Perceived Social Support Of Students In Different Living Arrangement Vis-À-Vis Their Academic Performance

: This research delves into the perceived social support experienced by Bachelor of Elementary Education students at Caraga State University, examining its connection with academic performance across various living arrangements. The study focuses on profiling the students, assessing the perceived social support within diverse living setups, and evaluating their academic achievements. Employing a quantitative research design, the study utilizes various statistical analyses, including frequency counts, percentages, weighted mean, independent samples test, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation. The findings indicate that students generally perceive a moderately extensive level of social support from family, friends, and significant others. Family and friends actively engage in supporting the students, fostering an environment where they feel comfortable and accepted. Despite variations in perceived social support based on living arrangements and academic performance, there is consistency across genders and academic years. Notably, a substantial number of students maintain a fair Great Point Average (GPA). Surprisingly, the research reveals no significant correlation between the extent of perceived social support and academic performance, challenging the assumption that social support directly influences scholastic achievements. In conclusion, while students report receiving adequate social support from family, friends, and significant others, this support does not necessarily translate into enhanced academic performance. The study sheds light on the intricate relationship between social support and academic outcomes