CLIMATE CHANGE AND ACADEMIC PERFORMANCE AMONG GRADE 9 STUDENTS: EVIDENCE FROM A RURAL PHILIPPINE PUBLIC SCHOOL

Climate change increasingly poses challenges to educational continuity, student well-being, and academic performance, particularly in climate-vulnerable communities. This study examined the relationship between climate change hazards and the academic performance of Grade 9 students in MAPEH at Sagbayan National High School, San Miguel District 2, Surigao del Sur, Philippines during the School Year 2025-2026. A mixed-methods research design integrating quantitative descriptive and qualitative phenomenological approaches was employed. The study involved 121 respondents, comprising 113 Grade 9 learners and 8 Grade 9 teachers. Quantitative data were gathered through a structured questionnaire and academic performance records, while qualitative data were obtained from participants’ lived experiences of climate-related disruptions. Findings showed that students strongly perceived climate change hazards across eight dimensions, with an overall weighted mean of 4.69. Environmental protection received the highest rating (M = 4.80), followed by students’ attitude (M = 4.76), well-being (M = 4.74), psychological concerns (M = 4.73), and socio-economic developmental concerns (M = 4.72). School infrastructure received the lowest, although still strong, perception rating (M = 4.46). Despite high climate-change perceptions, students’ MAPEH performance remained at a low proficiency level, with a mean score of 31.77 out of 50 and a mean percentage score of 53.62. Pearson correlation analysis indicated a statistically significant relationship between climate-change hazard perceptions and academic performance (r = 0.43, p < .05). Climate-change response strategies were also strongly endorsed (M = 4.59) and demonstrated a significant positive relationship with academic performance (r = 0.44, p < .05). Qualitative findings further revealed disruptions in attendance, instructional time, concentration, emotional well-being, and learning continuity. The findings indicate that climate change constitutes a multidimensional educational challenge requiring integrated responses involving climate-resilient infrastructure, psychosocial support, climate-change education, environmental initiatives, and academic continuity mechanisms.