Perceived learning environment and performance of public high schools in the Province of Iloilo

Abstract

This study aimed to assess the learning environment and performance of public high schools in the Division of Iloilo using a quantitative research approach with a descriptive-correlational design. Sample of 246 teachers and school heads were selected using multi-stage sampling, and data were collected through a researcher-developed questionnaire. Statistical analyses, by Cramer’s V test, revealed a very weak and non-significant association between teacher-perceived prevailing learning environment and school performance (V=0.093, p=0.214). For school heads, significance on its constant association was not determined since, regardless of the perceived degree of conduciveness of the prevailing learning environment, the school performance was considered outstanding; i.e., responses had no variation. Despite this, public high schools in the Division of Iloilo consistently prioritized creating positive learning environments, fostering student development and engagement. Teacher involvement and school leadership were identified as significant contributors to the quality of the learning environment. While no significant association was found between school performance and the learning environment or school leadership, a direct linkage was observed between school performance and teacher affiliation and involvement. Recommendations included further investigation by policymakers into factors contributing to positive learning environments and intensified efforts by schools to enhance student development programs. This study underscored the importance of fostering conducive learning environments and the role of teachers and school leaders in shaping student educational experiences.