jesus T Sison
Abstract
This study aimed to determine the relationship
of Learning Style, Learning Attitude, Coping Strategies, and Academic
Performance in Social Studies. The respondents in this study were the one
hundred ninety-eight (198) grade 12 senior high school learners for the first
quarter of school year 2022-2023. The data were gathered using a duly-
validated adapted research questionnaire and were administered personally by
the researcher. The research instrument was pilot tested on 30 selected
learners of Barroc National High School, Tigbauan, Iloilo. The study utilized a
descriptive – correlational quantitative design of research in collecting,
analyzing, and classifying the required data. The data obtained from the
adapted questionnaire were tallied, computer-processed, analyzed, and
interpreted using appropriate statistical tools. The predominant learning
styles of students, when taken as a whole and grouped according to senior high
school strand and by their family income, were auditory, group, and
kinesthetic. The level of learning attitudes of students, when taken as a whole
and grouped according to senior high school strand and by their family income,
is positive. Whereas the level of coping strategies of students, when taken as
a whole and grouped according to senior high school strand and by their family
income, is low. Learners have an average academic performance in social studies
when taken as a whole and grouped according to senior high school strand and by
their family income. The result revealed that there were no significant
relationships among learning styles, attitude, and academic performance of
students (r= -0.063, p=0.373 and r=0.006, p=0.936, respectively) while there is
a significant relationship between coping strategies and academic performance
(r= -0.142, p<0.05).
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Pages:64-68
How to cite this article:
Jesus T Sison "Social studies learners’ learning style, attitude, coping strategies, and academic performance". International Journal of Multidisciplinary Research and Development, Vol 11, Issue 3, 2024, Pages 64-68
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