Correlates to quality learning outcomes among senior high school students in a private school

Abstract

This study aimed to identify the correlates of quality learning outcomes among senior high school students at a private school in Zamboanga City during the school year 20242025. Using a correlational research design, 193 randomly selected students participated. Data were collected via adapted questionnaires and analyzed with various statistical methods. Results revealed that most participants are female, Grade 12, and STEM students. They generally showed moderate emotional stability, conscientiousness, and self-concept; high openness to experience and agreeableness; strong academic and psychosocial administrative support; and ample teacher support, but low to moderate extraversion and weak parental volunteering. Overall, students achieved high quality learning outcomes across domains. However, different subgroups (by sex, grade, and strand) varied in psychomotor outcomes. Personality traits like emotional stability, openness, conscientiousness, self-concept, along with psychosocial administrative and teacher support, were significantly related to quality learning outcomes. While students showed good overall learning outcomes, improvements are needed in certain personality traits, parental support areas, and specific learning domain.