Relationship of Inclusive Learning Environment on Academic Achievement of Grade 1 Learners in Selected Elementary Schools in Lucena East District, Division of Lucena City
DOI:
https://doi.org/10.5281/zenodo.19571870Keywords:
learning environment, academic achievement, inclusive educationAbstract
This study investigated the relationship between the learning environment and academic achievement of Grade 1 learners at selected schools in the Lucena East District of Lucena City, with a focus on educational administration and inclusive education. It examined how characteristics of inclusion, including classroom layout, teacher-student interaction, and the availability of learning tools, affect young learners' academic achievement in the Philippine primary school setting. Data were collected using a descriptive-correlational design, including survey checklists, interviews, and analysis of grade point average across five learning domains: Language, Reading and Literacy, Mathematics, Makabansa, and Good Manners and Right Conduct (GMRC). The results showed that the learning environment was generally inclusive, particularly in teacher interaction, classroom management, and seating arrangements, but learning resources were only moderately inclusive, indicating that instructional and assistive materials could be further improved. Students performed satisfactorily to very satisfactorily across subjects, and the correlation analysis revealed no significant relationship between inclusiveness and academic achievement, implying that while inclusivity promotes engagement, confidence, and a sense of belonging, it does not solely determine academic success. The study emphasizes the importance of continually improving inclusive educational practices and ensuring equitable access to learning materials to foster the holistic development of all students and maintain a supportive, inclusive school climate conducive to lifelong learning.
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