Abstract
This descriptive-correlational study determined the relationship between classroom climate and student’s academic achievement measured in terms of their general average grade in all general education subjects. Purposively sampled, 500 students from the different programs enrolled during the Academic Year 2014 – 2015 in Lourdes College participated in the study. My Class Inventory (MCI) questionnaire by Fraser (1990). The instrument was subjected to exploratory factory analysis to establish its validity and reliability. The data were processed using frequency, percentage, mean, standard deviation, and Person’s r. The students of Lourdes College perceived the classroom climate of the school to be highly conducive to learning. That is, they experienced a nurturing and learning environment, which led to perform well in class. Majority of the students had a “Good” academic achievements Classroom climate and students’ academic achievement is significantly correlated. Findings of this study provide evidence of the significant relationship between classroom climate and students’ academic achievement. That is, classroom climate greatly contribute to the academic success of students. Moreover, a positive classroom climate effectuates meaningful learning that enables students to succeed in school. Therefore, the school should continue providing a favorable learning environment to the students, specifically on differentiation, by designing challenging activities tailored-fit to the students’ needs, interest, and phase of learning.
Author Information
Alexander Suan, Lourdes College, The Philippines
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