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The Learning Interest in Social Studies Education: In the Lens of Junior High
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 GALAXY INTERNATIONAL INTERDISCIPLINARY RESEARCH JOURNAL (GIIRJ)
ISSN (E): 2347-6915
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THE LEARNING INTEREST IN SOCIAL STUDIES EDUCATION: IN THE LENS OF

JUNIOR HIGH SCHOOL STUDENTS
Chris An Aguimlod 1,
Melrose Tanduyan 2,
Ermae Trangia 3,
Genesis Genelza 4*
University of Mindanao Tagum College, Philippines
*Corresponding author: genesis.genelza@umindanao.edu.ph

ABSTRACT
The main emphasis of this study is junior high school students learning interest in social
studies. 14 junior high school students who attended Carmen National High School and were
chosen by purposive sampling participated in in-depth interviews and focus groups. To
comprehend the perceptions and experiences of the pupils, a phenomenological technique was
adopted in this study. According to the survey, social studies students typically struggle to
express their ideas, beliefs, and concepts in the way they would like. These junior high school
students accepted these challenges and sought help from their teachers despite the obstacles in
learning. They develop greater self-direction, optimism, and zeal for learning to overcome their
lack of interest in the topic. The researchers advise that participation must be encouraged for
each student to feel like a vital component of the process. Additionally, administrators should
organize seminars, workshops, or other professional development opportunities for instructors
to engage kids in all areas, not just social studies. With the help of the seminar workshops, they
could their areas of strength and weakness.

Keywords: Junior High School, Phenomenology, Social Studies, Philippines

INTRODUCTION
The majority of students think that social studies or Araling Panlipunan is a boring subject.
History, economics, politics, the constitution of the government, and society are the main causes
of this. The specific skills needed to teach social studies and the strategies that would work best
for an interactive curriculum are two issues that teachers of social studies are concerned about
and have difficulty with, all of which are important factors when developing a study plan for
students (Kelly, 2020). The junior high school social studies curriculum is integrated to help
pupils learn the social science ideas that are essential to daily life. Unfortunately, there are
many obstacles to learning social studies, one of which is the lack of interest and enthusiasm
on the part of the students. Students are unable to understand the value of social studies as a
result (Wijanarko, Eskasasnanda, & Kurniawan, 2020). In addition, it was found that the
instructors waste time creating lesson plans and notes while failing to adequately communicate
the material (Ogbu, 2018).
According to data gathered from children's academic performance, Araling Panlipunan has
consistently been the lowest-performing topic in the national context, scoring only 74% on the
NAT out of a possible 100% competency norm. There may be a split in how the subject is taught
if these numbers continue to have an effect on students' performance. It was rumored that

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attaining academic objectives in Araling Panlipunan was challenging. Students' test results
occasionally may deteriorate (Tomines, Tipolo, & Pantao, 2021). Additionally, it has been
noticed that a lot of professors have taught social studies classes despite not having chosen to
specialize in the area during their undergraduate studies. Students have suffered as a result of
the teachers' lack of procedural topic expertise in social studies, which has led to poor academic
achievement. The attitudes of students toward social studies, their way of life, their sense of
nationalism, and their worldviews have all been impacted by other practical implications
(Pacana, Ramos, Catarata, & Inocian, 2019).
As researchers, we found that one of the most important components of teaching social studies
is motivation. The motivation to learn is influenced by a number of factors, such as objectives,
effort, persistence, and performance. The significance of motivation in the classroom may be
indicated by signs based on situational motivation when a student already has a preference for
a particular subject area. Motivation supports cognitive functions. Since motivated students are
more likely to pay attention and absorb the material than just skim through learning,
motivation has an impact on how information is processed (Hurst, 2021).
The goal of this phenomenological study is to better understand why junior high school students
are learning fewer social studies subjects. In this study, we examined the reasons behind Junior
High School students' declining interest in social studies courses. The results of the study
should prompt organizations to constantly improve their social studies curriculum for junior
high school students. The findings of this study will help teachers become more inventive and
meticulous when instructing kids in social studies. It motivates them to experiment in order to
come up with fresh concepts that will make them more effective teachers by instructing and
seeing various methods of class delivery. It consequently helps the student maintain motivation
and perform successfully. By providing exercises that make use of structural elements to help
them excite their attention and engagement, this study also aids students by assisting them in
generating and maintaining situational interest. Future researchers may benefit from this
study's guidance and information about the study.

