FACTORS CONTRIBUTING TO LOW SOCIAL BEHAVIOR AMONG STUDENTS AT GONDA PUBLIC ELEMENTARY SCHOOL

Abstract

Social behavior is a crucial element in character development among elementary school students because it relates to their ability to interact, cooperate, respect others, and comply with social norms. This study aimed to analyze the factors contributing to low social behavior among students at Gonda Public Elementary School. A qualitative approach with a descriptive design was employed. The informants consisted of the principal, teachers, parents, and students selected purposively. Data were collected through observation, in-depth interviews, and documentation, and were analyzed through data condensation, data display, and conclusion drawing and verification. Data credibility was strengthened through source triangulation, technique triangulation, and informant confirmation. The findings revealed that low social behavior was influenced by the family environment, school environment, peer groups, students’ emotional conditions, and excessive use of digital devices. The family environment was the most dominant factor because of limited parental attention, supervision, and guidance in children’s daily lives. These findings emphasize the need for sustained collaboration among families, schools, and communities through positive role modeling, consistent habituation, emotional guidance, peer supervision, and regulated digital-device use to strengthen students’ social behavior