Profile of the Respondents

This research aims to explore the connection between social support and academic
success among college students at Isabela State University-Cabagan. An essential step in this
investigation is to understand the characteristics of the individuals participating in the study. The
table below provides a clear overview of the sample's composition, specifically focusing on the
distribution of respondents by sex and year level.
Table 1.1
Profile of the Respondents When Grouped According to Sex
Profile Categories Frequency Percentage
Male 188 50.00
Sex
Female 188 50.00
Total 376 100.00
First Year 94 25.00
Second Year 94 25.00
Year Level
Third Year 94 25.00
Fourth Year 94 25.00
Total 376 100.00

The data presented in the table demonstrates a well-balanced representation of the

respondents across both demographic variables. The distribution of sex within the sample is
perfectly equitable, with 188 male and 188 female participants. This translates to each gender
comprising 50% of the total sample, indicating an equal inclusion of both sexes in the study.
Table 1.2
Profile of the Respondents When Grouped According to Year Level
Profile Categories Frequency Percentage
First Year 94 25.00
Second Year 94 25.00
Year Level
Third Year 94 25.00
Fourth Year 94 25.00
Total 376 100.00

Furthermore, table 1.2 presents the distribution of respondents across the four academic
year levels. The data shows that there are 94 respondents in each of the following categories:
First Year, Second Year, Third Year, and Fourth Year. Each of these year levels represents 25%
of the total sample population.
This balanced representation within the sample suggests that the researchers employed
a deliberate sampling strategy to ensure proportional representation across both sex and year
level. This approach likely enhances the study's rigor and strengthens the potential for
generalizing the findings, at least within the context of the student population under investigation
at Isabela State University-Cabagan.
Academic Success of the Respondents Based on their General Weighted Average (GWA)
This study investigating the relationship between social support and academic success
among college students at Isabela State University-Cabagan also sought to analyze the
academic standing of the respondents. Table 2 presents a summary of the participants'
academic achievement as measured by their GWA. This table provides valuable insight into the
distribution of academic performance within the sample group.
Table 2
General Weighted Average (GWA) of the Respondents
General Weighted Average Frequency Percentage
1.00-1.79 191 50.80
1.80-2.59 170 45.20
2.60-3.39 15 4.00
Total 376 100.00

The data indicates that the majority of the respondents demonstrate relatively high
academic achievement. A significant portion of the respondents fall within the 1.00-1.79 GWA
range, with a frequency of 191, representing 50.80% of the total sample. The second largest
group falls within the 1.80-2.59 GWA range, with a frequency of 170, accounting for 45.20% of
the respondents.
In contrast, fewer respondents have GWAs in the lower ranges. Only 15 respondents
have a GWA between 2.60-3.39, representing 4.00% of the sample.
These findings suggest that the sample population is largely composed of academically
successful students, as indicated by their GWA scores. This distribution should be taken into
account when interpreting the findings of the study in relation to social support and its potential
influence on academic success.
Level of Social Support of the Respondents
Social support plays a crucial role in students' overall well-being and their ability to
navigate the challenges of academic life. This study investigates the level of social support
perceived by college students at Isabela State University-Cabagan. Understanding the extent to
which students feel supported by their family, friends, and significant others provides valuable
insights into the social resources available to them. This analysis aims to offer a comprehensive
view of the social support landscape experienced by students within the university.

Table 3.1
Level of Social Support of the Respondents from Family
FAMILY Mean SD Descriptive Value
1. My family really tries to help me. 5.73 1.52 Strongly Agree
2. I get the emotional help & support I need from 5.64 1.44 Strongly Agree
my family.
3. I can talk about my problems with my family. 4.99 3.11 Mildly Agree
4. My family is willing to help me make decisions. 5.59 1.56 Strongly Agree
Overall 5.49 1.44 Strongly Agree
 The data indicates that respondents generally experience a strong level of social support
from their families. The overall mean for family support is 5.49, with a standard deviation of
1.44, and this is described as "Strongly Agree." This general trend suggests that students, on
average, feel well-supported by their families.