LITERATURE REVIEW
The issue of junior high school students' waning interest in social studies is covered in length
in this section, which draws on a wealth of research and literature on the subject. The study's
findings from the numerous sources studied, according to the researchers, would be supported
by this.
When teaching Araling Panlipunan, a number of difficulties arise, including a lack of desire on
the part of the pupils as evidenced by their perception of their learning capacities. The
Contextualized Teaching and Learning (CTL) Approach can help teachers give pupils a high-
quality education. The material becomes more pertinent and meaningful since the lesson
incorporates the learners' experiences. Increasing degrees of mastery is the main goal of
instructional strategies like the Contextualized Teaching and Learning (CTL) technique
(Lorbis, 2019).
A low achievement rate is one of the problems the researcher has with the academic
performance of their students in the Araling Panlipunan topic. The NAT scores in Araling
Panlipunan have decreased over the last four years, going from 50.24 percent in 2011-2012 to

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41.70 percent in the previous school year, according to the most current School Improvement
Plan Report (DCNHS SIP Report, 2016, p. 21). Lack of appropriate learning resources and
teaching aids, as well as the student's trouble understanding, both contributed to his or her
poor performance in the NAT rating. In comparison to the planning norm of 1:1, the student-
textbook ratio in Araling Panlipunan 7 and 8 is much greater. In fact, there is no proof that all
Araling Panlipunan students can access high-quality educational technology (DCNHS SIP
Report, 2016, p. 9).
In addition, a linked study discussed variables influencing students' academic success in social
studies and claimed that the lack of a lab made it difficult to teach social studies. The responders
also emphasized the use of educational resources and field trips in teaching social studies. Their
academic progress in Social Studies is largely influenced by their hobbies and teachers
(Marione, 2015). Additionally, it was discovered that students' interest in social studies and
their academic success were highly associated. It was emphasized how crucial the instructor is
in serving as a facilitator and deciding the academic achievement of pupils (Ekpenyong, 2015).
Students, however, link their school to their success in social studies. Social Studies
performance was higher in private secondary schools than in public ones. Students' attitudes,
a lack of resources, and a dearth of learning activities are just a few of the variables that affect
their academic success in social studies. Other elements include the attitudes of the subject's
teachers (Okon & Archibong, 2015).
The Department of Education (DepEd) encourages public schools to be innovative in their
teaching strategies and interventions to support their pupils' tenacity and enthusiasm in the
classroom. Based on this research, Filipino teachers should seriously consider introducing
blended learning in their classrooms to address some of their students' problems, such as poor
study habits that affect their ability to perform well in class. This study employs cutting-edge
teaching techniques termed blended learning and flipping the classroom to address the students
at Araling Panlipunan's poor study habits, particularly in the subject of world history. The
study found that pupils don't care to read the lessons in their textbooks. Some students
consistently miss class, which has a negative impact on their academic achievement (example:
failing grades on quarterly exams) and their subject performance (Cruz, 2018).
In addition, the teacher must stress the need of taking notes and remembering the unusual in
order for pupils to continue appreciating Araling Panlipunan. This could be seen as an
appreciation of the subject as a result. Teachers might consider using practical materials when
teaching this subject to encourage pupils to investigate ideas and create vivid mental images
that can subsequently be processed. To encourage pupils to pursue the Araling Panlipunan
subject, educators need to adopt new teaching strategies (Sandig, 2015). Araling Panlipunan
has long been recognized as one of the key components of Makabayan as an integrative theme
that builds the foundation for teaching learners patriotism, nationalism, and responsible
citizenship. Due to a new curriculum trend and a number of innovations, the approach of
teaching social studies in the Philippines has undergone significant changes (Pana & Escarlos,
2017).
The report also voiced concern about how the fall in interest in and appreciation for Philippine
history will affect students. Due to the lack of a dedicated high school education on Philippine
history, gullible students are forced to rely on obsolete information they can find online, which

