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

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.