Correlating Student Satisfaction on Classroom Environment and Academic Performance in Tourism and Hospitality Education

This study investigates the correlation between classroom environment and student satisfaction and academic performance among Tourism and Hospitality Management students at Olivarez College Tagaytay. Rooted in Astin’s Input–Environment–Outcome (I-E-O) Model, Fraser’s Learning Environment Theory, and Self-Determination Theory, the research explores how physical comfort, learning resources, interactivity, and emotional climate affect student experiences and outcomes. Using a descriptive-correlational design, the study gathered data from 289 students via a validated survey instrument. Results revealed that students were generally very satisfied with their classroom environment, particularly with interactivity and instructor support, though issues such as noise levels and service access received lower ratings. A significant relationship was found between classroom environment and student satisfaction, but not with academic performance. Moreover, classroom satisfaction varied significantly by year level, with fourth-year students expressing the highest satisfaction. Based on the findings, an Enhanced Classroom Experience Program (ECEP) is proposed to improve physical comfort, emotional climate, service utilization, and instructional strategies. The study underscores the importance of responsive, inclusive, and engaging learning environments in promoting positive student outcomes in tourism and hospitality education.