Examining the details within the table, the highest levels of agreement are seen in the
responses to the statements "My family really tries to help me" (Mean = 5.73, SD = 1.52,
Descriptive Value = Strongly Agree) and "I get the emotional help & support I need from my
family" (Mean = 5.64, SD = 1.44, Descriptive Value = Strongly Agree). The statement "My family
is willing to help me make decisions" also shows strong agreement (Mean = 5.59, SD = 1.56,
Descriptive Value = Strongly Agree). In contrast, the statement with the lowest level of
agreement, although still on the agree side, is "I can talk about my problems with my family"
(Mean = 4.99, SD = 3.11, Descriptive Value = Mildly Agree). Notably, this statement also has a
higher standard deviation compared to the other statements, indicating greater variability in
responses among participants.

The implications of these data suggest that family plays a crucial role in providing
support to students. The high levels of agreement with statements related to practical help,
emotional support, and decision-making assistance highlight the active role families play in
supporting their children's lives. However, the slightly lower agreement and higher variability
regarding open communication about problems may indicate potential differences in family
communication styles or the degree to which students feel comfortable sharing their difficulties
with family members. These findings may have significant implications for understanding the
factors that contribute to students' academic success and overall well-being.

Table 3.2
Level of Social Support of the Respondents from Friends
FRIENDS Mean SD Descriptive Value
1. My friends really try to help me. 5.57 1.34 Strongly Agree
2. I can count on my friends when things go 5.09 1.48 Mildly Agree
wrong.
3. I have friends with whom I can share my joys 5.70 1.94 Strongly Agree
and sorrows.
4. I can talk about my problems with my friends. 5.31 1.56 Strongly Agree
Overall 5.42 1.17 Strongly Agree

The data in Table 3.2 indicates that respondents generally report a strong level of social
support from their friends. The overall mean for friend support is 5.42, with a standard deviation
of 1.17, and this is described as "Strongly Agree." This general finding suggests that students,
on average, feel well-supported by their friendships.
Looking at the specific statements, the highest level of agreement is observed in the
statement "I have friends with whom I can share my joys and sorrows" (Mean = 5.70, SD = 1.94,
Descriptive Value = Strongly Agree). The statement "My friends really try to help me" also shows
a high level of agreement (Mean = 5.57, SD = 1.34, Descriptive Value = Strongly Agree), as
does "I can talk about my problems with my friends" (Mean = 5.31, SD = 1.56, Descriptive Value
= Strongly Agree). In contrast, the statement with the lowest level of agreement, although still on
the agree side, is "I can count on my friends when things go wrong" (Mean = 5.09, SD = 1.48,
Descriptive Value = Mildly Agree).
 These findings suggest that friendships play a vital role in the social support systems of
students. The high agreement with statements concerning sharing experiences, practical help,
and open communication highlights the importance of peer relationships in students' lives.
However, the slightly lower agreement with the statement about relying on friends during difficult
times may indicate nuances in the perceived reliability or dependability of friendships in
challenging situations. These findings contribute to a broader understanding of the role of social
support in students' academic and personal lives.
Table 3.3
Level of Social Support of the Respondents from Significant Other
SIGNIFICANT OTHER Mean SD Descriptive Value
1. There is a special person who is around when I 5.43 1.54 Strongly Agree
am in need.
2. There is a special person with whom I can 5.55 1.42 Strongly Agree
share joys and sorrows.
3. I have a special person who is a real source of 5.66 1.46 Strongly Agree
comfort to me.
4. There is a special person in my life who cares 5.61 1.56 Strongly Agree
about my feelings.
Overall 5.56 1.25 Strongly Agree

