Social Life-Style Attributes and Academic Performance among Students

Classroom instruction is considered the primary driver of academic achievement in terms of shaping the behaviors and social interaction among students, collectively termed as “social life attributes.” This plays a critical role, yet is under-researched in pedagogical outcomes. This study assessed the relationship between social lifestyle attributes and the academic performance of Grade 8 students at Mambajao National High School in DepEd-Camiguin, Philippines. This study utilized a descriptive-correlational research design. The data were gathered from 208 respondents selected through proportionate stratified random sampling. This work employed a validated, researcher-developed instrument (alpha = 0.80). Using appropriate statistical tools, the data were analyzed using Spearman’s Rank Correlation and the Kruskal-Wallis test. Findings revealed that students maintain a “Moderate” extent of social lifestyle attributes (overall mean = 2.94), with high engagement in collaborative group activities (x ̅=3.30) but significantly low participation in extracurricular programs (x ̅=2.39). Academic performance was rated as “Very Satisfactory” (x ̅=87.1). Statistical analysis confirmed a significant positive low correlation between social lifestyle and academic achievement (r_s=0.139,p=0.046). Furthermore, there was a significant difference in lifestyle attributes based on sex (p=0.017), in favor of females (x ̅=3.41). There were no significant differences found across income, household size, or parental education. These results suggest that the school environment serves as a social equalizer, mitigating the impact of socio-economic disparities. The study concludes that fostering structured social engagement and self-regulated study habits is essential for sustaining academic excellence in the island state context.