EXPLORING THE RELATIONSHIP BETWEEN SOCIAL COMPETENCE AND ACADEMIC PERFORMANCE IN MATHEMATICS AMONG JUNIOR HIGH SCHOOL STUDENTS

This study examined the relationship between social competence and academic performance in Mathematics among 142 Junior High School (JHS) students of Sto. Domingo Integrated School in Sto. Domingo, Quirino, Isabela, for the school year 2024–2025. Grounded in Vygotsky’s Sociocultural Theory and Erikson’s Psychosocial Development Theory, the research explored how students' social, behavioral, and intrapersonal skills correlate with their performance in Mathematics. Data were gathered through a structured questionnaire comprising 150 items assessing ten core components of social competence—such as active listening, empathy, communication, problem-solving, and emotional regulation—and were supported by students’ Mathematics grades from the first to third quarters. Results revealed that students demonstrated high levels of social competence and achieved a very satisfactory performance in Mathematics, with 28.17% earning outstanding ratings. While no significant differences in social competence were found based on age and sex, a significant difference emerged when grouped by grade level. Similarly, academic performance differed significantly by sex but not by age or grade level. Most notably, a moderate positive correlation between social competence and academic performance in Mathematics was established, suggesting that students with higher social skills tend to perform better academically. The study concludes that integrating social skill development into academic instruction, particularly in Mathematics, enhances student outcomes. It recommends curriculum review, increased parental and stakeholder involvement, teacher training, and the implementation of social skill enhancement programs to support both cognitive and interpersonal development in JHS students.