1. Background of the Study

Social interactions are considered to greatly affect students' academic performance. Most of the students have experienced being separated into sections whereas it is already part of the curriculum to divide students according to their academic rankings. Student-sectioning is one of the common practices of both public and private schools. Coordinators and Administrators usually settle on which student-sectioning arrangement will be followed, either homogeneous or heterogeneous. Homogeneous sectioning primarily consists of students having most likely similar level of critical thinking and credentials in learning. In contrast, heterogeneous sectioning is basically composed of students with different ability levels and interests.

This correlational concept assesses the relationship between students who have motivational aspect, high academic performance and self-regulated learning and students who have low self-efficacy, learning strategy and intrinsic value in social interaction. The possible future effect of students' differences in academic performance may engage in dramatically adjusting social interaction to meet the standards of the high skilled and intelligent students.