Table 3.3 presents the data concerning the level of social support respondents receive
from a significant other. The findings indicate that respondents generally report a strong level of
social support from their significant other. The overall mean for support from a significant other
is 5.56, with a standard deviation of 1.25, and is described as "Strongly Agree." This suggests
that, on average, students in the study perceive a high degree of support from their significant
relationships.
The highest level of agreement is found in the statement "I have a special person who is
a real source of comfort to me" (Mean = 5.66, SD = 1.46, Descriptive Value = Strongly Agree).
Close behind are "There is a special person in my life who cares about my feelings" (Mean =
5.61, SD = 1.56, Descriptive Value = Strongly Agree) and "There is a special person with whom
I can share joys and sorrows" (Mean = 5.55, SD = 1.42, Descriptive Value = Strongly Agree).
The statement "There is a special person who is around when I am in need" also shows strong
agreement (Mean = 5.43, SD = 1.54, Descriptive Value = Strongly Agree).
The results suggest that significant others play a crucial role in providing social support
to students. The high levels of agreement across all four statements emphasize the importance
of having a supportive partner or close confidant who offers comfort, emotional support, and a
sense of being cared for. These findings highlight the potential impact of intimate relationships
on students' well-being and their ability to navigate the challenges of academic life.
Comparison on the Level of Social Support When Grouped According to Profile Variables
An essential aspect of understanding the dynamics of social support within a specific
population involves examining how it varies across different subgroups. This study delves into
the comparison of social support levels among college students at Isabela State University-
Cabagan, specifically focusing on the profile variables of sex and year level.
 Analyzing social support through the lens of these demographic categories allows for a
more nuanced understanding of the support structures and experiences of students. By
grouping respondents according to sex and year level, the research aims to uncover potential
differences in the perceived levels of support from family, friends, and significant others.
Table 4.1
Independent t-test on the Level of Social Support When Grouped According to Sex
Social Support Sex Mean SD df t p-value Decision
Family Male 5.38 1.31 374 1.46ns 0.14 Do not reject Ho
Female 5.59 1.56
Friends Male 5.40 1.16 374 0.40ns 0.69 Do not reject Ho
Female 5.44 1.18
Significant Male 5.43 1.31 374 1.99* 0.04 Reject Ho
Other Female 5.69 1.17
* - Significant at 0.05
ns
- Not Significant

Table 4.1 presents the results of the independent t-test, which was used to compare the
level of social support among respondents when grouped according to their sex. This
comparative analysis seeks to determine if there are significant differences in how male and
female students perceive social support from these distinct sources.

The findings indicate that there is no significant difference in the level of social support
reported by male and female respondents in terms of support from family and friends.
Specifically, for family support, the mean for male respondents is 5.38 (SD = 1.31), while the
mean for female respondents is 5.59 (SD = 1.56), with a non-significant t-test result (t = 1.46, p
= 0.14). Similarly, for friend support, male respondents have a mean of 5.40 (SD = 1.16), and
female respondents have a mean of 5.44 (SD = 1.18), with a non-significant t-test result (t =
0.40, p = 0.69).

However, the analysis reveals a significant difference in the level of support from a
significant other based on sex. Male respondents reported a mean of 5.43 (SD = 1.31), whereas
female respondents reported a mean of 5.69 (SD = 1.17), and this difference is statistically
significant (t = 1.99, p = 0.04). This finding aligns with studies that have shown gender
differences in perceived social support. For instance, Betco et al. (2024) discovered that female
students reported higher levels of perceived social support. This is consistent with the current
study's finding that females perceive more support from significant others. Additionally, research
by Khulbe and Bartwal (2024) indicated that female medical students experienced better
academic outcomes due to their greater reliance on social support in managing academic
stress. These studies, along with the results presented in Table 4, suggest that gender can
influence how social support is experienced, with females often reporting stronger support
networks and higher levels of perceived support.