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may be true, untrue, or semi-intentionally incorrect. Without training, crucial balancing would
be far more challenging, if not impossible. Historical revisionism has been made worse by the
absence of a high school course on Philippine history. Teachers in Araling Panlipunan have a
difficult time dealing with young students who believe that some info is false or misleading
(Ignacio, 2019).
What happens in the classroom is determined by the teacher's ability to keep the students'
attention, as was previously stated. As a result, teachers play a crucial role in enacting changes
in the classroom. According to the Educator's Diary from 1995, "Teaching occurs only when
learning occurs." If the instructor uses a style of education that is appropriate for the class and
is used consistently, students will be motivated to learn. The diversity and complexity of their
students' gender, interest in the classroom, linguistic proficiency, and ethnicity must be
acknowledged and valued by teachers. These elements support students' desire to participate
in and comprehend class (Carag, 2020).
It was recommended that Araling Panlipunan teachers invest time to developing their
professional skills by obtaining master's or doctoral degrees, not only for themselves but also
for their students, focusing on generating enthusiasm in learning and strengthening
comprehension abilities. They will receive specific training and assistance as well, with an
emphasis on correctly identifying each student's intelligence and effective communication
techniques. In order for parents to be more involved in their children's education, the
Department of Education and schools should strengthen their ties with the community
(Baliling, 2020).
Additionally, teachers and students must collaborate and work together in the classroom to
create safe and solid learning communities based on common goals, resources, and designs, as
well as standards for participation as devout schoolchildren. Teachers and students take on
distinct identities and roles in their interactions with one another, which aids in their
understanding of what learning is as a process and as a body of knowledge (Genelza, 2022).
In order to do this, the teacher needs have a solid understanding of the goals, benchmarks,
teaching strategies, extracurricular interests, and guiding principles of the curriculum. They
must seize the chance to draw students or kids into a full, complete, exciting, and fulfilling
existence. While some students appear to be generally engaged in learning, many others need
or expect encouragement, a challenge, or improvement from their lecturers or instructors. "The
teacher must be able to sustain the motivation that brought the pupils to class in particular if
they are to learn effectively in the classroom."

Research Questions:
What are the experiences of Junior High School students in learning social studies?
How do the Junior High School student cope with the challenges of learning social studies?
What are the insights of the Junior High School Student in learning social studies?

RESEARCH METHOD
This chapter introduces the methodology used in qualitative research. This comprises the
research participants, instruments, design, and procedure.

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Participants
The research project focuses on the learning interest of junior high school students in Carmen,
Davao del Norte, in social studies courses. We concentrate on social studies lessons from grades
7 through 10 in junior high school. We concentrated on the reasons junior high students become
less interested in social studies. Seven participants will participate in the IDI (in-depth
interview) and seven will participate in the focus group discussion (Focus Group Discussion).
Purposive sampling will be used by the researchers to determine who will participate. Purposive
sampling will help researchers find and choose the group of participants with the greatest
amount of information on the experiences crucial to the study (Patton, 2002). Participants with
comparable educational backgrounds and those who attended schools in the same region will
be chosen by the researchers. Accordingly, the requirements for the participants are as follows:
(1) junior high school student; and (2) enrolled in Carmen National High School. Additionally,
participants must be genuine Carmen, Davao del Norte residents who are in grades 7 through
10.

Materials/Instruments
Using the prepared interview questions, the researcher will conduct interviews with the study's
subjects. Through interview questionnaires, participants will be led through the interview and
discussion process. Additionally, it will help researchers compile the precise data needed for the
study. Focus groups and in-depth interviews will be conducted by Zoom, Messenger, or Google
Meet. To gather accurate and comprehensive data, we will use the platform's recorder and a
mobile phone audio recorder to capture the entirety of our interview and talks.

