RELATIONSHIP OF LEARNING ENVIRONMENT AND ACADEMIC PERFORMANCE OF GRADE EIGHT STUDENTS IN PUBLIC SECONDARY SCHOOLS

The general objective of the study is to determine the relationship between the learning environment and academic performance of grade eight students in public secondary schools in San Jose City, Philippines. The researcher used the descriptive method of research. Random sampling was used in selecting 312 respondents. A locally prepared combination of the open-ended and scaled questionnaire was used as the survey instrument. Data were analyzed using Pearson Product Moment Correlation. In looking at the relationship of the profile of the respondents to the environment, the result shows that age (r=.141*) and size of the family (r=.224**) were positive and significantly correlated. In determining the relationship of the school location to the profiles, hobbies, and interests of t the respondents, the result shows that it was negatively correlated with "other" (r=.125*) hobbies. A negative correlation was shown between the hobby of doing assignments (r=-.124*) to peacefulness and orderliness of the community of the respondents. Support of the family with regards to the education of the respondents was found to have a negative and significant correlation with the interest of the respondents in watching movies (r=-.168**).Moreover, the completeness and functionality of the school laboratories show a positive effect on the interest of the respondents in watching movies (r=.121*). Also, the type of community (r=.113*) exhibited a positive and significant effect with the utilization of the school laboratories. The classroom environment was also found to have a positive and significant correlation with age (r=.136*), the hobby of reading books (r=.112*), and recreation of hanging out with friends (r=.175**). Negative correlation, on the other hand, shows a negative correlation with doing a project (r=-.152**). In correlating the profiles and interests of the respondents to the academic performance, it can be seen that gender (r=.193**) and mothers' occupation (r=-.131*) show positive and negative correlation respectively. The learning environment of the respondents could contribute to the academic performance of the respondents as shown in the following table. The result shows that parent relationship (r=-.142*), school laboratory (r=-.157**), and school location (r=.158*) have a significant effect on the GPAs of the respondents.