Author

Genalyn M. Betua*
Cebu Technological University – Main Campus, Cebu City, Cebu, Philippines

Abstract

This study examined the relationship between the classroom environment and the academic performance of junior high school students in Technology and Livelihood Education (TLE) at Abellana National School during the school year 2025–2026. Using a quantitative descriptive–correlational research design, the study assessed the demographic profile of 99 students, their perceptions of the classroom environment across four dimensions, physical, social, emotional, and teaching-learning and their academic performance in TLE. Data were gathered through an adopted questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson’s r correlation. Findings revealed that students perceived the classroom environment positively, with all four dimensions receiving an overall verbal description of “Agree.” The teaching-learning environment obtained the highest mean rating, indicating that instructional strategies were clear, engaging, and supportive. However, certain aspects such as noise control, classroom educational displays, bullying, student confidence in expressing opinions, and homework effectiveness were rated lower compared to other indicators. The students’ academic performance in TLE yielded as “Satisfactory.” Correlation results showed no significant relationship between classroom environment variables and academic performance, suggesting that factors outside environmental conditions may influence TLE learning outcomes. Despite the absence of significant correlations, the findings highlighted specific environmental concerns that require attention. Therefore, an intervention plan was developed to address the lowest-rated areas of the classroom environment to promote a more conducive, safe, and engaging learning space. Enhancing these conditions may support improved learner motivation and overall classroom experiences.

Keywords: Vocational education, classroom environment, academic performance in TLE, descriptive-correlational design, intervention plan, Cebu City, Philippines.

*Corresponding author / Email Address: genalynbetua@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021164

Recommended citation:
Betua, G. M. (2026). Classroom environment and academic performance in Technology and Livelihood Education: Basis for intervention plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4482-4494. http://doi.org/10.69651/PIJHSS05021164

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