Assessing the Role of Learning Behavior and Positive Social Behavior on the Social Skills Development among Preschoolers in Eastern Samar, Philippines

This study investigated the roles of learning behavior and positive social behavior in the development of social skills among preschoolers in Eastern Samar, Philippines, to inform a Social Skills Enhancement Plan. The study employed a quantitative-correlational research design with a developmental component. The research environment included DepEd-supervised preschools and LGU-managed early childhood and daycare centers across 22 municipalities in Eastern Samar. Using total enumeration, the respondents consisted of 1,108 preschool learners aged three to five years. Data were gathered through standardized, teacher-rated instruments assessing learning behavior (competence, motivation, attention, and persistence, and attitude toward learning), positive social behavior (social competence, autonomy, and compliance), and social skills. Descriptive statistics, including frequency, percentage, and weighted mean, were used to describe learners’ profiles and behavioral levels. In contrast, Pearson product-moment correlation was used to assess relationships among variables at the 0.05 significance level. Results showed that learners demonstrated Very Good learning behavior, Manifested positive social behavior, and Excellent social skills. However, correlation analyses revealed negligible and statistically nonsignificant relationships between learning behavior and social skills, and between positive social behavior and social skills. These findings suggest that preschoolers’ social skills may be influenced by ecological, instructional, and contextual factors beyond those measured in the behavioral domains. Based on the results, the study exhibits strong behavioral foundations; the development of social skills requires support. It is recommended that a research-based Social Skills Enhancement Plan aligned with ECCD standards, RA 10410, RA 10157, and DepEd guidelines be implemented to strengthen peer interaction, emotional regulation, and cooperative learning.