LEARNING ENVIRONMENT AND ACADEMIC ACHIEVEMENT:

A DESCRIPTIVE-CORRELATIONAL STUDY OF
FIFTH GRADERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 34
Issue 5
Pages: 630-637
Document ID: 2025PEMJ3285
DOI: 10.70838/pemj.340509
Manuscript Accepted: 01-18-2025
 Psych Educ, 2025, 34(5): 630-637, Document ID:2025PEMJ3285, doi:10.70838/pemj.340509, ISSN 2822-4353
Research Article

Learning Environment and Academic Achievement: A Descriptive-Correlational Study of

Fifth Graders
Gemcer D. Selda,* Jiah Kristine D. Ong, Bernadette L. Famaranglas, Monica M. Camus, Joseph T. Cosme
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the extent of the learning environment and the academic performance of Grade V pupils
in Bansud Central School. This study made use of Descriptive- Correlational methods of research. The study's
respondents are Grade V pupils from the five sections of Bansud Central School. The researcher's self-made
questionnaire was used. Results were measured using weighted mean and Pearson's correlation. The result showed
that the academic performance of grade V pupils was directly influenced by their learning environment, specifically
the physical and psychological aspects of their environment. The study found a significant correlation between the
academic performance and the learning environment of Grade V pupils physically and psychologically. The pupils
were easily distracted by the things they could see in their surroundings, affecting their ability to perform well in class,
and they had low confidence during examinations due to the fear of getting low scores. Hence, it was found that during
this school year, despite the transition that the pupils faced from modular learning to face-to-face learning, they were
emotionally stable and could receive all the emotional support from the people around them.
Keywords: learning environment, academic achievement, description-correlation, fifth graders

Introduction
Providing learners with a safe and comfortable environment has always been challenging for teachers, especially in this era. The
environment where learners spend most of their time significantly affects their growth and development, impacting not only the physical
aspects but also the psychological and emotional dimensions. Research by Kellum and Olson (2023) emphasizes that environmental
factors such as lighting, temperature, and noise levels profoundly influence students' cognitive function, mood, and behavior.
Optimizing these factors within school environments can enhance learning outcomes and promote student well-being.
When working with 21st-century learners, numerous factors must be considered, such as effective instructional delivery, strategies,
techniques, and pedagogy. The learning environment is crucial in children's lives, yet it often receives insufficient attention compared
to other educational aspects. A positive learning environment enables students to view learning as an engaging process rather than a
source of anxiety. A study by Zada et al. (2024) found that a supportive learning environment significantly enhances students' academic
performance by fostering engagement and motivation. This indicates that creating an inviting atmosphere is essential for encouraging
students to embrace learning.
Children spend most of their time within the confines of their classrooms. They attend school from morning until noon and follow a
similar routine throughout the week. Consequently, changes observed in learners primarily occur at school. A learning environment
that does not meet students' needs can hinder their development. According to Aneke et al. (2023), a positive classroom atmosphere is
vital for student engagement and success; without it, students may feel insecure and disconnected from their learning experiences. This
disconnect can lead to decreased motivation and engagement in academic activities.
The findings from Zada et al. (2024) support the notion that emotional safety is critical for academic success. An environment where
students feel secure and valued encourages them to engage actively in their learning process. Conversely, if students perceive their
classroom as unwelcoming or hostile, they may withdraw from participation. This aligns with research by Rojas et al. (2023), which
highlights the importance of fostering a supportive learning climate to enhance student interactions and overall academic performance.
Osika et al. (2022) state that emotions and learning are inseparable. In a classroom setting, when the students are anxious, stressed, sad,
disinterested, disengaged, and worried about the things surrounding them, it stifles their development for effective learning. When
threatened because they do not feel safe or trust anyone around them, they tend to focus on that emotion interfering with their learning
ability, making them more detached or disconnected from their teacher and the other learners.
The learning environment includes human behavioral and cultural dimensions, including the vital role of emotions. The learning
environment combines human practices and physical systems, and contemporary learners deserve learning spaces that meet their
individual and collective needs. (Arietta, A., Adaro, A, & Lipoff, J., 2020)
Waldman (2016) stated that before students succeed academically, safety and security in both physical and mental aspects should first
be offered to them. A safe learning environment wherein they will feel welcomed, supported, and respected. A strong rapport is built
between their teachers, staff, classmates, and students. They should be connected with these people not only to attain support but also
for a higher academic feat. A productive learning environment that develops and improves their academic, emotional, and social well-
being is what the students need the most. A conducive learning environment is something other than what the learners can provide on
their own or create by chance. It should, however, be based on a foundation of teachers consistently interacting positively with their
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Research Article

