Correlating Academic Aspects of School Climate with the Academic Performance of Selected Students in Gumaca, Quezon

This study explores the relationship between academic aspects of school climate and students’ academic performance, incorporating both quantitative data and students’ lived experiences. The participant profile showed most students aged 12-15, predominantly male, with the majority performing within mid-to-high academic grade ranges. Students generally perceived the academic environment positively, with teaching practices rated highest, particularly the use of real-life examples and varied instructional methods. Academic engagement was supported by programs such as tutoring and counseling, though peer collaboration was identified as an area for improvement. While students appreciated efforts to create a challenging academic environment, fostering critical thinking requires further development. Lived experiences revealed a balance between motivation and perseverance against academic struggles, highlighting the vital role of emotional and social support despite challenges like workload and inconsistent teaching. Spearman Rho analysis indicated no significant statistical relationship between academic aspects of school climate and academic performance, suggesting that factors such as emotional support, motivation, or non-academic aspects of the school environment have a greater influence on student achievement. Overall, students' perceptions and experiences suggest that personal backgrounds and academic profiles do not markedly affect how school climate is viewed or its connection to performance, emphasizing the complex nature of academic success.