Abstract
The study assessed the relationship between classroom environment and motivation for learning in San Fernando I District, Division of Bukidnon, during the 2023-2024 school year. It aimed to describe the classroom environment's status, including classroom culture, physical environment, teacher-learner interactions, peer relationships, and teachers’ orientation toward learning. Additionally, it sought to determine the level of learners’ motivation in Social Studies, focusing on intrinsic motivation, extrinsic motivation, and control learning beliefs. 235 Grade 5 learners were chosen through simple random sampling. Descriptive-correlational research design was used, with questionnaires adapted from Lopez et al. (2018) and Fowler’s (2007) to measure classroom environment and learners' motivation in Social Studies. Data analysis included mean, standard deviation, Pearson product-moment correlation, and multiple regression. Results indicated a consistent presence of classroom environment elements, notably classroom culture, physical environment, teacher-learner interactions, peer relationships, and teachers’ orientation toward learning. Learners demonstrated a high level of motivation in Social Studies, characterized by strong intrinsic motivation, extrinsic drive, and a sense of control over learning beliefs. Significant correlations were found between classroom environment factors and learners’ motivation in Social Studies. Particularly, physical learning environment, peer relationships, and classroom culture emerged as significant predictors of learners’ motivation in Social Studies. Therefore, teachers need to design lessons that leverage both intrinsic and extrinsic motivators, while also creating a classroom culture that fosters positive peer relationships and active engagement in Social Studies learning.
