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Published in
Academic Frontiers
Exploring the Role of School Climate as a Predictor of Academic Achievement Among Elementary Learners
Academic Frontiers, 2(7), 161-176, ISSN: 3082-4400, 2026.
Recommended Citation:
Alvizo, M. R. (2026). Exploring the Role of School Climate as a Predictor of Academic Achievement Among Elementary Learners. Academic Frontiers, 2(7), 161–176. https://doi.org/10.5281/zenodo.21789542
Author(s)
Alvizo, Marion Rebosura
Abstract
School climate is an important condition associated with learners’ engagement, well-being, and academic performance. This study explored the role of school climate in the academic achievement of elementary learners in North District 1 and North District 2 of the Schools Division of Cebu City during the school year 2024–2025. A quantitative descriptive-correlational design was employed involving 50 teachers and 120 Grade 5 learners selected through universal sampling from City Central Elementary School, Hipodromo Elementary School, and Taptap Integrated School. Data were gathered using a modified school climate questionnaire covering the physical environment, interpersonal relationships, and teaching and learning practices. Learners’ academic performance was assessed through selected competencies in English, Science, and Mathematics. Percentage, mean, and chi-square were used to analyze the data. Results showed that the overall school climate was highly favorable, with an overall grand mean of 4.52. Teaching and learning practices obtained the highest mean of 4.70, followed by interpersonal relationships at 4.64 and the physical environment at 4.21. Learners demonstrated stronger performance in reading comprehension, identification of biodegradable and non-biodegradable materials, and application of GMDAS rules. However, difficulties were observed in grammar and written expression, energy transformation, multi-step fraction problems, and area measurement. A significant relationship was found between school climate and academic performance, χ² = 13.487, p = .004. The major barriers identified were limited parental support, inadequate facilities and learning resources, and poor maintenance of the physical environment. Based on the findings, an instructional program was proposed to strengthen school climate, home–school collaboration, classroom management, resource provision, and targeted academic intervention.
Keywords
academic achievement, elementary learners, interpersonal relationships, school climate, teaching and learning practices
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