Analyzing Factors Influencing High School Students' Engagement in Social Studies (Araling Panlipunan)

Introduction

Understanding the factors that influence high school students' engagement in social studies, specifically Araling Panlipunan, is crucial for enhancing educational outcomes. This analysis draws on multiple research studies to identify key elements that impact student engagement and performance in this subject.

Key Factors Influencing Engagement

Academic Self-Handicapping and Self-Regulating Learning Strategies
- A study conducted at Godofredo M. Tan Integrated School of Arts and Trades explored the impact of academic self-handicapping and self-regulating learning strategies on student engagement and performance in Araling Panlipunan. The findings revealed a significant but weak positive correlation between student engagement and performance. Moreover, engagement fully mediated the impact of academic self-handicapping and self-regulated learning strategies on performance, indicating that these strategies indirectly affect academic outcomes through their influence on engagement.
Social Support and Relationships
- Research on student engagement in academic activities highlights the importance of social support, including relationships with peers and teachers. Effective teacher-student relationships and positive peer interactions were found to be central to student engagement. Additionally, a strong sense of purpose in studying was crucial for maintaining engagement and managing perceptions of workload. This suggests that fostering a supportive social environment can significantly enhance engagement in Araling Panlipunan.
Perceived School Climate
- The perception of school climate, particularly the quality of relationships between teachers and students, plays a significant role in student engagement. A study involving high school students demonstrated that various dimensions of perceived school climate, especially those related to teacher-student relations, were highly predictive of engagement. This underscores the importance of a positive and supportive school environment in promoting student engagement.
Online Learning Environment
- The shift to online learning during the COVID-19 pandemic has also impacted student engagement in Araling Panlipunan. A study on Grade 8 students in an online class setting found that factors such as student motivation, course design, and instructional materials had a significant but weak negative relationship with performance. Interestingly, internet connectivity was identified as a dominant factor affecting student performance, highlighting the challenges and opportunities presented by online learning environments.
Social Influences
- Social influences from peers, family members, teachers, and career advisors significantly shape students' interest and engagement in their studies. A study on Tanzanian secondary schools revealed that these social influences could either positively or negatively impact student engagement, suggesting the need for careful monitoring and management of these influences to foster a conducive learning environment.
Gender Differences in Engagement
- Gender differences also play a role in student engagement. A mixed-methods study on engagement in math and science found that both boys and girls were more engaged in student-centered instructional environments. However, girls placed more importance on teacher support and personally relevant instruction, while boys were more engaged when interested in pursuing STEM-related careers. These findings indicate that tailored approaches may be necessary to address the unique needs of different student groups.

Conclusion

The engagement of high school students in Araling Panlipunan is influenced by a variety of factors, including academic self-handicapping and self-regulating learning strategies, social support, perceived school climate, online learning environments, social influences, and gender differences. By understanding and addressing these factors, educators can develop strategies to enhance student engagement and improve academic outcomes in social studies.

References

Academic Self-Handicapping and Self-Regulating Learning Strategies for Student Engagement in Performance of Grade 8 Students in Araling Panlipunan.
Student engagement in academic activities: a social support perspective.
Are perceived school climate dimensions predictive of students’ engagement?.
“The Struggle is Real”: The Level of Performance of Grade 8 Students in Araling Panlipunan in the Online Class Settings: Basis for a Proposed Educational Framework.
The social Influence on Students’ Interest and engagement with Science Studies in Tanzanian Secondary Schools.
Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study.

Analyzing Factors Influencing High School Students' Engagement in Social Studies (Araling Panlipunan)

Summary