Perceived Social Learning Environment and the Learners&#039; Personal Attributes in Social Studies

Larry  Labay,; Wilmer  Dugas,

Perceived Social Learning Environment and the Learners' Personal Attributes in Social Studies

Discipline: Education

Abstract:

This study examined the relationship between the perceived social learning environment and the personal attributes of Grade 8 learners in Social Studies at Valencia City High School, District 6, Division of Valencia City, for the 2024–2025 school year. It aimed to assess the learners' perceptions of their school environment in terms of facilities and equipment, classroom climate, and learner interaction, as well as their personal attributes based on attitude toward school and study habits and preferences. Furthermore, it examined whether a significant relationship exists between the two variables. A descriptive-correlational research design was employed, utilizing stratified random sampling to select 100 student-respondents from four Grade 8 sections. Data were gathered using validated researcher-made questionnaires and analyzed using statistical tools, including mean, standard deviation, and Pearson Product-Moment Correlation. Findings revealed that learners very highly perceived their social learning environment, with learner interaction receiving the highest mean score, followed by classroom climate, facilities, and equipment. Likewise, learners' personal attributes—both attitude toward school and study habits—were rated as very highly perceived. While no significant relationship was found between facilities or classroom climate and personal attributes, a significant positive relationship was observed between learner interaction and personal attributes. Overall, the perceived social learning environment had a significant correlation with learners' personal attributes. These results suggest that fostering positive learner interactions can have a meaningful influence on student attitudes and study habits. The findings underscore the importance of promoting collaborative and supportive classroom environments that enhance learner development. Implications are relevant for educators, school leaders, and policy makers aiming to strengthen student engagement and academic performance through improved learning environments.

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