Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

7023947, ISSN 2822-4353

Research Article

The Relationship of Sociability and the Academic Achievement

Among Senior High School Students

Rizza Ann M. Cabilangan*

For affiliations and correspondence, see the last page.

Abstract
This study employed a correlational method that aimed to find the relationship of the two variables
where the sociability is the independent variable, a manipulated variable that cause a change to
dependent variable which is the academic achievement, a variable affected by the independent
variable. A survey method and sociometric test was primarily used to collect necessary data. The
study revealed that most of the senior high school students are moderately sociable (40.82%). The
study showed that the academic achievement of the students are satisfactory averaging from 80 to 84.
Thus, the hypothesis is accepted which strongly suggest ther is no significant relationship between
sociability and academic achievement of the students. An action plan was proposed to enhance the
sociability and the academic achievement of the students. The findings imply that although sociability
is not a factor that affect the academic achievement of the students. Various interactive activities and
suitable teaching strategies and techniques for students may be employed by the parents and teachers
consecutively to support students specifically in enhancing their social skills and in coping up with
their academic performance.

Keywords: Sociability, Academic Achievement, Survey Method, Sociometric Test, Action Plan

Introduction Since the technology has been widely introduced in the

country, gadgets and devices are all over the place and
School is the second home of the students, a place they are for people become an indispensable part of
where they can learn many things like reading, writing life. The said devices are essential in communication
and arithmetic. But it is also a place where they learn and the also play a vital role in a way children access
how to interact with other people and develop social internet, mobile or online games. They also use these
skills or become sociable. devices when texting, when watching movies and
when doing technological chores. Students are very
In Education, every school wants to give holistic much pre-occupied or concentrated with these devices
development that will be beneficial to the future which can also be a source of worries like, disturb
success of every individual. Students spend much time from the communication opportunities in front of the
in school than at home hence it shows that institution other like family, friends, and colleagues. The face-to-
has the vital role in refining the full potential for the face interaction decreases and also can be cause of
holistic development of the learners and part of that is feelings of loneliness and busyness where the
the social skills or sociability of the students. Students sociability as well as the academic performance are
have the innate capability to engage in life and to affected. So that it has become important to conduct
interact with others. This is often called sociability. research correlate to how the learners being described
This is commonly observed among children who are in terms of sociability with their academic
e n jo y in g b eing to g e th e r lik e, ch a tt i n g , achievement which can lead to success in life.
joking, laughing, working, and creating friendships. It
is through these interactions that learners make the In a previous study conducted by the International
invisible visible, cross boundaries into new spheres of Center for Media and the Public Agenda (ICMPA) that
learning, and initiate thoughts and feelings that help most children and teenagers spend 75 percent of their
them chart pathways through life (Price-Mitchell, waking lives with their eyes fixed on a screen. The
2015). study also found that students who unplugged their
electronic devices for one 24-hour period felt
As cited in the study of Duque (2009), he defined extremely lonely and did not know how to fill their
sociability as a number of dimensions such as the time time. Part of human development is direct interaction,
people spend with family and friends, social but nonverbal communication, or body language,
organization affiliation, size of social networks, a reveals even more about a person’s emotions. Without
sense of well-being, and online friendships. enough face-to-face communication, these nonverbal
c u e s are u n a b l e to d e v e l o p p r o p e r l y ,