students and modeling good behavior toward learning tasks that foster an environment in the classroom where kids can succeed.
However, transitioning from modular to face-to-face learning presents several challenges for educators and students alike. As schools
adapt to returning to in-person classes, issues such as anxiety about health safety, adjusting to structured schedules, and re-establishing
social connections become prominent. According to Hwang et al. (2022), the shift back to traditional classroom settings can lead to
increased stress for students who have grown accustomed to the flexibility of modular learning. The authors emphasize that educators
must be sensitive to these changes and provide supportive environments that address both academic and emotional needs.
The learning environment is essential as it enables the students to be the explorers of their journey to learn. It allows the learners to
work as a team, celebrate each other's achievements, and learn from their mistakes. Lastly, it enhances student's ability to learn things
on their own. (Verma, 2019)
Bansud Central School is located near the nautical highway, where vehicles pass by, which causes noises that may distract the class. It
may cause many diversions whenever they have a classroom discussion. Moreover, the school is near the Plaza de Bansud, making it
more difficult for them to give their full attention because, most of the time, events are held in the park. Loud noises from speakers,
bands, and people distract them from listening and participating well in class. There is always a barrier between the teacher and the
pupils when sharing thoughts, opinions, and ideas about a lesson. It is always a challenge for teachers to overcome that at a certain
point. The learners always need help in having a comfortable learning environment wherein they can express their feelings and
emotions. Most of the time, learners seem distant and often silent because they want to say something but are afraid to do so.
In light of the recent events and situations, the researchers decided that this can be studied because, as a future educator, knowing how
to manage effectively the learning environment of the pupils will benefit not just the pupils but also the community by providing
globally competitive individuals capable of upbringing the nation.
Methodology
The researchers used the Descriptive-Correlational method of research to determine the status of the learning environment and the level
of academic performance of Grade V pupils in Bansud Central School. Descriptive research is a type of research method that describes
individuals, events, or conditions by examining them in their natural state. Descriptive research was employed in this study to describe
the nature and characteristics of the learning environment and the level of academic performance of Grade V pupils in Bansud Central
School. According to Siegle (2015), in correlational research, two variables are measured, and the statistical relationship between them
is understood and evaluated without the impact of any other variables. Correlational research design helped the researchers determine
the nature of its variables and the relationship between the learning environment and the level of academic performance of Grade V
pupils.
The study's respondents were one hundred twenty-seven (127) out of one hundred eighty-six (186) grade V pupils in Bansud Central
School. A self-made questionnaire was used in the study. It was composed of two (2) parts: Part I contained the status of the learning
environment with respect to the physical, psychological, and emotional learning environment; the respondent's answers were described
through a 4-point rating scale with corresponding statistical limits and verbal description while Part II contained the level of the
academic performance of Grade V pupils in Bansud Central School. (3) Master Teachers validated the instrument: one (1) each from
Pola Central School, Papandungin Elementary School, and Francisco M. Morales-Malaya Elementary School who are experts and
Master's degree holders with at least five (5) years of experience in checking and validating questionnaires for research purposes. The
instrument's internal consistency was tested using Cronbach's alpha; ten (10) non-respondent pupils from Pag-asa Elementary School
answered the instrument.
Table 1. Reliability Result
Learning Environment Cronbach’s Alpha Description Interpretation
Physical 0.9000 Good Reliable
Psychological 0.8630 Good Reliable
Emotional 0.8560 Good Reliable

