stdClass Object
(
    [id] => 15831
    [paper_index] => 202505-02-021380
    [title] => THE PERCEIVED TEACHING STRATEGIES AND COMMITMENT AFFECTING ACADEMIC PERFORMANCE OF STUDENTS IN SOCIAL STUDIES
    [description] => 
    [author] => Annabelle O. Aniňon
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => May
    [volume] => 10
    [issue] => 5
    [file] => fm/jpanel/upload/2025/May/202505-02-021380.pdf
    [abstract] => Poor academic performance in Social Studies is a significant challenge for students and educators across countries. This study aimed to determine the impact of teaching strategies and teaching commitment on students' academic performance in Social Studies. A descriptive-predictive research design was used, with a sample of 255 Grade 10 students selected using stratified proportionate sampling. The findings showed that teaching strategies and teaching commitment are strong predictors of academic performance, explaining 98.7% of the variance in students' outcomes. The results affirm the Social Cognitive Theory, which emphasizes the role of personal, behavioral, and environmental factors in learning. The study highlights the importance of effective teaching practices in boosting student achievement in Social Studies, showing that these factors are key to student success.
    [keywords] => Perceived teaching strategies, teaching commitment, academic performance of the students in social studies
    [doj] => 2025-05-06
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 4
    [journal_id] => 2
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Research & Development (IJRD)
    [short_code] => IJSR
    [eissn] =>  2455-7838 (Online)
    [pissn] => - -
    [home_page_wrapper] => images/products_image/2-n.png
)
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