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skewing children’s relationships with others as they Magsaysay districts in Palawan. She concluded that
grow up in a technology-inclusive society (Hampton, the greater the exposure of students to computer
2014). games, the greater the negative social behavior
manifestations of the students. She also recommended
Munoz (2013) also found that when people use to discourage students from playing games idolizing
computer to communicate, they feel less burdened criminals and war games. These games affected
rather than when in direct communication. In addition, negatively the students’ school performance.
she found out that the group who preferred online
communication was perceived less socially skillful Moreover, Mandanas (2007) studied the effects of
than those who preferred actual interactions. This lack playing computer games and students’ profile in the
of preferred face-to-face interaction can lead to social socialization and academic performance of selected
intimacy problems. students in Kapayapaan National High School. She
found out that age of the students affect their
Likewise, sociability is a personality trait and the socialization because the respondents played computer
ability to be fond of the company of others. Sociable games only at their free hours instead of studying and
people are having interest to seek out the opportunity they got need improvement average grade in their
of social contacts with others. Sociability indicates a report card. She also found out that playing computer
personal complex of more or less structured and games and students’ profile had significant effect on
mutually connected individual’s dispositions, activities the socialization of the students but had no effect on
and relationships. Their subject of concern is a person
the academic performance of the students.
and a social formation, so both individual and social
reality. The level of moral maturity is from the It is important to be aware of how technology has
viewpoint of diagnostic aspect the part of sociability affected social interaction and students’ academic
(Froldova, 2017). achievement. If students are suffering socially because
of it, then while these adolescents are still in school,
Sanson, Hemphill, and Smart (2004) also describe
efforts can be made to improve social skill deficits for
sociability as “the tendency to approach novel
those who may need them. Knowing what is going on
situations and people”. As human being, Social
is important for understanding what students’ activities
behavior is part of significant development of social
are experiencing in order to know how latter can help.
dealings in childhood. The development of social
relationships is very imperative because it is linked to
Since, Sociability is part of the Compass Advantage (a
a range of outcomes later in life. Pianta (1999) posed
model designed for engaging families, schools, and
the significance of developing positive peer
communities in the principles of positive youth
relationships. Positive social behavior links with
development) and serves as the core of social learning
success in school and life. Although not the only
and emotional wellbeing. Hence it shows that compass
influential variable, positive sociable behaviors are
sociability plays a big role in the development of
highly imperative to positive social relationships. The
curiosity, resilience, self-awareness, integrity,
perceived creativity of individuals has been studied
resourcefulness, creativity, and empathy. Many
with the sociability leadership and results revealed that
children raised in poverty enter school a step behind
sociability leadership is a good predictor of perceived
their well-off peers. The cognitive stimulation parents
creativity (Lau, Li, & Chu, 2004).
provide in the early childhood years is crucial, and as
The social and economic development of the country we have seen, poor children receive less of it than their
is directly linked with student academic achievement. well-off peers do. These deficits have been linked to
The students’ academic achievement plays an underdeveloped cognitive, social, and emotional
important role in producing top caliber graduates who competence in later childhood and have been shown to
will become great leader and manpower for country be increasingly important influence on vocabulary
thus responsible for the country’s economic and social growth, IQ, and social skills (Bradley et al., 2001).
development (Ali et.al, 2009). Aside from being a
criterion of advancement into the next class, academic Furthermore, the study showed that the high school
achievement was an index of all future victory in life. students having high sociability, self-confidence and
ambitious traits will have significantly higher
Demin (2004) studied the “Effects of Computer academic achievement. In other words it can be said
Games and Television Shows to the Academic that the personality traits, sociability, self-confidence
Performance and Negative Social Behavior”. The and ambitious are significant and positively correlated
respondents were high school seniors of Cuyo and among high school students (Devender & Kumar,

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2003). establish and describe the sociability of the senior high