DATA ANALYSIS
The qualitative approach will be used by the researchers because it is the best way to gather
the required data. This can help future academics who would like to look into students'
motivations for learning social studies. As a result, information is gathered from chosen
respondents through focus group discussions and in-depth interviews. The researcher was also
interested in learning what the participants thought of the junior high school students.
In order to collect information about the learning interest in social studies education via the
eyes of junior high school pupils, the researchers will also force a textual or visual analysis.
How respondents compel meaning in the examined manifestations will be determined using the
phenomenological method. Phenomenology is useful for studying a select few topics. The
consequences of the phenomena on junior high school pupils were primarily experienced by 14
participants in this case. Phenomenological research seeks to shed light on and classify events
in accordance with how individuals within a setting define certain concepts. The goal of pure
phenomenological research is to describe rather than to explain, and it begins without any
preconceived notions or hypotheses (Husserl, 1970).
The participant impressions and opinions will be recorded by the researcher. Asking someone
to discuss extremely personal issues is a difficult assignment. Keeping participants and their
data secure, however, is the researcher's main responsibility. Before the study can start,
procedures for this protection should be properly explained to the participants and approved by
a reputable research ethical review board. Before beginning their study, researchers and

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practitioners new to qualitative research should seek the advice of an experienced researcher.
We can obtain the relevant information from our respondents by conducting a thorough
interview. But before we go further, individuals must certify that their participation is
voluntary and that they are willing to provide the data needed for the study. Participants are
free to respond in any language as long as the researchers can comprehend it. Later, when they
go deeper into the material, they frequently stray from the original subject and start a dialogue
by posing a variety of queries. Regular conversations and in-depth interviews with numerous
goals and objectives can be distinguished from one another (Rubin & Rubin, 2005). Without our
physical presence, an interview will take place using Zoom, Google Meet, or a video chat using
several other internet and phone technologies. 7–14 people have been chosen for this analysis.
A thorough interview is another form of communication (Creswell, 2015).

FINDINGS AND DISCUSSION

Data related to the questions on the research questions are presented and discussed in this
part. Together with a logical defense of the outcome, both tabular and textual data were
supplied.
The participants' responses were compiled after the researchers held a focus group discussion
and an in-depth interview. The recorded participant replies were thoroughly transcribed,
translated, and grouped into key themes after rigorous transcription and translation by the
researchers. The topics were created by the data analyst. The topics and ideas created by the
researchers were assessed, modified, and organized by the data analyst. These were conducted
to identify the key components of the issue being studied (Burns & Grove, 2007).

Research Question 1. What are the experiences of junior high school students in learning
social studies?

Table 1. The experiences of Junior High School Students in Learning Social Studies.
THEMES CORE IDEAS
Challenges In Learning Social Studies Learning social studies is difficult, especially if
no one wants to teach you about it.
Being a high school student is not easy
sometimes. I experience difficulties answering
tricky questions.
Teaching Strategies in Social Studies Classes Usually, my teacher would let us copy the
essential details in our notes.
our teacher presented a visual aid that
contained a topic, and she created a quiz
through Apps
When our class discussion ends, she will give us
an assessment of the lesson
Motivational Games and Lesson Start-Ups She uses games to catch the student's attention
and be Interested.
She would sometimes begin the session with
learning exercises such as guessing games.
My teacher starts the lesson with some
energizers and activities.

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Challenges In Learning Social Studies

Challenges in Learning Social Studies is the first theme that is being produced. With these
difficulties, we can predict where the instructor will stumble or identify the approaches they
should use to create an effective teaching strategy. Some students are struggling to understand
some of their new lessons, finding no one eager to help them, and having trouble understanding
specific phrases. Each student's academic progress was significantly impacted by this obstacle.
Their conduct and academic performance are impacted.
Furthermore, we must keep in mind that kids' social and emotional problems have an impact
on their capacity for learning and performance. Most significantly, it has an impact on how well
they succeed in academic areas. Students must assess their strengths and weaknesses at each
stage in order to succeed with these obstacles. These social and emotional issues usually recur
throughout their academic careers. Never forget each student's unique sociocultural identity in
order to help them reach their greatest potential (Bhatnagar, 2018).

