Learners’ Environmental Condition and Motivation: Its Relation to Academic Performance

This study investigates the relationship between learners’ environmental conditions, motivation, and academic performance among selected learners during the 1st quarter of the school year 2025–2026. Specifically, it examined the respondents’ demographic profile in terms of age, sex, parents’ occupation, and number of siblings, as well as environmental factors influencing learner motivation, including classroom conditions, availability of learning materials, teacher-student relationships, home study environment, and noise levels and distractions. A descriptive-correlational research design was employed, with a sample of 100 respondents. The findings revealed that learners generally perceived their environment positively, with strong agreement regarding classroom conditions, teacher- student relationships, and home support, while noise and distractions were moderately disruptive. Academic performance was moderate, with the majority of respondents achieving fairly satisfactory to satisfactory grades. Correlation and regression analyses indicated that environmental factors and demographic characteristics were not significantly related to academic performance. The study concluded that while environmental conditions and support systems were important for engagement, other factors, such as intrinsic motivation, self-regulation, and study habits, play a more critical role in academic achievement. The findings suggested a need for a holistic approach that combines environmental improvements with strategies to enhance learners’ personal motivation and learning skills.