Abstract. This quantitative descriptive-correlational study examined the factors influencing learners’ engagement in Social Studies and their impact on academic performance among Grade 4 students at Tamnag Central Elementary School in Region XII, Philippines. The research was guided by Astin’s Student Involvement Theory and Vygotsky’s Social Constructivist Theory, focusing on teacher-related factors, culturally responsive pedagogy, and the learning environment as key variables. A researcher-made survey questionnaire was utilized to collect data from 140 student respondents. The instrument underwent expert validation and pilot testing, resulting in a high reliability coefficient 0.998. Descriptive statistics were employed to determine the extent of influence of each factor, while Pearson’s r was used to examine the relationship between learner engagement and academic performance. Findings revealed that all three factors had varying degrees of influence on learners’ engagement, and a significant positive correlation was identified between engagement and students' grade point average in Social Studies. The study concludes that higher engagement, driven by effective teaching strategies, inclusive pedagogy, and supportive learning environments, leads to better academic outcomes. These results suggest that enhancing these key areas can promote meaningful engagement and improved performance, particularly in socio-economically diverse regions. The study offers valuable insights for educators, school administrators, curriculum developers, and future researchers aiming to strengthen Social Studies education in elementary schools.

Keywords: Learner engagement; Social studies; Academic performance; Teacher-related factors; Culturally responsive pedagogy; Learning environment.