The implications of these findings suggest that while support from family and friends may
be perceived similarly across genders, support from significant others is experienced differently.
The higher levels of support reported by female students from their significant others could
indicate variations in relationship dynamics or gendered expectations within intimate
relationships. These results underscore the importance of considering gender as a factor in
understanding social support and its impact on students' lives.
 Table 4.2
One-Way Analysis of Variance on the Level of Social Support When Grouped According to Year
Level
Social Support Year Mean SD SS df MS F p-value Decision
First 5.56 1.27 4.07 3 1.36 0.65ns 0.58 Do not
Family Second 5.58 1.13 772.30 372 2.08 reject Ho
Third 5.48 1.89
Fourth 5.32 1.35
Total 5.49 1.44 776.36 375
First 5.33 1.18 2.48 3 0.83 0.61ns 0.61 Do not
Friends Second 5.53 1.09 507.88 372 1.37 reject Ho
Third 5.47 1.27
Fourth 5.36 1.12
Total 5.42 1.17 510.36 375
Significant First 5.47 1.35 2.03 3 0.68 0.43ns 0.73 Do not
Other Second 5.67 1.24 582.75 372 1.57 reject Ho
Third 5.59 1.22
Fourth 5.53 1.19
Total 5.56 1.25 584.78 375
ns
- Not Significant

Table 4.2 presents the results of the one-way analysis of variance (ANOVA), which was
conducted to examine if there are significant differences in the level of social support among
respondents when grouped according to their year level. This analysis aims to determine
whether students in different year levels (First, Second, Third, and Fourth) vary in their
perceptions of social support.

Overall, the findings indicate that there are no significant differences in the level of social
support across the four year levels for any of the three dimensions: family, friends, and
significant other. For family support, the means range from 5.32 to 5.58, with a non-significant F-
value (F = 2.08, p = 0.58). Similarly, for friend support, the means range from 5.33 to 5.53, with
a non-significant F-value (F = 1.37, p = 0.61). The support from a significant other also shows
no significant difference across year levels, with means ranging from 5.47 to 5.67 (F = 1.57, p =
0.73).

These results suggest that students across all year levels generally perceive similar
levels of social support from their family, friends, and significant others. This finding contrasts
with studies that suggest social support may vary across different stages of academic
progression. For instance, some research indicates that first-year students may experience
differing levels of social support as they adjust to the university environment (Abdullah, Kong, &
Talib, 2016), but the current study does not find significant differences across year levels.

The implications of these findings suggest that social support levels are relatively
consistent across the different year levels in this study. This could indicate that support systems
are stable throughout the students' academic journey at the university. However, it is important
to note that this study focuses on a specific institution, and findings might vary in other contexts.
Further research could explore the nuances of social support across academic years in different
settings to provide a more comprehensive understanding.
Comparison on the General Weighted Average (GWA) When Grouped According to
Profile Variables
Understanding the factors that influence academic success is a central concern in
educational research. This study examines the General Weighted Average (GWA), a key
indicator of academic success, among college students at Isabela State University-Cabagan. By
grouping students according to their profile variables, specifically sex and year level, the
research seeks to identify potential differences in academic achievement across these groups.
Analyzing GWA in relation to these demographic categories allows for a deeper understanding
of the variables that may contribute to or hinder academic success within the university setting.
Table 5.1
Independent t-test on the General Weighted Average (GWA) When Grouped According to Sex
Sex Mean SD df t p-value Decision
Male 1.93 0.44 374 2.71** 0.007 Reject Ho
Female 1.82 0.32
** - Significant at 0.05

Table 5.1 presents the results of the independent t-test, which was conducted to compare the
General Weighted Average (GWA) of respondents when grouped according to sex. This
analysis aims to determine if there is a significant difference in academic success, as measured
by GWA, between male and female students.

Overall, the findings indicate a statistically significant difference in GWA between male
and female respondents. The mean GWA for male students is 1.93 (SD = 0.44), while the mean
GWA for female students is 1.82 (SD = 0.32). The t-test result (t = 2.71) yields a p-value of
0.007, which is significant at the 0.05 significance level.

This result suggests that female students in this study tend to have a higher GWA,
indicating greater academic success, compared to their male counterparts. This aligns with
research by Betco et al. (2024) and Khulbe and Bartwal (2024), which also found that female
students demonstrated superior academic performance. These studies, along with the data in
Table 5.1, support the assertion that gender can be a significant factor in academic outcomes.

