1Ma. Aera A. Tion, 2Rosalinda C. Tantiado
1,2Southern de Oro Philippines College, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v7-i04-31Google Scholar Download Pdf
ABSTRACT:
The school climate shapes the day-to-day learning experiences of the pupils, which influences their motivation, engagement, and academic achievement. This study sought to determine the parents’ perception of school climate, the level of pupils’ progress, and the significant relationship between the school climate and pupils’ progress among the six (6) schools of Talisayan District, Division of Misamis Oriental, during the Second Quarter of the School Year 2023-2024. There was a total of one hundred twelve (112) Grade 2 parents’ respondents through stratified random sampling method. This study utilized an adapted and modified survey questionnaire developed by Karen Parker Thompson, coordinator of family involvement and community resources for the Alexandria City Public Schools. It employed the mean, standard deviation, and Pearson Product Moment Correlation Coefficient (r) to ascertain the significant relationship between parents’ perception of school climate and pupils’ progress. The study found that the respondents have a Very High perception of the school climate, specifically the caring learning environment. Almost half of the respondents have an Outstanding rating. A significant strong positive correlation exists between the school climate and pupils’ progress, thus rejecting the null hypothesis and that the school climate fosters a caring learning environment. It is therefore recommended to create a school environment that is conducive, safe, and supportive to pupils’ learning and academic growth. Meanwhile, it is believed that parents agree with enhancing the effectiveness of problemsolving strategies in school.
KEYWORDS:Caring Learning Environment, Pupils’ Progress, School Climate
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