Abstract

Evaluating students on thier performance in school can be considered a strenuous task for teachers. Through the years, teachers and government officials have highly valued social competency due to the benefits it brings in the future, specifically for the younger generation. The teachers find group works like a key to improving a student's social competency. In recent years, students have complained about how the groups were formed. In line with this, the researchers have taken this opportunity to observe how students perceive their peers and themselves in terms of being socially competent. The study aims to assess students' perception of their social competency and how it may affect their collaborative tasks given by teachers. The study utilized a phenomenological research design and questionnaire, the research tool used which referred to the respondent's social competency. The respondents are senior high school students of the Holy Family Academy. Results from the gathered data show that most of the students preferred working individually than by group, not because they lacked social competency but were in actuality concerned for their peers in terms of task proficiency. This, then, drew out the conclusion that social competence had a more significant positive impact on the collaborative skills of the Senior High School Students.