2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Fajardo, Reggine L.*
Divine Word College of San Jose, Philippines (reglapfaj@gmail.com)
Gante Jr., Luis I.
Divine Word College of San Jose, Philippines (luisgantejr@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study investigated the factors influencing the retention of Grade 10 learners in Araling Panlipunan at San Jose National High School for the School Year 2025–2026. It focused on identifying, measuring, and analyzing learner-, teacher-, and environment-related factors affecting learners’ recall, comprehension, and performance. A mixed-methods design was used, combining thematic analysis of interviews and quantitative evaluation through survey questionnaires and structural equation modeling (SEM) in WarpPLS version 7.0. Respondents included were the 225 Grade 10 learners and selected teachers. Findings revealed three major retention factors: learner-related, teacher-related, and environment-related. The findings demonstrate that while all three factors contribute to learners’ retention, teacher-related factors exert the most significant influence, validating the theoretical foundations of Social Cognitive Theory and Ecological Systems Theory. Together, these frameworks explain that the interplay of internal learner attributes, teacher engagement, and the broader learning environment shapes effective learning and retention. The results emphasize the need for instructional approaches that strengthen teacher–learner interaction, foster learner motivation, and create supportive learning environments, key conditions for improving retention in Araling Panlipunan among Grade 10 learners. In terms of performance, more than half of the learners scored below 70 on quizzes and quarterly assessments, whereas performance tasks showed higher levels of mastery. Structural analysis confirmed significant relationships between retention factors and performance, with teacher-related and environment-related factors showing the strongest effects. The study recommends implementing a retention enhancement plan that promotes study discipline, effective instruction, and supportive environments. Continuous collaboration among teachers, learners, and parents may further improve retention and academic performance in Araling Panlipunan.
Keywords: retention factors, Araling Panlipunan performance, teacher-related factors, learner motivation
DOI: https://doi.org/10.5861/ijrse.2026.26706
Cite this article:
Fajardo, R. L., Gante Jr., L. I., & Galay-Limos, J. A. (2026). Retention factors of Grade 10 learners in Araling Panlipunan at San Jose National High School. International Journal of Research Studies in Education, 15(10), 79-95. https://doi.org/10.5861/ijrse.2026.26706
* Corresponding Author