The implications of these findings suggest that there are gender-based differences in
academic success within the studied population. The higher GWA among female students could
be attributed to various factors, including differences in study habits, motivation, or the utilization
of social support. It is important for educators and policymakers to acknowledge these gender
differences and implement strategies that support academic success for all students.

Table 5.2
One-Way Analysis of Variance on the General Weighted Average (GWA) When Grouped
According to Year Level
Year Mean SD SS df MS F p-value Decision
First Year 1.90 0.33 0.29 3 0.10 0.65ns 0.58 Do not
Second Year 1.89 0.52 55.80 372 0.15 Reject Ho
Third Year 1.90 0.32
Fourth Year 1.83 0.35
Total 1.88 0.39 56.09 375
ns
- Not Significant

Table 5.2 presents the results of the one-way analysis of variance (ANOVA), which was
conducted to examine if there are significant differences in the General Weighted Average
(GWA) among respondents when grouped according to their year level. This analysis aims to
determine whether academic success, as measured by GWA, varies significantly across
different year levels.

The findings indicate that there are no significant differences in GWA across the four
year levels. The mean GWA scores for each year level are as follows: First Year (1.90, SD =
0.33), Second Year (1.89, SD = 0.52), Third Year (1.90, SD = 0.32), and Fourth Year (1.83, SD =
0.35). The F-value (F = 0.58) yields a p-value of 0.65, which is not significant.
 These results suggest that academic success, as measured by GWA, does not
significantly differ across the different year levels in this study. This finding implies that students'
academic performance is relatively consistent throughout their progression from First Year to
Fourth Year. This contrasts with studies that might suggest academic performance changes
significantly across year levels due to factors like increased academic demands or adjustment
to the university environment (Abdullah, Kong, & Talib, 2016).

The consistency in GWA across year levels could imply that students maintain a stable
level of academic achievement throughout their time at Isabela State University-Cabagan.
However, it is important to consider that this study focuses on a single institution, and findings
may vary in different educational settings or with different student populations.

The analysis shows no significant differences in academic success across year levels,
suggesting a consistent level of academic performance among students from First Year to
Fourth Year in this specific context.

Relationship Between the Level of Social Support and Academic Success of the
Respondents

The interplay between social support and academic success is a critical area of
investigation in educational research. This study aims to explore the relationship between the
level of social support and the academic success of college students at Isabela State University-
Cabagan. Understanding how students' perceptions of support from family, friends, and
significant others correlate with their academic outcomes can provide valuable insights into the
factors that contribute to student achievement. By examining this relationship, the research
seeks to identify the potential impact of social support systems on students' academic
performance.

Table 6
Pearson-r Correlation Analysis Between the Level of Social Support and Academic Success of
the Respondents
Family Friends Significant Other
ns ns
General Pearson 0.015 0.023 0.053ns
Weighted Correlation
Average Descriptive Very Low Positive Very Low Positive Very Low Positive
Value Correlation Correlation Correlation
p-value 0.765 0.65 0.302
Decision Do not reject Ho Do not reject Ho Do not reject Ho
ns
- Not Significant
Table 6 presents the results of the Pearson-r correlation analysis, which was conducted to
determine the relationship between the level of social support and the academic success of the
respondents. The analysis examines the correlation between General Weighted Average (GWA)
and three dimensions of social support: family, friends, and significant other. The table includes
the Pearson correlation coefficient, descriptive value, p-value, and the statistical decision for
each relationship.

The findings indicate that there is a very low positive correlation between social support
and academic success across all three dimensions. Specifically, the Pearson correlation
coefficient for family support is 0.015, for friend support it is 0.023, and for support from a
significant other, it is 0.053. All these correlations are described as "Very Low Positive
Correlation."

Furthermore, the p-values for all three correlations are not significant. The p-value for
family support is 0.765, for friend support, it is 0.65, and for support from a significant other, it is
0.302. Since all p-values are greater than the typical significance level of 0.05, the decision in
each case is "Do not reject Ho," indicating that there is no statistically significant relationship
between social support and academic success in this study.