Before distributing the questionnaires to the students, the researchers' adviser at the school where the study was conducted signed and
submitted a formal letter of request to the principal. The instruments were distributed and administered to the respondents personally,
and the directions were explained to them clearly to ensure that the respondents could answer all the questions correctly. The researchers
also ensured that all the respondents' answers were respected and confidential. Additionally, parental consent was sought prior to
participation for all Grade V pupils, ensuring that guardians were informed and supportive of their children's involvement in the study.
The questionnaires were retrieved right after the pupils answered on the same distribution day. The researchers assure that all materials
are accounted for. The statistical tools used were frequency, weighted mean, and Pearson r.
Results and Discussion
Physical Learning Environment
Table 1 presents the mean levels of respondents' learning environment in terms of physical factors, evaluating ten specific items related

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Research Article

to distractions, lighting, temperature, and feelings of safety. The overall mean score of 3.10 indicates a "High" level of satisfaction with
the physical learning environment. The highest-rated aspect is enjoying discovery and exploration in laboratories and libraries (mean
= 3.69), while the lowest-rated item is not being distracted by pictures displayed in the classroom (mean = 2.00). This suggests that
while hands-on learning environments engage students, visual stimuli can detract from focus, highlighting areas for improvement in
classroom design.
Research supports the importance of physical learning environments on student engagement. Costa and Steffgen (2020) found that
satisfaction with physical environments correlates with positive learning experiences, especially in exploratory settings like labs.
Similarly, Osei et al. (2020) demonstrated that pleasant physical environments positively affect academic achievement, emphasizing
the need for effective classroom design to minimize distractions.
Lighting (mean = 3.49) and minimal sound (mean = 3.46) are rated "Very High," indicating their significance for concentration.
Temperature (mean = 3.38) and safety (mean = 3.28) are also important factors. The variability in lower-ranked items, such as
distractions from toys (mean = 3.09) or wall colors (mean = 2.87), suggests that different environmental elements impact student focus
differently.
Students find laboratories and libraries most stimulating, underscoring the value of experiential learning. Tratnik et al. (2020) highlight
that conducive learning climates promote engagement and satisfaction, reinforcing the need for strategies to mitigate distractions
effectively.
The results emphasize that both physical comfort and psychological well-being are crucial for academic performance. High ratings for
lighting and temperature indicate that meeting basic physiological needs aligns with Maslow's Hierarchy of Needs, essential for
effective learning. Kaufmann and Vallade (2022) support this by stating that environments fostering active learning enhance student
satisfaction and engagement.
The low score for distraction by pictures suggests potential overdecorated classrooms may be more distracting than beneficial. Zheng
et al. (2024) note that while some decorations can inspire creativity, excessive visual stimuli can overwhelm students. This indicates a
need for careful curation of classroom decorations.
To enhance learning environments, schools should maintain quiet, well-lit classrooms with controlled temperatures. Teachers can
arrange seating to minimize distractions and optimize laboratory resources to sustain student interest and discovery. Hwang et al. (2022)
emphasize that effective classroom management techniques can significantly improve student focus during lessons.
Table 1. Mean level of the respondents in their Learning Environment in terms of Physical
No. Items Mean Rank Description
1 I am not easily distracted by other pupils who are playing on the grounds of our school. (Hindi 2.82 8 High
madaling maagaw ang aking pansin ng ibang mga mag-aaral na naglalaro malapit sa aming silid-
aralan.)
2 I can concentrate more if there is enough light inside the classroom. (Mas nakatutulong sa akin 3.49 2 Very High
na tutukan ang aking pag-aaral kung mayroong sapat na liwanag sa loob ng aming silid-aralan.)
3 I can think more ideas about our lesson because of the colors painted in the walls of our 2.87 7 High
classroom that helps me relax my mind. (Mas nakakapag-isip ako ng mga ideya tungkol sa aming
aralin kung maaliwalas ang kulay ng aming silid-aralan.)
4 I can focus more when it is not too cold or too hot inside the classroom. (Mas napagtutuuan ko 3.38 4 High
ng pansin ang aking pinag-aaralan kung ang temperatura sa loob ng aming silid-aralan ay
katamtaman lamang, hindi mainit at hindi rin sobrang lamig.)
5 I can listen well to the discussion when my seat is near the teacher. (Mas gusto kong making sa 2.80 9 High
aming talakayan kung ako ay nakaupo malapit sa aming guro.)
6 I am not easily distracted by the pictures displayed in our classroom. (Hindi madaling makuha 2 10 Low
ang aking atensyon ng mga larawan na nakadikit sa pader ng aming silid-aralan.)
7 I am not distracted by the toys that is placed in the cabinet near my seat. (Hindi ako natutuksong 3.09 6 High
paglaruan ang mga laruan na malapit sa aking upuan.)
8 I prefer studying when there are minimal sound around me. (Mas gusto kong mag-aral kung 3.46 3 High
tahimik ang aking kapaligiran at wala masyadong ingay.)
9 I feel safe and secure inside our classroom. (Pakiramdam ko ay lagi akong ligtas at maayos ang 3.28 5 High
seguridad sa loob ng silid-aralan.)
10 I enjoy discovering and exploring new things inside our laboratories and library. (Natutuwa 3.69 1 Very High
akong makadiskubre at matuto ng mga bagong bagay sa loob ng aming laboratoryo at silid-
aklatan.)
Overall Mean 3.10 High

