Social Support: Its Influence on the Academic Achievement Among Students of Mindanao State University-Sulu Senior High School

Abstract

This study examined the influence of social support on the academic achievement of senior high school students at Mindanao State University-Sulu. Specifically, it aimed to determine the level of social support received by students from family, friends, and significant others, the level of their academic achievement, and whether social support significantly influences academic performance. This study is quantitative research. The study employed a causal-predictive research design with 228 respondents selected through stratified random sampling from a population of 558 students. Data were collected using a validated and reliable questionnaire adapted from the Multidimensional Scale of Perceived Social Support (MSPSS), with a Content Validity Index (CVI) of 1.0 and an overall Cronbach’s alpha of .878. Descriptive statistics, including mean and standard deviation, and inferential statistics through regression analysis using Jamovi software were utilized. Findings revealed that students reported low levels of perceived social support from family (M = 16.00, SD = 3.33), friends (M = 16.00, SD = 3.04), and significant others (M = 16.50, SD = 3.07). Despite this, students demonstrated a very satisfactory level of academic achievement (M = 88.80, SD = 3.99). Regression analysis indicated that social support significantly influences academic achievement (B = 0.0885, β = .167, p = .011), although it accounted for only 2.8% of the variance. The study concludes that while social support has a positive and significant effect on academic achievement, other factors play a more substantial role. Strengthening social support systems may further enhance students’ academic success.