These results contrast with studies that have found a strong positive correlation between
social support and academic success (e.g., Ansong et al., 2017; Edinger and Edinger, 2018;
Yang and Wang, 2019), which suggested that various forms of social support contribute to
improved academic outcomes. However, the findings align with studies that have reported a
weak or non-significant relationship between social support and academic achievement, such
as MacKinnon (2022), which found no strong connection between social support and GPA.

The implications of these findings suggest that, within the context of this study, the level
of social support from family, friends, and significant others has a negligible impact on students'
academic success as measured by GWA. This could indicate that other factors play a more
significant role in academic achievement among the respondents. It is important to consider that
correlation does not imply causation, and further research may be needed to explore the
complex interplay of factors influencing academic success.
 Summary of Findings, Conclusions, and Recommendations

This chapter discusses the summary, conclusion, and recommendations based from the
results and findings of this study.

Summary of Findings

This section provides a succinct overview of the key findings from the study on social
support and academic success among college students. Based from the data and information
gathered and collected, the following results and findings were established:

1. The study included an equal number of male and female respondents (50% each) and
an even distribution across the four year levels (25% each).
2. Respondents' GWA data indicates that the sample population is largely composed of
academically successful students, with the majority having relatively high GWA scores.
3. Respondents generally reported a strong level of perceived social support from family,
friends, and significant others, with high overall mean scores in each category.

4. No significant difference was found in family and friend support between male and
female respondents, but female students reported higher support from significant others.
There were no significant differences in social support levels across the four year levels
for any of the support dimensions.
5. Female students had a statistically significant higher GWA compared to male students.
No significant differences in GWA were observed across the four year levels.
6. A very low positive correlation was found between social support and academic success
across all dimensions (family, friends, and significant other), but these correlations were
not statistically significant.

Conclusions
Based from the results, findings, and summary of this study, the following conclusions
were generated:
1. The balanced demographic representation in this study enhances the generalizability of
the findings, at least to the student population of Isabela State University-Cabagan, and
suggests that the results are not skewed by gender or year level imbalances. This even
distribution strengthens the study's rigor.
2. The overall high GWA in the sample suggests that the study's findings on social support
are primarily reflective of students who are already performing well academically. This
may limit the ability to generalize the findings to students with lower academic standing
and implies that social support, as measured in this study, may function differently for
struggling students.
3. The consistently high levels of reported social support across all sources (family, friends,
and significant others) indicate that students at Isabela State University-Cabagan
generally perceive their social support networks as strong. This robust social support
system may contribute to students' well-being and resilience, though its direct impact on
academic success in this sample was limited.
4. While perceived support from family and friends is similar across genders, female
students may experience unique benefits from support within significant relationships.
The consistency of support levels across year levels suggests that the experience of
social support is relatively stable throughout students' academic progression at the
university.
 5. Gender plays a role in academic outcomes, with female students demonstrating higher
academic achievement as measured by GWA. However, academic performance, as
indicated by GWA, does not significantly vary across year levels.
6. In this study, social support, as measured, does not appear to be a significant predictor
of academic success. This suggests that other factors may play a more influential role in
academic achievement within this student population.

Recommendations

In light of the outcomes and conclusions shown in this study, the following
recommendations are forwarded:
1. Academic institutions should continue to foster supportive environments for students.
2. Institutions should also explore factors beyond social support that may influence
academic achievement.
3. Institutions can implement gender-specific programs to address potential disparities in
academic outcomes.
4. Students should be encouraged to maintain and utilize their social support networks.
5. Students should also focus on developing effective study habits, enhancing motivation,
and actively engaging in their academic pursuits.
6. Future studies could investigate the interplay between social support and other variables
influencing academic success.
7. It is recommended that future research explore the nuances of social support by
examining its different dimensions.
8. Future research should also consider examining the role of social support in diverse
academic settings and student populations.