V2I6P15

Clan Conflict: The Learning Behaviors of Grade 7 Social Studies Students and The Mediating Role of the Teachers of Maguindanao Del Sur

Baitanto S. Gabino^1*, Nancy B. Espacio¹

Abstract

This study investigates the impact of clan conflict on the learning behaviors of Grade 7 Social Studies students in Maguindanao Del Sur and examines the mediating role of teachers in addressing these challenges. Rooted in the Social Learning Theory of Albert Bandura (1963) and the Psychosocial Theory of Erik Erikson (1950), this research explores how different forms of clan conflict which include information, values, interest, relationship, and structural conflicts that shape students’ learning behaviors in terms of habituation, sensitization, imprinting, and conditioning. The study employs a descriptive-correlational research design, gathering data from Grade 7 students and their teachers across four target schools in the district through structured surveys and statistical analysis. Findings reveal that clan conflicts significantly influence students’ emotional stability, social interactions, and academic performance, with a grand mean of 4.68 for the level of conflict and 4.75 for the extent of affected learning behaviors, both interpreted as “strongly agree.” Students experiencing clan conflict often exhibit reduced motivation, difficulty concentrating, emotional distress, and negative coping mechanisms, which directly impact their classroom engagement and performance. Teachers play a vital mediating role by establishing ground rules, discussing situations individually, exploring issues collaboratively, negotiating and compromising, and creating written agreements, with these strategies achieving a grand mean of 4.74, also interpreted as “strongly agree.” The results of Pearson’s correlation and multiple regression analysis further confirm a significant relationship between the level of clan conflict and students’ learning behaviors, emphasizing the importance of teacher intervention in mitigating these adverse effects. The study underscores the need for schools to develop comprehensive support systems, conflict-resolution programs, and teacher training to address the educational challenges faced by students in conflict-affected areas. Ultimately, this research aims to contribute to policy development and the creation of more resilient and empathetic learning environments for students navigating complex social and familial dynamics.

Keywords:

Clan Conflict; Conditioning; Habituation; Imprinting; Information Conflict; Interest Conflicts; Learning Behavior; Mediating Role; Relationship Conflicts; Sensitization; Social Science; Values Conflicts