school students and find if there is any relationship
The institution of learning especially schools are the exists in terms of learner’s academic achievement.
principal means of socialization in developing children With the continuing interest in the relationship
to be useful citizen for them to fit into adult roles and between sociability and academic performance, it is
also different occupational roles. Only students who unexpected that no similarity authoritative research
are high in their scholastic achievement are the ones work have been reported. This led the researcher to
who can be molded to occupy strategic position in study the relationship between two variables. The
society and thereby determine the destiny of society. results of this study would be useful in improving the
Hence, scholastic achievement occupies a very quality of instruction among teachers that might be
important place in education as well as in the learning applied in improving and enhancing pupils’ learning
process (Alpport, 2007). processes along with their academic achievement as
well. This serves as the focus of the study with the end
The Philippines emphasizes high quality education view of strengthening the basic education program of
because it forms the key for admission to professional the school under study.
courses and for career development (Harlock, 2008).
Research Questions
In this study, Sociometric Test was used to establish
the sociability of the students where the purpose of this The study investigates the relationship between
test is to obtain an objective picture of the sociability and academic achievement among senior
relationships which exist in a group of people. Some high school students. Specifically, this study sought to
will like one another, there will be some who will be answer the following questions:
liked by many, a few may be disliked, and others may
simply pass unnoticed. All these conditions may be 1. How are senior high school students described in
brought to light by the use of a suitable Sociometric terms of sociability?
Test (Evans, 2006). 2. What is the academic achievement of the senior
high school students of Caluluan High School Main
In a society where different people came from Campus?
different socio-economic backgrounds, it became 3. How is sociability related to senior high school
imperative to study the students’ sociability that students' academic achievement?
influence performance of the individuals in their
educational achievement. It is also important to know
why some students get good grades while others not. Literature Review
It is evident that there are factors like friends, family,
teachers, technology and the learning environment The long period of dependency allows children time to
have strong effect on the development of the learn things they need to know in order to take good of
sociability of individuals and their adjustment in care themselves and become members of society. The
personal, social, occupational, and educational areas. long and complicated process of interaction through
Hence, any stressful situation may become sufficient which the child learns the intellectual, physical, and
cause of their academic failures. The sociability social skills needed to function as a member of society
characteristic of a child is very important in the is called sociability.
academic achievement as any defect in the interactive
skills can hinder the performance of an individual. In this era of globalization and technological
revolution, education is considered as a first step for
Every school has its issues and concerns in achieving every human activity. It plays a vital role in the
its premier goal and objectives. One of these was development of human capital and is linked with an
having diverse learners on how they act or interact in individual’s well-being and opportunities for better
their environment that seems to affect the way they living (Battle & Lewis, 2002).
learn. The Caluluan High School Main Campus is also
seeking answers to further improve students’ learning Education ensures the acquisition of knowledge and
progress that may enhance the problems in catering skills that enable individuals to increase their
different personality among the students. productivity and improve their quality of life. This
increase in productivity also leads towards new
Moreover, a comprehensive exploration by means of sources of earning which enhances the economic
Survey method and Sociometric Test were done to growth of a country (Saxton, 2000).

