Self-Awareness Learning in Relation to Educational Development of Students in Public Elementary Schools

Abstract

This study examined the relationship between self-awareness learning and the educational development of students in public elementary schools in the Panabo District, Division of Davao Del Norte. A non-experimental quantitative research design with a correlational method was employed, with 133 student respondents selected through universal sampling. Data analysis included the use of mean, Pearson's r, and regression analysis. Findings indicated that students sometimes manifested self-awareness, and their educational development was similarly moderate. Results showed a significant relationship between self-awareness learning and students' educational development, with specific domains of self-awareness significantly influencing educational outcomes. These findings suggest that enhancing self-awareness can be a valuable tool in educational practices. Teachers may benefit from attending seminars and professional development programs offered by DepEd to strengthen their instructional strategies. By building teaching capacity, educators can foster an environment that promotes students' self-awareness and supports comprehensive educational development.