ABSTRACT
The study aimed to examine the relationship between self-perceived learned competencies and academic achievement, which represents the actual learned competencies of Grade 12 senior high school learners in the Understanding Culture, Society, and Politics subject. This study was conducted at Kibawe National High School, Division of Bukidnon, for the school year 2023-2024. The study used a descriptive-correlational method. A total of one hundred and ninety-nine learners took part in the survey. Mean, frequency and percentage, standard deviation, and Pearson R or product Moment Correlation Coefficient were used to treat the data. The study revealed that the self-perceived learned competencies of Grade 12 senior high school learners in Understanding Culture, Society, and Politics subject in the area of starting points for the understanding of culture, society, and politics, defining culture and society from the perspectives of anthropology and sociology, looking back at human biocultural and social evolution, and becoming a member of society was in very satisfactory level. Also, the findings revealed that the learners' academic achievement was at a very satisfactory level, and no students got a failing grade. Furthermore, the correlational analysis found that self-perceived learned competencies in Understanding Culture, Society, and Politics subject in the area of starting points for the understanding of culture, society, and politics, defining culture and society from the perspectives of anthropology and sociology, looking back at human biocultural and social evolution, and becoming a member of society affects their academic achievement. To improve learners’ engagement, teachers in the Understanding Culture, Society, and Politics subject may use self-assessment where students can assess how they have developed over time and pinpoint areas that still need work by using these forms to track their self-perceived growth with particular competencies. The school administrators may collaborate with local organizations to create community-based initiatives to strengthen learners' comprehension and dedication to issues of society, which will aid in their academic development. To enable teachers to boost students' confidence, a well-designed training matrix may be crafted, which positively impacts students’ learning.
Keywords: Self-perceived, academic achievement, competency
INTRODUCTION
In the current era of global interconnection, it is becoming increasingly crucial for learners to thoroughly understand social structures, political systems, and cultural variety. Understanding Culture, Society, and Politics is one of the senior high school subjects that aims to equip students with the necessary skills to comprehend societal dynamics, critically assess cultural norms, and participate actively in civic affairs. The skills learned in this class are meant to encourage civic engagement and raise knowledge of multifaceted social concerns that transcend national and local boundaries.
How well learners evaluate themselves is a critical component of their educational journey. They may become overconfident, perform poorly, or disengage if their self-perceived competencies and performance differ significantly. While those who overestimate their abilities might not be inspired to work for betterment, those who underestimate them might become disheartened and not engage as fully as they could. This disparity could impede students' development in crucial facets of social awareness and engagement in the Understanding Culture, Society, and Politics course, thereby creating gaps in their preparedness to handle social and political issues in the real world.
To address the value misalignments and improve the efficacy of instructional practices, educators and curriculum authors must have a thorough understanding of the discrepancy between self-perception and actual learning outcomes. There is not much research analyzing how students' self-perceived competencies and their actual learned competencies in classes like Understanding Culture, Society, and Politics align, despite the growing emphasis on cultural awareness, societal understanding, and political literacy in high school curricula.
This study used a survey research approach which aimed to examine the relationship between self-perceived learned competencies and academic achievement, which represents the actual learned competencies of Grade 12 senior high school learners in Understanding Culture, Society, and Politics subject of Grade 12 senior high school students and their academic achievement in Understanding Culture, Society, and Politics subject at a public senior high school in the Division of Bukidnon for the school year 2023–2024.
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