Teaching Strategies in Social Studies Classes

The Teaching techniques in Learning Social Studies is another issue that is highlighted. Being
a competent teacher requires employing innovative teaching strategies to meet the unique
needs of students. Regardless of how long you've been teaching, it might be difficult to
determine which teaching approach is best for your pupils. When instructing, a teacher ought
to have a variety of instructional methods at their disposal. Prioritize the strategies that might
result in better learning, and think about using an active learning strategy with the students.
Studies show that when teachers use instructional strategies, students can make meaningful
connections between concepts covered in class and actual situations. They encouraged greater
class participation from the pupils. They enable learners to advance their knowledge and alter
their course as necessary. Teachers benefit from instructional strategies because they can
assess student progress using a variety of metrics (Persaud, 2021).

Motivational Games and Lessons Start-Ups

The motivational game and lesson startups are the final theme. The educational process now
includes a large amount of game-based learning. Children learn via play, and more and more
research is demonstrating the benefits of using games in the classroom to engage students with
subjects they might otherwise find boring.
Studies suggest that using games in the classroom could increase student interest. The learner
becomes more eager to learn, concentrate, and participate in class activities. Students can
improve their ability to think critically, reason, and learn by engaging in warm-up activities
before lessons. These questions enable students to delve deeper into the material through
independent study, peer interaction, or group discussion. These questions typically stimulate
in students an interest or skill they want to pursue further (Sager, 2022).

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Research Question 2. How does the junior high school student cope with the challenges of
learning social studies?

Table 2. The coping mechanism of Junior High School students with the challenges in
Learning Social Studies
THEMES CORE IDEAS
Advanced Learning and Self-Motivation I did a study in advance.
The coping mechanism that I’ve used is to study
in advance, especially on those topics that are
difficult for me.
I usually study or advance study our lessons.
Self-Direction and Focus I always focus on understanding and knowing
this subject.
More focus and understanding.
My insight into social studies is that it is
challenging. Still, if we focus and strive hard,
everything is simple.
Enthusiasm And Positive Outlook I always spread positivity throughout my whole
being
Being positive and studying hard help me cope
with everything.
Its motivation and a clear mindset in studying
and the reason why it will keep me striving for
a better living.
Pursuing The Course and Rigorous Study I always read a book to improve myself in social
studies.
I cope with the challenge by reviewing the
lessons.
The effective method we used was to study every
lesson hard.
Teacher Aid and Assistance My teacher helps me understand, especially in
a complex lesson
I usually ask my teacher about all the tasks I
struggle with.
My teacher is considerate and always helps me.

Advanced Learning and Self-Motivation

The majority of participants choose advanced study as a coping mechanism for their academic
difficulties. By preparing beforehand, individuals could attain their learning objectives and
then have time to ask questions about anything they did not fully understand. There is
substantial evidence to support the effectiveness of several types of advanced education, in
particular different approaches to acceleration, ability grouping, and curricular innovations
including structured curriculum and enrichment. However, additional research is required to
fully comprehend how advanced education impacts students' lives and learning across class,
race, ethnicity, and gender (Plucker & Callahan, 2020).

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Self-Direction and Focus

All types of thinking, including perception, memory, learning, reasoning, problem-solving, and
decision-making, depend on focus. It makes it possible for them to start working on anything
and to stay committed. The most important tool for higher education institutions is self-
direction because students need to be free to experiment and find what works for them.
Additionally, educators must be able to impart knowledge in their own distinctive ways,
utilizing real-world examples. Universities and professors alike require the ability to make
judgements independently since the missions of universities vary (Fein, 2022).

Enthusiasm and Positive Outlook

They were better able to concentrate and absorb information as they learnt when they had a
positive view on learning. They were also able to recognize various learning opportunities and
welcome new experiences. Elementary and high schools have closed as a result of the COVID-
19 instances that are rapidly increasing. As a result, a student's absence from the classroom
may have an impact on their attitudes toward learning and attendance. Despite the forced
environment, the students showed enthusiasm for learning and attending school
(Mirahmadizadeh et al., 2020).

