Multigrade Schools’ Learning Environment, Teachers’ Instructional Practices, and Learners’ Academic Performance

This study examined the relationship between the learning environment in multigrade schools, teachers’ instructional practices, and learners’ academic performance in the Schools Division of Antique during School Year 2024–2025. The research aimed to determine how classroom conditions and teaching practices influence learners’ academic outcomes in multigrade settings. The respondents consisted of teachers and learners selected through stratified random sampling. Data were gathered using a structured survey questionnaire to assess the learning environment and teachers’ instructional practices, while learners’ academic performance was obtained from official school records. Findings revealed that the learning environment in multigrade schools was generally perceived as supportive and conducive to learning. Classroom climate and positive peer interactions were identified as key strengths that contributed to a favorable learning atmosphere. Teachers’ instructional practices were likewise rated highly, particularly in terms of lesson planning, organization of learning activities, and the use of appropriate instructional strategies to address diverse learner needs. Learners’ academic performance was found to be at a satisfactory to very satisfactory level, indicating that most learners were able to meet expected learning outcomes. The results further showed meaningful relationships among the learning environment, instructional practices, and learners’ academic performance. A positive classroom climate and well-planned lessons emerged as important factors that influenced learners’ academic success. The study concludes that a supportive learning environment combined with effective instructional practices plays a crucial role in enhancing academic performance in multigrade schools. It is therefore recommended that school administrators and teachers continue to strengthen classroom conditions, improve instructional planning, and promote collaborative learning practices to sustain and further improve learners’ academic outcomes.