Classroom Social Environment and School Performance in The Selected Secondary Schools in The Municipality of Iba and Botolan, Zambales (original) (raw)

One hundred fifty-five respondents were chosen at random, and the researcher used the descriptive research design and questionnaire as the primary instruments to collect data. The school received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for failure and drop-out rates.There was a significant difference in the perception of the classroom social environment as to classroom mastery goals, classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level of school performance on student progress and development as to failure rate, drop-out rate, promotion rate, retention rate, and cohort survival rate. There is a negligible relationship between the classroom social environment and the school student progress and development level.Regarding classroom mastery goals, classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate, promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school performance. The social climate in the classroom has very little bearing on how well students are progressing academically.