Pursuing The Course and Rigorous Study

The participants' troubles with the material are significantly lessened by their intense study.
You can increase your confidence, competence, and self-esteem by developing good study habits.
They can aid in achieving deadlines and reducing test anxiety. Therefore, by developing
effective study habits, you might be able to cut down on the amount of time you spend studying
and free up more time for other activities (Student wellness center, 2017).

Teacher Aid and Assistance

Teachers encourage academic success, support students in developing their academic
knowledge and skills, and watch out for disruptive behavior in the classroom. However, little is
known about how teacher support impacts students' sense of creative self-efficacy. In
educational contexts, teacher support can help students stay motivated. Creative self-efficacy
was impacted by the chain mediation of students' autonomous motivation, relaxation, and
accomplishment emotions, but other achievement emotions had no impact. Additionally, it's
important for academics and educators who seek to foster kids' creativity (Liu et al., 2021).

Research Question 3. What are the insights of the junior high school student in learning social
studies?

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Table 3. The Insights of Junior High School Students in Learning Social Studies.
THEMES CORE IDEAS
Historical Literacy and It helps us develop historical thinking and literacy as a way of
Learning Benefits navigating our world, and that also helps us understand the
world we live in.
Learning social studies is beneficial for me. It is not dull because
social studies are crucial lessons that should be understood and
comprehended.
Subject Interest and Lesson This subject is interesting because it talks about a lot of things.
Excitement Araling Panlipunan is an exciting subject, and we must love the
lesson.
Embracing The Challenges in My insights into social studies are that it is challenging. Still, if
Learning we focus and strive hard, everything is simple.
I enjoy learning social studies because I am challenged every
time.
Clear Goals and Topic Oriented I suggest beginning a lesson by giving a clear idea about the
topic, then making It more interesting so that the students will
pay attention and do a recap of the address.
A teacher must build a strong connection with their students for
them students to be more motivated to learn.
Recreation in Learning Social Learning social studies is both enjoyable and educational.
Studies Because it speaks about the society in which we live.
Learning social studies like me is to enjoy while studying and
keep in mind all knowledge you have acquired to use in your
growth.

Historical Literacy and Learning Benefits

According to the participants, social studies is a crucial subject that may aid students in
developing a thorough understanding of current events as well as political science, history,
culture, and other topics. Students who are historically literate are specialists in the subject
and the period of history they study. They are able to grasp the past through historical thinking
and discipline-based reasoning. A student who is knowledgeable about history can also
challenge and evaluate historical sources, comprehend historical context, and investigate
various accounts and points of view that explain how things have evolved in the past (Athlos
Academies, 2019).

Subject Interest and Lesson Excitement

Students' interest in current events is piqued by social studies. It enables students to
comprehend how society and the rest of the globe are evolving and how they can influence the
path that the nation will take. The subject is therefore appealing to the students. Real-world
context and inspiration are abundant in social studies content and concepts. In this approach,
historical occurrences and contemporary challenges could be brought to life for students. Lesson
content becomes more interesting and captivating. Additionally, history is a fascinating and
vivid subject that aids pupils in better understanding their place in the world (Listmann, 2021).

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Embracing the Challenges in Learning

The subject's greater historical emphasis turns off some students. Others find it difficult. It is
challenging at first. But it will be simpler if they pay attention and study. It will never be easy
to learn something new. You cannot learn and develop if there are no challenges. Students
develop their mental fortitude when they accept problems and are prepared to confront them
head-on, accept them, and overcome them. Listmann (2022) asserts that frequent attendance
in class can improve social studies comprehension. Additionally, schedule your study time and
establish a conducive setting for concentration (Warwick, 2021).

Clear Goals and Topic Oriented

Participants recommended that teachers should be able to transparently communicate concepts
to their students. Through engaging workshops, students may learn history in an engaging
way. Students will quickly learn history if the facilitator makes the content engaging for them
by showing them pictures and videos. Students will stop finding history dull if teachers make
it enjoyable and motivating for them to learn. Additionally, if you can find a method to make it
more relatable, rethink the issue, or make it more entertaining, it might be more pleasurable
(Listmann, 2021).

