ANALYZING THE RELATIONSHIP BETWEEN ACADEMIC WORKLOAD AND THE SOCIAL WELL-BEING OF HUMANITIES AND SOCIAL SCIENCES (HUMSS) STUDENTS OF IMMACULADA CONCEPCION COLLEGE

Abstract

Academic workload refers to the volume of tasks and obligations a student is expected to complete within a given time frame. Social well-being, on the other hand, involves fostering healthy relationships and engaging in meaningful, genuine interactions with others. Academic workload significantly impacts students’ academic progress, making it essential to examine its relationship with social well-being. Understanding this connection can help balance academic demands without compromising students’ ability to build and maintain social relationships. A recent study explored this relationship among Grade 11 and 12 Humanities and Social Sciences (HUMSS) students, revealing a notable link between academic workload and social well-being. This study explored the relationship between academic workload and the social well-being of HUMSS students at Immaculada Concepcion College. Using a quantitative, non-experimental research design, it aimed to determine the correlation between these two factors. Data analysis was conducted through survey questionnaires, T-tests, and the Pearson Correlation Coefficient. The study results revealed a significant relationship between academic workload and the social well-being of Grades 11 and 12 HUMSS students at Immaculada Concepcion College. Using Pearson’s R, researchers found that the T-value of 1.85 exceeded the critical value of 1.6528, indicating a strong association between the two variables. These findings suggest that most HUMSS students at Immaculada Concepcion College clearly recognize how their academic workload affects their social well-being. The study confirms a significant relationship between academic workload and social well-being. These findings can serve as a valuable reference for future researchers exploring similar topics.