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Friendships provide an opportunity to develop social Simply put, the amount of time spent in playing
and cognitive skills such as cooperativeness, sharing, computer games has a negative correlation with
altruism and conflict management (Newcomb & academic performance. Playing violent computer
Bagwell, 1998). games has appositive correlation with anti-social and
aggressive behavior. Content analyses show that
Price-Mitchell (2015) defines sociability is as the core majority of games contain some violence. A majority
of social learning and emotional well-being. The of students prefer violent games (Dorman, 2004)
cooperative ability to engage with others is critical to
successful learning communities. Whether that Lieberman (2000) have shown that children who used
community is a classroom or after school activity, computers to play games frequently perform more
sociability flourishes when kids feel connected, poorly in school, whereas those who use computers for
respected, cared about, and when they can school work perform better in school. However,
communicate their feelings of connectivity with regardless of content, the amount of play could affect
others. Sociability not only gives children an grades negatively by displacing time spent in other
advantage in school, today’s business leaders see it as educational and social activities. This “displacement
a key in leading, managing, and innovating hypothesis” taking the place of activities such as
particularly in a world of increasing complexity. reading, family interaction, and social play with peers
(Huston, 2000).
The teacher tells them what is expected of them as
students, as members of the school, and as citizens of Performance in school can be affected if reading and
their nation. In addition, at first the child is evaluated homework are neglected. If pursued as a solitary
in a systematic way in comparison with others. The activity, playing these games can decrease important
teacher may comment informally on the behavior of social interactions with family and friends. A child’s
the students, praising acceptable behavior and interactions with friends may become limited to
criticizing unacceptable behavior. And in most school, pumping them for information about hidden
report cards periodically evaluated not only the passageway and secret doors. Moreover, violent games
students’ academic progress but their social progress can teach apparent behavior in real life (Schmitt,
2001).
as well. This is measure in such terms as “obeys rules
and regulations,” “shows self-control,” “gets along
Shulman (2002) also places engagement at the
with others,” and “follow directions.” The
foundation of his learning taxonomy, “learning begins
nonacademic dimension of education in schools has
with students‟ engagement”. This is because keeping
been called “hidden curriculum”
students engaged is one of the most important pillars
for the academic success. The National Survey on
Charles Horton Cooley (1909) believed that
Student Engagement (NSSE) defines engagement as
interaction with other people is essential to this
full participation of students in activities that represent
development of the self. In their early years, people
effective educational practices. It is conceived as a
see themselves as others see them. They watch how
pattern of involvement in a variety of activities and
others react on them, and eventually they are able to
interactions both in and out of the classroom
imagine how others respond. These perceptions of
throughout bringing out the best of learners‟ personal
others see them may not even be accurate, but the
competences and capacities. They believe that
perception still influence their sense of self. If others
students‟ engagement has two key components: the
perceive you as bright, you will come to think of
first is the amount of time and potential effort students
yourself as intelligent; if others act as if you are stupid,
put into their studies and that leads to the outcomes
your sense of self will include a low estimate of your that constitute students‟ success, and the second is the
own intelligence. The looking-glass self is the sense of teaching styles followed by teachers and the allocated
personal identity that is the image that reflects off the resources that induce students to spontaneous
“mirror” of other people. participation in the learning tasks.

According to Gentile (2001), the content of the games According to Larson (2009) students with close,
being played certainly could affect the relationship sociable, interpersonal relationships with their
between amounts of play and school performance. If, instructors will develop positive emotions like
for example, students played only educational games, enjoyment, pride, hope, relief, which sustain learners‟
they would probably be less likely show a motivation, activates their autonomy, raise
corresponding deficit in school performance. engagement, and reduce their debilitative anxiety ,

