The Relationship between Perceptual Learning Style and Social Relationship to Student’s Academic Self-Regulation

Krystal Joy M. Clamares, Anna Marie O. Pelandas, Pagado, Angel, M., Balantucas, Ronil, G., Belacho, Diomer Jr, I., Cuasito, Kylle, P., Almae Rose. Dionisio, Gamarcha, Krizylle Sofea, G., Vince Kydee. Gervacio, Monjas, Lyca Mie, B., Penpeña, Angelie Grace., Fieby Grace.. Polinar and Ringcunada, Roberto Jr, V.
Additional contact information
Krystal Joy M. Clamares: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines
Anna Marie O. Pelandas: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines
Pagado, Angel, M.: Department of Education, Senior High School Students, Philippines
Balantucas, Ronil, G.: Department of Education, Senior High School Students, Philippines
Belacho, Diomer Jr, I.: Department of Education, Senior High School Students, Philippines
Cuasito, Kylle, P.: Department of Education, Senior High School Students, Philippines
Almae Rose. Dionisio: Department of Education, Senior High School Students, Philippines
Gamarcha, Krizylle Sofea, G.: Department of Education, Senior High School Students, Philippines
Vince Kydee. Gervacio: Department of Education, Senior High School Students, Philippines
Monjas, Lyca Mie, B.: Department of Education, Senior High School Students, Philippines
Penpeña, Angelie Grace.: Department of Education, Senior High School Students, Philippines
Fieby Grace.. Polinar: Department of Education, Senior High School Students, Philippines
Ringcunada, Roberto Jr, V.: Department of Education, Senior High School Students, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 1907-1923

Abstract: This study examined the relationship between perceptual learning style and social relationships with students’ academic self-regulation. The study’s primary objective was to ascertain the levels of perceptual learning style, social relationships, and academic self-regulation in terms of their respective indicators. It also aimed to identify significant differences between perceptual learning style, social relationships, and academic self-regulation and determine which domains of perceptual learning style and social relationships significantly influenced academic self-regulation. The study employed a correlational design and involved 251 respondents from the junior high school students at Lorenzo S. Sarmiento Sr. National High School. The statistical tools used in this study included the average weighted mean, Spearman’s rho, and multiple regression analysis. The results indicated that junior high school students exhibited a high level of perceptual learning style in their different styles: visual, auditory, kinesthetic, tactile, group learning, and individual learning. The study also revealed high social relationships among junior high school students, particularly in respect for themselves, respect for others, the ability to put themselves in someone else’s shoes, and respect for problem-solving. The study found that junior high school students demonstrated a high level of academic self-regulation, particularly in self-planning, self-monitoring, self-instruction, self-evaluation, and self-reaction. Moreover, there was a high correlation and a significant relationship between perceptual learning style, social relationships, and academic self-regulation, leading to the rejection of the null hypothesis. Furthermore, all domains of perceptual learning style and social relationships received high ratings as perceived by academic self-regulation.

Date: 2025
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