Classroom Climate as a Predictor of Academic Performance: An Empirical Analysis

This study investigated the relationship between classroom climate and academic performance among Junior High School students at Buenavista Integrated School during the 2024-2025 school year. Classroom climate, encompassing educational, psychological, social, cognitive, organizational, and physical variables, has emerged as a crucial factor in educational success. The research employed a descriptive-correlational design, utilizing a Likert Scale Survey Questionnaire adapted for the school's context. A sample of 112 students was selected through purposive and stratified random sampling. The study revealed that students generally perceived small group learning positively, associating it with enhanced personal responsibility, discipline, and social connections. However, some students reported physical discomfort in the classroom environment. Academic performance data showed that most students achieved "Satisfactory" grades. Contrary to expectations, the study found no significant relationship between classroom climate and academic performance, with a weak negative correlation (R = -0.147) that was statistically insignificant. These findings suggest that while classroom climate is an important aspect of the educational experience, it may not be the primary determinant of academic performance in this context. The study highlights the need for a holistic approach to education, considering multiple factors that contribute to student success. Future research could explore the complex interplay of these factors and investigate how specific changes in classroom climate might impact student achievement.