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boredom, hopelessness, and the like negative emotions emotional and behavioral difficulties, like Foreign
through creating high expectations for success. Language anxiety, are particularly in need of teachers
Positive emotions can be raised by positive teacher- who will pass time with them outside formal teaching,
student relationships and a positive, supportive, and acknowledging them as persons and boosting their
non-threatening learning environment. self-esteem. For all learners, the process of education
is as or more important than the subjects taught
Collins and Green (1992) explain together that (Harkin, Turner, & Dawn, 2001).
teachers and students develop and evolve a social
structure that establishes social norms, permissible
behaviors, interpersonal relationships, etc. In the Methodology
context of social interaction, participants foster the
learning process through social exchanges (such as
Research Design
give and receive feedback, guidance, encouragement,
etc. In general, the development of a social structure in
In order to attain the goal of the study, the researcher
the academic stetting, where teachers are likely to be
utilized the correlational method where variables are
more sociable, tend to build close interpersonal
being studied, as they exist in the setting. According to
relationships with their learners, without strict
Bold (2001) said that the target of a correlational study
intellectual boundaries, through adopting a more
is to determine whether two or more variables are
affective, humanistic, and social behaviors like
interrelated. Also, Creswell (2002) defined correlation
showing concern and knowing students beyond the
as a statistical test to establish patterns for two
narrow confines of the classroom, caring, attentiveness
variables. This was used to establish the relationship
,understanding, in addition to showing enthusiasm and
between sociability as the independent variable and
empathy, figuratively being able to stand in the
academic achievement of the learners as the dependent
students’ shoes. In the context of this research, we
variable.
follow Sanson, Hamphil, and Smart (2004), and
Harkin, Turner, and Dawn‟s (2001) definition of The researcher used Sociometric Test and Senior High
sociability. Teachers‟ sociability refers to the positive School Student’s Sociability Survey (SHSSS Survey)
social behaviors teachers show towards their students to establish and the sociability of the Grade 12
in the academic settings, as a professional attitude or students while the Total General Weighted Average
stance towards learners to encourage learners‟ (GWA) of the respondents was used to measure their
autonomy, raise their engagement, and improve their academic achievement when were still in Grade 11.
performance. We emphasize all the least and most
affective interpersonal 40 qualities learners perceive as Respondents of the Study
desirable qualities for their willingness to be fully
engaged with the minimum rates of fears or anxiety, in The respondents of the study are the Grade 12 students
the learning process, particularly, within an oral of Caluluan High School Main Campus in the school
expression subject as far as the reach is concerned. year 2018-2019. The respondents are selected through
cluster sampling technique. Cluster sampling method,
Since, pragmatically, it is impossible for teachers to the entire population is divided into clusters or sections
establish friendship with all learners; there are too and then the clusters are randomly selected. All the
many of them and they change every year. But we elements of the cluster are used for sampling. Clusters
refer to it as liking students, making some self- are familiar using numerous details such as age, sex,
disclosure, being friendly, sharing close caring, location etc. (Singh, 2018). And in this study, the
understanding, attentiveness, being empathetic, entire population is divided into strands or sections and
enthusiastic, constructed, and having respectful was selected randomly. The respondents comprised a
interpersonal relationships in favor of teachers. This total of 196 respondents.
means, in a professional sense, that it is very limited
and may be demonstrated by relatively simple Methods of Gathering Data
meaningful acts such as using personal names, friendly
smiles, encouraging words, phatic communion, caring A letter of request to conduct the study among the
and understanding students…etc. These are the small senior high school students of Caluluan High School
courtesies of everyday interaction and are as important Main Campus was given to the School Principal and
in the classroom as in the rest of life because the Superintendent by the researcher.
relationship between the learner and the teacher is
central to the learner’s experience. Learners with The study was employed the survey method to gather

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the data on the relationship between sociability and following questions attached from the Sociometric
academic achievement of senior high school students. Test and SHSS Survey to establish and describe their
And the following instruments were utilized to the sociability of the students. The respondents were
important data needed from the study. requested to give their honest and sincere answers to
acquire the desired information and have significant
Academic Achievement Scores results for the study.

Academic achievement was determined by finding the

scholastic records of the students’ Total General Results and Discussion
Weighted Average (GWA) when they were in Grade
11 since the GWA of the respondents for the school This section presents the interpretation, findings and
year 2018-2019 are not yet calculated and available for analysis of the data gathered from the questionnaires
release. In this study, the academic achievement of the obtained from the respondents of the study.
students was determine using the Form 138 of the
students. On the other hand, the level of academic Sociability of the senior high school students
achievement of Grade 12 students was determined
based on the Learner Progress and Achievement Scale Part of life of an individual is to interact with others as
in Grading Academic Achievement. being part of the society. It is typical to the students to
have friends inside and outside the school, socialize
Sociability of the students with them or play with them as the most daily routine
of many students. In this regard, parents and school
Data needed to answer the research questions was have an important role in child’s social development
collected through a Sociometric Test and SHSSS that would contribute to the holistic development of
Survey. In Sociometric Test, senior high students were the students.
asked one question concerning to their chosen friends.
Also, the researcher created SHSSS Survey (Senior Table 1. Sociability of the respondents
High School Student’s Sociability) as another
instrument to find how the senior high students do
socialize with their friends.