Psychological Learning Environment

Table 2 shows the mean level of respondents' learning environment in terms of psychological factors, evaluating ten specific items
related to students' engagement, confidence, and interaction within the classroom. The overall mean score of 3.12 indicates a "High"

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Research Article

level of satisfaction with the psychological learning environment. The highest-rated item is obeying school rules and regulations (mean
= 3.56), which suggests that students adhere strongly to behavioral expectations, contributing to a disciplined atmosphere.
Research supports the importance of a structured environment in promoting positive behavior. Burns et al. (2021) found that effective
teacher feedback fosters a supportive classroom environment, enhancing student engagement and adherence to rules. This aligns with
the current findings that high adherence to school rules correlates with overall student satisfaction.
Two items share the second rank: anticipating class discussions and sharing and listening to ideas (mean = 3.35 each), indicating that
students value active participation. Conversely, the lowest-rated item is answering test questions without fear of a low score (mean =
2.57), reflecting anxiety related to assessments. Gao et al. (2020) emphasize that reducing anxiety around assessments can improve
student participation, highlighting the need for educators to create safe spaces for engagement.
The scores reveal variations in how students perceive psychological factors in their learning environment. While adherence to rules
and active participation are high, confidence-related aspects such as answering questions in class (mean = 2.91) or seeking feedback
(mean = 2.79) are lower. Fu and Qiu (2023) note that enhancing psychological capital—comprising self-efficacy and resilience—can
boost student confidence and engagement.
Students' strong adherence to rules aligns with structured school environments but highlights vulnerabilities in confidence during
assessments or public speaking. Ravat et al. (2021) indicate that a supportive classroom climate fosters higher participation levels and
academic success, underscoring the need for teachers to cultivate an atmosphere conducive to open dialogue.
The findings connect to psychological theories like Bandura's Social Learning Theory, which emphasizes confidence and self-efficacy
in learning. Lower confidence in test-taking may stem from fear of social evaluation, suggesting strategies to build self-efficacy are
needed. Similarly, Maslow's Hierarchy of Needs points to the importance of psychological safety, evident in students' preference for
collaborative work (mean = 3.24).
While most items are rated "High," the discrepancy between high rule adherence and lower confidence suggests a rigid classroom
environment that may suppress risk-taking. Educators could address this by implementing formative assessments or low-stakes quizzes
to build confidence, as Alkış and Taşkaya Temizel (2018) suggest that formative assessments can reduce anxiety by providing practice
opportunities without high-stakes pressure.
To enhance engagement, teachers can use collaborative activities that promote sharing ideas and valuing diverse opinions, fostering
psychological safety and active participation. By prioritizing both structured expectations and emotional support mechanisms,
educators can create classrooms where all learners feel confident participating fully.
Table 2. Mean Level of the respondents in their Learning Environment in terms of Psychological
No. Items Mean Rank Description
1 I always look forward whenever we are going to have a class discussion. (Lagi kong 3.35 2.5 High
inaabangan ang aming talakayan sa araw-araw.)
2 I obey the rules and regulations set by my teacher and also follow standards we have in our 3.56 1 Very High
school. (Sinusunod ko ang mga alituntunin at regulasyon na itinakda ng aking guro at
sinusunod ko rin ang mga pamantayan na mayroon sa paaralan.)
3 I usually engage myself during our recitations and discussions. (Nakikilahok ako sa tuwing 3.03 7 High
nagkakaroon kami ng pagkakataon na sumagot sa mga tanong at talakayan ng guro.)
4 If I have a question, I ask my teacher to seek for an answer. (Kung mayroon akong 3.13 6 High
katanungan, lumalapit ako sa aking guro upang alamin ang sagot sa tanong.)
5 I can answer the teacher’s question in front of our class. (Kaya kong sagutin ang tanong ng 2.91 8 High
guro sa harap ng aking mga kaklase.)
6 I can easily answer the question in our test/exam without the fear of getting low score. (Madali 2.57 10 High
kong nasasagutan ang mga tanong sa aming mga pagsusulit na walang pangangamba na
makakukuha ng mababang marka.)
7 I like sharing my ideas as well as to listen to the ideas of others. (Mas gusto kong ibahagi ang 3.35 2.5 High
aking mga ideya gayundin ang making sa mga ideya ng iba.)
8 I like working with my classmates rather than working on my own. (Mas gusto kong gumawa
kasama ang aking mga kaklase kaysa ang gumawa nang mag-isa.) 3.24 5 High
9 I like to hear opinions from others about my work and performance. (Mas gusto kong 2.79 9 High
makarinig ng mga opinyon mula sa iba tungkol sa aking gawa at pagganap.)
10 I participate well in class. (Mahusay akong nakikilahok sa klase.) 3.31 4 High
Overall Mean 3.12 High

