Social studies learners' learning style, attitude, coping strategies, and academic performance

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< .05).