The survey was focused on what are the reasons for

socialization of the senior high students, places where
students socialize, activities with friends, and usual
topics when with friends. The students was also asked
on what problems normally encountered of the The table shows the level of sociability of the senior
students when with friends. The respondents have high school students for the academic year 2017-2018.
undergone a brief orientation as to the purpose of the There is 11.22% of the respondents are found to be
study and at the same time the respondents were also highly sociable while 15.82% of the population are
be guided on how the questionnaire should be known to be sociable. The moderately sociable
answered. The importance of reflecting honest constitutes the highest percentage of 40.82%. The data
responses was also be explained to the respondents. clearly shows that most of the respondents are
The students’ GWA was came from the records kept moderately sociable. On the contrary, the data also
by the respective advisers. The researcher sought shows that 18.88% of the respondents are found to be
permission from the said respective advisers for a copy not sociable and that 13.27% of the sample population
of the students’ GWA. isolate themselves.

Administration of the Instrument It is discovered in the interview that most of the

respondents are moderately sociable where friends
comprise ranging from five to seven persons and most
Before the test was distributed to the respondents, a likely do not want to engage with so many others.
transmittal letter was attached to the questionnaire to Furthermore, different factors incurred why
orient the respondents regarding the purpose of the respondents do not want to involve themselves to the
study. The researcher used the Sociometric Test and
SHSSS Survey. During the actual administration of the
instrument wherein students were asked answer the

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others. Like, most of the time they are being pre- simply for a special occasion. From the data presented,
occupied and concentrated from technological devices, it can be concluded that the respondents have many
there are also shy students and have no confidence to reasons why they do socialize with their friends
interact, they have also the worries to commit mistakes whereas the leading reason is they feel happy when
and get bullied. In addition, the students are self- with friends. The respondents found unrestricted and
centered and just want to work independently, they are can be true to their self when with friends. Likewise,
also unable to give their trust to others and even their the respondents also know that they feel accepted by
moods can a factor why the respondents tend to isolate their peers.
themselves. Like in the research conducted by Blanco
and Barnett (2014) were the researchers concluded that Table 2. Reasons for socializing with friends
students’ despair leads to undesirable temper where
the students are significantly lessen gratification in
their selected doings at the same time the yearning for
social communication or sociability.

Every individual has their own way on how to connect

and get along with others. With the data presented, it
can be realized that senior high school students have
many factors wherein that could affect their
sociability. According Maslow (1943), an advocate of
a theory Maslow’s hierarchy of needs, believed that
one of the needs of a person is belongingness. Places where students socialize
Therefore, it is become imperative to socialize and
cooperate with others. Likewise, Berndt (1999) The senior high school students are adventurous and
confirmed that social interaction and in particular they used to love to go different places together with
friendships, play an important role in a child’s the families, love ones, and friends. Going somewhere
improvement. for the students together with friends become part of
their daily routine.
Reasons for Socialization
Table 3. Places normally visited together with your
The senior high school students were also interviewed friends
to get confirmation and look for desired evidence and
information. The results will be shown in Table 2.

One hundred ninety-six out of one hundred ninety-six

(100%) respondents have answered that they feel
happy when they do socialize with their friends. When
interviewed why they feel happy when they socialize
with their friends, the respondents revealed that they
feel welcome and they can do whatever they want and
whoever they want to become. The study of Demir and
Ozdemir (2009) suggested that one reason why the
quality of friendships is related to cheerfulness is
because friendship experiences bargain a situation The Table 3 shows that out of one hundred ninety-six
where primary needs are meant. respondents, 196 or 100% said that the place that they
normally visited was the school. One hundred fifty-six
One hundred ninety-five (99.49%) senior high school (79.59%) students said that they usually want to go at
students said that they want to make memories with House/Home together with friends. One hundred
their friends. Another, One hundred seventy-five twenty-six (64.29%) preferred to go to Fast Food
(75.00%) students said that they feel the love and Chains or Restaurants. Since, students spend most
sense of belongingness from their friends. And one their time in school, this is also a place where the
hundred forty-one (71.94%) students found that they students want to bond and get along with their friends.
feel comfortable and relax when with friends.
The places like, Comedy Clubs, Bars and Pubs,
On the other hand, 22.45 % or least number from the
respondents revealed that they come with friends

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Salon/Beauty Parlor, and Sports Place are not on the and drinking together with friends is one way of
senior high school students’ taste for just few releasing stress acquired from their personal and
respondents said it was not their place that they want school work. Also, there some said that food and
go with their friends. drinks are part of their bond that make more special.

