Perceived School Learning Environment and Academic Performance in Science among Grade 10 Learners: A Descriptive-Correlational Study
DOI:
https://doi.org/10.5281/zenodo.19953082Keywords:
academic performance, Grade 10 learners, school learning environment, Science achievement, descriptive-correlational studyAbstract
This study examined the perceived school learning environment and academic performance in Science among Grade 10 learners in one Department of Education school in the Division of Lanao del Norte during School Year 2025 to 2026. Specifically, it determined the level of learners’ perceived school learning environment, described their academic performance in Science, and tested whether a significant relationship existed between the two variables. The study employed a descriptive-correlational research design and used complete enumeration to include all Grade 10 learners enrolled during the study period. Learners’ perceived school learning environment was measured using an adapted Learning Environment Scale, while academic performance in Science was determined using the mean of the learners’ first, second, and third quarter Science grades. Data were analyzed using the mean, standard deviation, and Pearson product-moment correlation coefficient. Results revealed that learners’ perceived school learning environment was low, with a mean of 2.02 and a standard deviation of 0.25, whereas their academic performance in Science was satisfactory, with a mean of 83.91 and a standard deviation of 4.54. Further analysis showed a very weak positive relationship between perceived school learning environment and Science performance, but the correlation was not statistically significant (r = .10, p = .404). The findings suggest that although learners viewed their school learning environment less favorably than desired, such perceptions did not reliably explain their Science grades in this context. The study concludes that improving Science performance may require not only stronger classroom learning conditions but also more direct instructional support, including remediation, instructional alignment, and differentiated learning interventions.
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