Exploring the Relationship between Classroom Climate and Academic Performance of Public Junior High School Students.

Classroom climate is a comprehensive set of educational, psychological, social, cognitive, organizational, and physical variables that may affect the academic achievement of learners. Perceptions of students on their learning environment affect the way they perform in the classroom. This descriptive-correlational study was used to assess, compare, and correlate the classroom climate of a public school in Antique. The data were generated from 474 students and teachers as assessors using the standardized Classroom Climate Inventory (CCI) developed by the Alliance for the Study of School Climate (ASSC). On the other hand, the secondary data were utilized for student's academic achievement during the first and second quarters. The data were analyzed using the Mean, Standard Deviation, Mann Whitney U test, and Spearman rank correlation. The findings revealed that the degree of classroom climate is high. When grouped according to the designation, results revealed a significant difference in the degree of classroom climate in terms of discipline, learning assessment, attitude, and culture. In terms of student interaction, no significant difference was observed when assessors were grouped according to the designation. There was no significant relationship between the degree of classroom climate and academic performance. The high degree of classroom climate implies that the prevailing mood, attitude, standards, and tone inside the classroom are conducive to learning. The difference in the degree of classroom climate when assessors are grouped according to designation implies that teachers have a more positive perception attributed to their experiences. Furthermore, the non-association between classroom climate and academic performance implies other factors linked with their academic performance. [ABSTRACT FROM AUTHOR]