In the interview, it is revealed that the respondents From the data presented, it can be postulate that with
normally want to go school simply this is a place that the ages of senior high school students, at this point
considered their second home, and also it is said that they used to inclined to eat various food and drink
school is more accessible for the respondents to different beverages out of their interest. And in the
engage themselves from their friends. study of Gervis (2018) found that the average 13- to
19-year-old spends almost 135 hours per year thinking
With the data presented, it can be concluded that about food and what the next meal will be. Also, the
school is a place of socialization of many senior high research done by Rich (2018), stated that a frozen
students wherein they will able to socialize with their snack and appetizer brand, found young people are
friends since they spend more time doing a lot things becoming more passionate and vocal about food.
in school. According to Assocham Social
Development Foundation (2012) found in the survey Usual topics when with friends
that majority of the students spend 8 hours in school
and with some spending even 10 hours a day in school. There are different and interesting topics can talk
about with friends and it is usual to do chatting and
Activities with Friends communicate with them, sharing thoughts and ideas as
well as their stories and experiences.
It is become an essential part to have activities,
especially when with friends wherein everyone want to Table 5. Topics usually discuss when with friends
engage and associate themselves with the group.

Table 4. Activities usually spend with friends

Table 5 shows that all of the respondents (100%) said

that, about love life is their most topic when with
friends talking with their crushes, boyfriends and
Table 4 showed that all of the respondents want to girlfriends, also their exes. One hundred ninety
have Food Trip and Drinking Beverages when with (96.94%) from the respondents that the topic that
their friends 196 or (100%). Almost all of the usually discuss when with friends is about an event
respondents (96.94%) would like to watch movies with either serious or funny. Also, it indicated that
friends. Others from the respondents (86.73%) just (76.53%) of respondents talk about with life
want do chatting together with friends. There also experiences when with friends. Conversely, small
some senior high school students (35.20%) want to number from the respondents said they seldom talk
have their shopping with their friends. about sensual things (12.24%), favorite celebrities
(33.16%), paranormal activities (36.22%), and
On the other hand, limited from the respondents disgusting things (38.27%).
(13.27%) want to play board and card game at the
same time lesser respondents want to do go camping The respondents when interviewed mostly said that
and volunteer as a group in a community. Also, few they are most likely want to talk about love life since
from the respondents want to volunteer as a group in a most of their friends have the tendency that everyone
community (14.29%) and go camping (16.84%). The can relate when the topic is about like, crushes,
respondents when interviewed mostly said that eating boyfriend or girlfriend, and exes. Also, some want to
talk about love life as if they the feel romantic

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Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7023947, ISSN 2822-4353
Research Article