Emotional Learning Environment

Table 3 presents the mean level of respondents’ perceptions of their learning environment in terms of emotional factors. It evaluates
ten items related to emotional expression, peer and teacher relationships, confidence, and overall classroom dynamics, with descriptive
equivalents provided for clarity.

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The overall mean score of **3.31**, rated as "High," reflects that students generally have a positive emotional experience in their
learning environment. Two items achieved the highest mean score of **3.60** ("Very High"), indicating that students value strong
communication with parents, teachers, and peers, as well as time spent listening to and supporting friends. These findings emphasize
the importance of open communication and peer relationships in fostering emotional well-being.
The lowest-rated item, **sharing emotions with the teacher** (mean = 3.06, ranked 10th), although still rated "High," suggests some
hesitation in expressing feelings directly to teachers. This may reflect a gap in teacher-student emotional rapport compared to peer
relationships.
Students rated emotional connections with peers significantly higher than emotional expression with teachers. For example, they feel
welcome and respected in the classroom (mean = 3.31, ranked 5th), yet their willingness to share personal emotions with their teacher
ranks lower. This disparity highlights potential differences in the emotional safety students feel with peers versus authority figures.
Interestingly, items related to managing emotions and recognizing teachers’ rewards for achievements rank relatively high (mean =
3.45 and 3.46, respectively). This suggests that students appreciate acknowledgment for their efforts and possess a level of emotional
maturity in handling negative feelings.
The high ratings for communication and peer engagement reflect a classroom culture that supports collaboration and emotional
connection among students. For instance, students’ interest in spending time with peers who are different from themselves (mean =
3.11, ranked 8th) suggests an openness to diversity, which is an important factor in social-emotional learning.
On the other hand, the lower ranking for sharing emotions with teachers may indicate that students either lack opportunities or feel a
barrier to forming deeper emotional connections with authority figures. Anecdotally, this could be due to large class sizes, limited
teacher availability, or cultural factors that discourage open emotional expression with elders.
This emotional dynamic aligns with **Carl Rogers’ Humanistic Theory**, which emphasizes the importance of a supportive and
empathetic environment for personal growth. The higher emotional safety with peers and slightly lower comfort with teachers may
point to a need for teachers to adopt more nurturing, open communication practices. Additionally, **Maslow’s Hierarchy of Needs**
highlights the importance of belongingness and esteem, both of which appear well-supported in this learning environment.
While students express confidence in managing negative emotions (mean = 3.45, ranked 4th), their slightly lower interest in activities
that enhance passion and joy (mean = 3.22, ranked 6th) may indicate emotional fatigue or a lack of engaging activities. These findings
suggest a need to reconcile students' emotional resilience with their enthusiasm for classroom activities.
The results suggest actionable strategies for teachers to strengthen emotional support. For instance, fostering one-on-one interactions
or small group discussions can encourage students to express emotions directly to teachers. Additionally, integrating peer-led activities
can capitalize on students’ preference for collaboration and peer support, enhancing overall engagement. Recognizing achievements
through consistent rewards and acknowledgment could also further reinforce positive emotional connections.
Table 3. Mean level of the respondents in their Learning Environment in terms of Emotion
No. Statements Mean Rank Description
1 I am free to express my emotions inside our classroom. (Malaya kong naipapahayag ang
aking mga saloobin sa loob ng aming silid-aralan.) 3.21 7 High
2 I share what I feel towards a particular situation to my teacher. (Ibinabahagi ko sa aking guro
ang aking nararamdam sa isang partikular na sitwasyon.) 3.06 10 High
3 I enjoy participating in our classroom discussions and activities. (Nasisiyahan akong
makilahok sa aming talakayan gayundin sa mga aktibidad.) 3.10 9 High
4 I am confident in managing my negative emotions so that I won’t hurt someone else’s
feeling. (Mayroon akong tiwala sa aking sarili na kaya kong pamahalaan ang aking 3. 45 4 High
negatibong emosyon upang hindi ako makasakit ng damdamin ng iba.)
5 I spend time with my peers who are my complete opposite. (Nakikihalubilo ako sa aking High
mga kaklase na mayroong ibang hilig.) 3.11 8
6 I like spending time with my peers, listening to their stories and problems. (Nagbibigay ako
ng oras sa aking mga kaibigan, nakikinig sa kanilang mga kuwento at problema sa buhay.) 3.60 1.5 Very High
7 I appreciate teachers who gave as a reward whenever we have an achievement.
(Pinapahalagahan ko ang mga guro na nagbibigay ng pabuya sa tuwing mayroon kaming 3.46 3 High
mabuting nagawa.)
8 I always feel welcome, respected and valued inside our classroom. (Palagi kong
nararamdaman na ako ay tanggap, nirerespeto at mahalaga sa loob ng aming silid-aralan.) 3.31 5 High
9 I am interested in things that will enhance my passion, engagement and joy. (Ako ay
interesado sa mga bagay na nagdudulot ng kasiyahan at pagkawili sa aking sarili.) 3.22 6 High
10 I communicate well with my parents as well as with my teachers and my peers. (Ako ay
mayroong maayos na komunikasyon sa aking mga magulang gayundin sa aking mga guro at 3.60 1.5 Very High
kaibigan.)
Overall Mean 3.31 High

