RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PERCEIVED LEARNING ENVIRONMENT AMONG ELEMENTARY PUPILS

This study explored the relationship between academic achievement and the perceived learning environment of pupils in public elementary school. The research also aimed to describe the respondents based on sex and grade level, assess the perceived learning environment in terms of various factors, describe academic achievement based on General Point Average, and analyze the differences and relationships between variables. A descriptive correlational and comparative research design was employed with 238 intermediate pupils participating in a survey using a modified Dundee Ready Educational Environment Measure (DREEM) test. Statistical tools such as frequency, percentage, mean, standard deviation, Mann-Whitney U, Kruskal-Wallis, and Spearman’s rho were used in the analysis of the data. The findings reveal that pupils perceive positively the different factors associated with the educational environment such as learning, teachers, academics, atmosphere, social, and conducive learning environment. The fourth-grade pupils perceive the learning environment as less conducive compared to higher grades and thus outperformed their older counterparts. The findings suggest the need for enhancements in various areas identified by pupils and highlight the importance of a positive learning atmosphere in promoting academic success. Overall, the study emphasizes the significance of a supportive learning environment in facilitating academic achievement and overall student well-being.