excitement at the same time the sadness of love. indispensable distractions incurred that distress the
Talking about love life with friends can hear various academic performance the senior high school
advices and acquire emotional support wherein they students. The respondents get unfocussed with their
can able to help to manage the uncertainties about love studies since they have family and personal problems
life. and they were an unable to get manage time for what
things should prioritized. And at some point, there are
With the data presented, it can be concluded that since circumstances where teacher factor exist where affects
most of the senior high students are in their the students’ academic performance.
adolescence stage, conversation about love life is a
typical thing for them and at this moment of time they Continuing to the study of Farooq, Chaudhry, and
also experiencing to have intimate relationship to the Berhanu (2011) found out that socioeconomic status
others. High school students say that they interact (SES) and parents’ education have a significant effect
more with their romantic partners than they do with on students’ overall academic achievement as well as
parents, siblings, or friends. Moreover, even when not achievement in the subjects of Mathematics and
interacting with them, adolescents also think about English. In this study revealed that, high and average
romantic partners for many hour each weak (Collins, socio-economic level affects the performance more
2009). than the lower level. It is very interesting that parents’
education means more than their occupation in relation
Academic Achievement of the Senior High School to their children’s academic performance at school.
students Also, found that girls perform better than the male
students. With the data presented, it can be concluded
Academic achievement has major part to the success that the senior high school students are being quite
of every student. With good academic performance distracted from the disturbances experienced in their
opens opportunities that are beneficial for the students. studies since most of them had satisfactory rating for
Build the morale of the students, can lead to have their academic achievement.
doors to college and university. It could also lead in
getting the highest paying job and become financial Relationship of sociability and academic
literate. achievement of the Senior High School students

Table 6. Academic Achievement of the respondents To socialize with others is become part of everyday
living, this chapter will provide an answer to the
relationship of sociability and academic achievement
of senior high school students. Hence, the researcher
used computer software available in the computer to
calculate the Pearson Product-Moment. Correlation
Coefficient. Since the computed rho (0.119) is less
than from the critical value (0.14) and the level of
significance is (0.05). The null hypothesis is accepted
and it was revealed that there is no significant
The table shows that only 15.31% of the respondents relationship of sociability and academic of senior high
got an outstanding academic achievement while school students of Caluluan High School Main
32.14% of the sample population got a very Campus.
satisfactory academic rating. The table also clearly
indicates that 45.95% of the respondents got a Implications of the study to the Educational
satisfactory rating of 80-84. On the other hand, 6.63% Management
of the respondents got a fairly satisfactory rating.
Engaging ourselves to the others is an indispensable
Academic Achievement is one of the basis to measure role of individual’s life. Hence, sociability has a major
and know the standing of every student from the contribution to the holistic development of every
school. From the interview with the respondents student. Also, the academic achievement of the
revealed that during the school year, the senior high students is one of the grounds for the forthcoming
school students get motivated to their studies when triumph of many persons. Although sociability of the
they feel that they are being supported by their parents students has no significant role in their academic
or families. It also discovered that, there are achievement. The schools together with teachers have
enormous impact into development of between each of

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Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.7023947, ISSN 2822-4353
Research Article

the two, the sociability and the academic achievement Furthermore, the study suggests that: (9) Parents or the
of senior high students. guardians should know the academic status of their
children in the school and allocate time to talk with
Based from the data gathered, most of the senior high their children to be aware of their children academic
students are found to be moderately sociable while performance. (10) Students should continue to engage
there are students acquired fairly satisfactory grades themselves to the others especially with friends that
and few got an outstanding grades. This implies that in would greatly help for their holistic development
planning the curriculum, the school administrators specifically with regards to their social skills. (11)
should give emphasis and consideration to the Teachers should create student activities that could
development of student’s sociability and their engage students to other or more interactive activities
academic achievement. that could develop the social skills of the students. (12)
Teachers should encourage students to join school
The quality of education being conveyed to students activities that could boost confidence and build
should be expand, reorganized, and modernized since harmonious relationship to others. (13) Teachers
student’s sociability and academic achievement are should have at least 2 homeroom meetings per quarter
both have role of individual’s growth. In the study of to discuss about what is the academic status of their
Price-Mitchell (2015) found that when students are children, the behavior, attitude, and academic
actively involved in setting social norms the performance of the students. (14) The researcher
cooperative behavior and learning increases. As a would like to propose to the future researchers to
result of their involvement, students come to own the improve the research paper by inserting important
belief that cooperation is the right way to behave. It is ideas in the study that the researcher failed to do so.
also an empirical lesson in democracy and social
responsibility .Therefore, teachers need to improve
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