Participation in Learning Social Studies among Junior High School Students: The Predictive Role of Teacher Modeling and Student Interest

Abstract

Low participation in learning social studies remains a challenge. To forecast student participation using teacher modeling and student interest as predictors was aimed. Data from randomly selected 200 junior high school students were collected through a survey. Using multiple linear regression analysis, the study concluded that the model for student participation in social studies discussions, with teacher modeling and student interest as predictors, is statistically significant and supports Social Cognitive Theory, demonstrating that learning is influenced by the interaction of personal and environmental factors. Further studies may explore factors affecting participation, while teachers and administrators may focus on clear communication, teaching strategies, and professional development to enhance student engagement in learning social studies.