Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 39 no. 1 (2025)

Learners’ Involvement of Community Partnership and their Attitudes Toward Learning

Lady Dianne Paberecio | Leo Jade Matalubos | John Louie Esoy

Discipline: Education

 

Abstract:

This study explores the impact of learners' involvement in community partnerships on their attitudes toward learning, focusing on Senior High School Humanities and Social Sciences (HUMSS) learners in San Fernando, Bukidnon. The research investigates how the duration and level of participation in community initiatives influence learners' engagement, motivation, and overall academic outlook. The study employs a quantitative descriptive-correlational design, surveying 205 learners from five participating schools to assess their involvement and corresponding learning attitudes. The research aims to uncover whether sustained and active participation fosters a more positive attitude toward education, promoting social connection, skill development, and real-world learning experiences. Findings indicate a high level of involvement among learners, particularly in short-term and periodic community activities, with less frequent engagement in long-term initiatives. Respondents who assumed leadership roles contributed ideas, and participated consistently demonstrated significantly more positive attitudes toward learning. The results reveal that active, hands-on involvement particularly in leadership and responsibility-driven roles fosters motivation, enhances problem-solving and communication skills, and promotes a sense of belonging both in school and the wider community. A strong positive correlation between participation level, duration, and attitudes toward learning further supports the assertion that learners who engage more deeply in community partnerships are more likely to exhibit enthusiasm, academic confidence, and proactive learning behavior. The study concludes that community partnerships are vital in shaping learner attitudes by creating enriching, supportive environments that extend beyond traditional classroom settings. It recommends the development of sustained, multi-phase partnership programs, leadership opportunities, and integrated community-based learning projects to nurture long-term engagement and maximize positive educational outcomes. Furthermore, recognizing learners' efforts both through intrinsic motivation and external acknowledgment is highlighted as a key strategy to maintain participation and ensure the lasting benefits of community collaboration on academic success and personal development.



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