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Academic Performance
Results showed that 87 pupils with an academic average of 85-89 got the highest percentage of 68.50. While 47 pupils achieved the
highest rank of “Very Satisfactory.” The pupil’s performance consistently improved from the 2nd to the 4th Grading, allowing an
academic average of 85-89 to maintain the first rank. It concludes that most pupils could perform well in class during the school year
2022-2023.
Several different situations can be seen in the classroom. While some students consistently raise their hands to respond to questions
from their teachers, earning them good grades, others sit in silence in the corner of the room, listening to the discussion without
contributing to their class's success. Pupils have different perceptions towards learning; those with high grades explore their learning
at a higher level, allowing them to perceive their environment as having the capacity to accommodate their needs; hence, it is not
always the same for other pupils. Some pupils are easily distracted by things they can see in their surroundings, some are so afraid to
speak their mind, resulting in low confidence, and some are not comfortable working together with his/her peers. These varying
situations of the pupils also result in different academic performances.
According to Mudassir and Norsuhaily (2015), there is no misgiving that a student’s high-quality academic performance and outcomes
are connected to the nature of the learning environment and the available valuable facilities. Various experiential studies have
established that a learning environment is critical for student academic achievement. The educational process of development occurs
in physical, social, cultural, and psychological environments, which implies that a proper and adequate environment is very much
necessary for fruitful learning. High academic achieving learners will likely be exposed to curriculum content under an ideal learning
environment. Hence, Shamaki’s (2015) opinion that “educational attainment/achievement is likely to be determined by the idealness
of the learning environment” is confirmed.
Relationship between variables
Table 4 presents the results of a correlation analysis examining the relationship between the learning environment—categorized into
physical, psychological, and emotional dimensions—and the academic performance of fifth-grade students. The findings indicate that
both the physical (r = 0.160) and psychological (r = 0.149) dimensions of the learning environment are positively and significantly
correlated with academic performance. This suggests that improvements in classroom conditions, such as lighting, ventilation, and
seating arrangements, can enhance students’ academic outcomes. Similarly, fostering a supportive and engaging classroom atmosphere
that encourages participation and motivation positively impacts academic performance. Research by Rojas et al. (2023) supports this,
showing that physical classroom conditions significantly influence student engagement and academic success.
In contrast, the emotional dimension shows a computed r value of -0.0048, indicating no significant relationship with academic
performance. This finding implies that while emotional factors—such as feeling welcome and respected—are important for overall
well-being, they may not directly influence academic grades for fifth graders in this context. The lack of significance could suggest
that emotional factors affect performance indirectly through mediators like attendance or focus. A study by Hwang et al. (2023) supports
this notion, indicating that while emotional support is crucial for student well-being, its direct impact on academic performance may
