This study determined the relationship between self-perceptive awareness and the English learning attitude of Grade 10 students in Panabo Central District, Panabo City. Using a non-experimental quantitative descriptive-correlational design, the study involved 202 Grade 10 students selected through stratified random sampling during the 2023-2024 school year. Data were gathered using adapted survey questionnaires measuring self-perceptive awareness in terms of factual skills, practical knowledge, and situational understanding, and English learning attitude in terms of behavior toward learning, understanding of concepts, and feelings toward learning. Mean, Pearson product-moment correlation, and linear regression were used in analyzing the data. Findings revealed that students' self-perceptive awareness was extensive overall (M = 3.49), while their English learning attitude was moderately extensive overall (M = 3.27). Self-perceptive awareness had a significant positive relationship with English learning attitude (r = .667, p < .05). Regression analysis further showed that the model was significant (F = 126.091, p < .05), explaining 44.20 % of the variance in English learning attitude. Factual skills and practical knowledge significantly predicted students' English learning attitude, while situational understanding did not. The findings suggest that strengthening learners' awareness of their thinking processes, learning strategies, strengths, and weaknesses may support more positive attitudes toward English learning. The study recommends integrating reflective practices, self-awareness activities, and strategy-based English learning support into classroom instruction.
Karla Gerlynne Grace Fernandez (Tue,) studied this question.