Recreation in Learning Social Studies

The participants find it exciting and instructive to learn social studies for themselves. They
aren't bored because they know they can utilize it later; they actually appreciate it. At Araling
Panlipunan, students broaden their knowledge and skill sets. They get an understanding of the
world by learning about other people and their values in a variety of settings and situations.
They broaden their understanding of the world they live in and how it is changing. The potential
for learning by paying attention to historical, social, and cultural contexts increase as learners
get older. They also found the activities to be intriguing, engaging, and exciting, which made
the classes much more enjoyable, fascinating, and exciting (Zarslan & Etin, 2018).

CONCLUSION
The discussion delighted the researchers as they prepared the participants from Carmen Junior
High School for the study. The participants spoke willingly and without reluctance as the
interview progressed. As they responded to all of the questions, they also contributed other
insights and ideas. The participants' fascinating and pertinent responses made the researchers
happy with the interview's conclusion.
Academic achievement depends on knowing the pupils' learning preferences. This study aimed
to investigate and comprehend their social studies learning obstacles, insights, and experiences.
Both positive and negative experiences were expressed by the junior high school students. The
participants discussed how they overcome learning hurdles in social studies classes, accepted
challenging learning situations, and their teachers' instructional tactics.
The study's researchers came to the following conclusion based on their findings: Students
typically struggle to express their ideas, opinions, and concepts in the way that they would like.
because it is complicated and vast. Students, especially those who struggle to understand
concepts, develop coping mechanisms with the help of their professors. They are more focused

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and self-directed. These junior high school kids accepted these tasks despite the learning
limitations. Approaching social studies with a positive perspective will help them overcome
their lack of interest in the subject because they will feel more upbeat and excited about
studying as a result. The students also recommend that the teacher establish a good rapport
with them in order to make learning more intriguing, thrilling, and engaging.
A campus that welcomes students also requires open communication between administrators,
academics, and advisors for international students. All parties will gain from improved
comprehension and teamwork as a result of ongoing communication, which will also be helpful
for the Junior High School students and the company as a whole. The understudies' integration
into the routine of the main school would also be aided by constant communication. The pupils
will find it simpler to adapt to social situations because they won't feel alone. These
recommendations will assist schools in meeting student demands and expectations while also
raising retention and academic success rates on a whole (Genelza, 2022).

RECOMMENDATIONS
In light of the findings and conclusion, the researcher would like to recommend the following:
Schools and the administration should keep providing lectures, workshops, webinars, and other
academic events that motivate students to develop a wider range of interests in learning as
opposed to a narrow focus. By improving their involvement and expertise, webinars and
seminars help them perform better in a classroom setting. All pupils should be able to feel at
home at the school. They should give more support to activities that help students succeed by
implementing teaching tactics that are more entertaining, useful, and supportive of students'
learning and passion for school. They must set up a thorough support structure for educational
opportunities and community collaborations.
To establish a rapport with them and cultivate empathy for their behavior, teachers should be
able to speak with their students. They should be more cognizant of their students' performance
in order to enhance their instructional strategies and successfully engage their learners. They
can then determine which subjects their students are not interested in. Collaboration between
students and teachers should be a teacher's main priority. It might help the instructor focus
more intently on their performances.
For students, this is the most exciting and important period of their lives. It entails more than
merely attending class and making the necessary sacrifices to effectively master a subject while
being guided by a teacher. Students should concentrate more throughout class and be
accountable for their work. They should put in more effort and time toward their studies. Goal-
setting should improve their academic performance. Children can speak with their teachers
when they participate.
In order for future researchers to properly appreciate the purpose of their job and reach some
alternate conclusions for their own improvement, they should be more spiritually engaged and
open-minded in their research. They needed to strive to adjust to the situation and be more
aware of what they should research and where their attention should be directed. The
investigations could become more precise and productive as a result.

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