Effects of Classroom Environment on the Academic Performance of Primary Grade Pupils

This study aimed to determine the effects of the classroom environment on the academic performance of primary grade pupils in Quiterio San Jose Elementary School, Teresa Sub-Office. Using a descriptive research design, the study gathered data from 123 respondents to examine the relationship between classroom environment factors—class participation, motivation to learn, and task accomplishment—and pupils’ academic performance. Demographic profiles of the respondents revealed that most teachers were female (94.3%), married (69.9%), aged 31–50 years, and held Master’s degree units (52%). The majority were Teacher I (75.6%) with 1–10 years of service (56.1%) and had attended in-service trainings primarily at the division level (40.7%).Pupils perceived the classroom environment as highly conducive to learning, with class participation (WM = 4.75), motivation to learn (WM = 4.73), and task accomplishment (WM = 4.71) rated very skillful. Statistical analysis showed that age significantly affected perceptions on class participation and task accomplishment, while civil status influenced all three aspects. No significant differences were observed based on sex, educational attainment, length of service, position, or trainings attended. Academic performance was generally very satisfactory, with a mean grade of 85.35. Among the classroom environment factors, only motivation to learn showed a significant positive correlation with academic performance, whereas class participation and task accomplishment had no significant relationship.The study concluded that a well-structured and supportive classroom environment positively impacts pupils’ motivation, which in turn contributes to improved academic performance. It also highlighted that pupils’ perceptions are shaped by age and civil status, while teachers’ profiles had minimal effect. The study recommended enhancing classroom comfort, safety, and resource accessibility, integrating diverse instructional materials, encouraging broader professional development for teachers, and conducting regular assessments of pupil motivation. Future research should explore qualitative insights and examine mediating factors such as learning styles, home environment, and teacher behaviors to further understand the relationship between classroom environment and academic performance.