This study determined the relationship between the social learning-related variables and the skills achievement in Mathematics of the 200 Grade 8 students in a public school in the Philippines. Descriptive research design was used through a self-constructed questionnaire and an assessment test. The data gathered were presented in a tabular mean while the relationship between variables was tested using Pearson r correlation coefficient. The students’ social learning-related variables were highly manifested (WAM = 3.44, SD = 1.11). However, only 11.5% of the students have satisfactory performance in Mathematics. Among the demographic profile, only mothers’ educational attainment has shown significant relationship with mathematics achievement in terms of estimation (r = 0.184). Among the social learning-related variables, attitude of the students indicated significant relationship with both estimation (r = 0.184) and problem solving (r = 0.196). Peer support also revealed significant relationship with both representation (r = 0.167) and estimation (r = 0.159). The mathematics teacher must find effective ways on how to overcome the students’ difficulties and thus develop their mathematical skills. Efforts to thresh out problems in vocabulary development especially solving worded problems may be exerted. A parallel study may be conducted using variables not considered in this research.
mathematics, social learning-related variables, academic achievement, effect on academic achievement
Edilberto A. Magsino Jr. Teacher. Dolores Macasaet National High School, Philippines
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Cite this article:
Magsino, E.A. (2021). The effect of social learning-related variables on academic achievement. International Journal of Educational Management and Development Studies, 2(2), 104-121. https://doi.org/10.53378/346104
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