School Enviroment: Its Influence On Perceived Learners’ Performance In Core Subjects
Year: 2026
Type: article
Abstract: This study investigated the influence of the school environment on learners’ academic performance in core subjects, specifically Mathematics, English, and Science. It examined the school environment in terms of school leadership, availability of school resources, teacher–student relationships, and community engagement, and analyzed their relationships and predictive influence on learners’ performance. A descriptive research design was empl`oyed, utilizing correlational and predictive analyses. Respondents were drawn from selected public secondary schools in BARMM. Data were collected using a researcher-made questionnaire and analyzed through mean, Pearson r correlation, and regression analysis. Findings revealed that the school environment was generally highly evident, with school leadership emerging as the most strongly manifested dimension, followed by the availability of school resources. In contrast, community engagement and teacher–student relationships were evident, indicating less consistent practice. Learners demonstrated high academic performance in Mathematics and English, while performance in Science was comparatively moderate. Correlation analysis showed that school resources, teacher–student relationships, and school leadership had moderate positive and significant relationships with learners’ performance. Conversely, community engagement showed a moderate negative relationship, suggesting misalignment with academic outcomes. Regression analysis confirmed that all variables significantly predicted learners’ performance, with teacher–student relationship as the strongest predictor, followed by school resources and community engagement. School leadership showed a significant but inverse effect, indicating a more complex influence. Based on the findings, the study concluded that the school environment plays an important role in improving learners’ performance in core subjects. The results show that strengthening classroom interaction, particularly teacher–student relationships and ensuring the availability of learning resources are essential in enhancing learners’ academic achievement.
DOI: 10.67903/ijroms0577
Authors: Nasser D. Abdul, Fahad U. Silongan
Institution: Government of the Philippines
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7225648407