vary depending on developmental stages.
The results confirm the statistical significance of the physical and psychological dimensions while underscoring the non-significance
of the emotional dimension. These findings resonate with Bronfenbrenner’s Ecological Systems Theory, which emphasizes the role of
physical and social environments in learning, and Self-Determination Theory, which highlights intrinsic motivation's impact on
academic success. Research by Usman and Madudili (2023) reinforces these theories by demonstrating how a supportive learning
environment fosters student engagement and motivation, leading to improved academic outcomes.
Practically, these results underscore the importance of optimizing physical and psychological aspects of learning environments. Schools
should prioritize enhancing classroom conditions and implementing strategies to boost student engagement and participation. Although
emotional factors were not significantly correlated with academic performance in this study, they remain vital for holistic development,
influencing non-academic outcomes like social skills and overall mental health. Further studies are recommended to explore potential
indirect effects of emotional factors on academic performance as students mature. Research by Ravat et al. (2021) suggests that
understanding these indirect relationships can provide insights into how emotional support contributes to broader educational outcomes.
Table 4. Correlation Analysis between the learning environment and Academic Performance
of Fifth Graders
DV: Academic Performance
IV: Learning Environment
Computed r-Value Results
Physical Academic 0.160 Significant
Psychological Grade 0.149 Significant
Emotional -0.0048 Not Significant
Degrees of Freedom: 125
Level of Significance: 5%
Critical r value: 0.147

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Conclusions
The study shows that the physical and psychological aspects of the learning environment significantly affect the academic performance
of fifth graders. Physical factors like proper lighting, ventilation, and seating arrangements help create a better learning atmosphere,
while psychological factors such as motivation, engagement, and adherence to rules boost student performance. However, the emotional
aspect, though essential for overall well-being, does not directly influence academic performance.
Schools should focus on improving both the physical and psychological aspects of the learning environment. Classrooms should be
well-lit, ventilated, and free from distractions to promote better focus and learning. Teachers should use interactive methods, positive
reinforcement, and clear rules to create a supportive and engaging atmosphere for students. While emotional factors did not directly
impact academic performance, fostering a respectful and inclusive environment is still important for students’ overall growth. Further
studies are recommended to explore how emotional factors indirectly influence learning and how these relationships develop across
different age groups.
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Affiliations and Corresponding Information
Dr. Gemcer D. Selda
Mindoro State University - Bongabong Campus – Philippines
Jiah Kristine D. Ong
Mindoro State University - Bongabong Campus – Philippines

Selda et al. 636/637

 Psych Educ, 2025, 34(5): 630-637, Document ID:2025PEMJ3285, doi:10.70838/pemj.340509, ISSN 2822-4353
Research Article

Bernadette L. Famaranglas
Mindoro State University - Bongabong Campus – Philippines
Monica M. Camus
Mindoro State University - Bongabong Campus – Philippines
Joseph T. Cosme
Mindoro State University - Bongabong Campus – Philippines

Selda et al. 637/637