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Published

2023-07-27

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Vol. 8 No. 2 (2023)

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Research Articles

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How to Cite

Abirin, S. G. (2023). Amidst the home-based instruction: The perceived social support and the learning anxiety of secondary school students. Environment and Social Psychology, 8(2). https://doi.org/10.54517/esp.v8i2.1693

Amidst the home-based instruction: The perceived social support and the learning anxiety of secondary school students

Saniya G. Abirin

Western Mindanao State University


DOI: https://doi.org/10.54517/esp.v8i2.1693


Keywords: home-school learning, social support, educational needs, COVID-19

Abstract

The primary purpose of this study was to examine the relationship between the extent of the social support provided by parents and teachers among secondary school students during their home-based instruction and the learning anxiety they experience amidst the COVID-19 pandemic. Social support was measured based on two constructs: parents and teachers. A descriptive-survey approach utilizing a proportional stratified random sampling was utilized to obtain the samples from a 75,542 total population of secondary students enrolled in school year 2020–2021. Data gathering was carried out during lockdown thus, printed and online surveys were administered. Three problems were investigated in the study: (1) the extent of the social support received by secondary school students from their parents and teachers; (2) the level of learning anxiety they experienced during home-based instruction; (3) whether there is a significant relationship between social support and the learning anxiety of secondary school students. Based on the findings obtained, teachers provided higher support to secondary school students as compared with parents; the learning anxiety experienced by the secondary school students during home-based instruction was moderate; and this study concluded that there is a strong positive relationship between social support and learning anxiety, however, this relationship is not significant.

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