This research aims to determine whether there is a substantial correlation between students’ attitudes toward school climate and their learning engagement in Physics. It also aims to explore the impact of school climate on Grade 12 students’ experiences in attending classes and how it affects learning engagement in Physics. The school climate has an impact on the interactions that exist between educators and students in the classroom. A positive school climate is created where relationships between teachers, students, and the environment are enhanced within the institution. Consequently, the researchers utilized an explanatory mixed-method sequential design. The data collection involved two adapted survey questionnaires, an in-depth interview, and a focus group discussion using simple random sampling with a 335-sample size for quantitative and 10 participants for qualitative. The students’ attitudes on school climate acquired an overall mean of 3.89, otherwise described as high, and a 3.98 mean, also described as high, for learning engagement in Physics. The correlation between students’ attitudes toward school climate and learning engagement is given by Pearson’s correlation coefficient (r) of 0.810, and the associated p-value (P= 0.001), indicating a highly significant correlation. This suggests a comparable rise or fall in school climate as students’ attitudes increase or decrease. It is improbable that the observed association happened by accident. As stated differently, compelling data suggests a connection between students’ attitudes toward the school climate and their engagement with Physics. In the qualitative phase of the study, five main themes emerged from the data which support the quantitative findings and further explain the result of the study.
Author(s) Details:
Rogoven Jr. Noriega Solis
Davao Doctors College, Inc, Davao City, Davao Del Sur, Philippines.
Kevin Lawrence Evangelio Flores
Davao Doctors College, Inc, Davao City, Davao Del Sur, Philippines.
Recent Global Research Developments in Students’ Perceptions of School Climate
“Students’ school climate perceptions: do engagement and burnout matter?” [1]
Conducted with a person-oriented approach, this study aimed to assess whether students who are positively engaged in school activities perceive their school climate differently from students who feel distant and less engaged. The study identified four student profiles based on engagement and burnout levels: Cynically disengaged, Moderately disengaged, Peacefully engaged, and Tensely engaged. The Peacefully engaged students reported the highest school climate scores, while the Cynically disengaged students had the most critical perceptions.
“The Influence of Student Perceptions of School Climate on Psychological and Academic Adjustment” [2]
This study explored students’ perceptions of three dimensions of school climate: teacher support, student-student support, and opportunities for autonomy. It investigated the associations between these dimensions and adolescent psychological and academic adjustment in both China and the United States.
“A multi-informant study of school climate: student, parent, and teacher perspectives” [3]
This study compared students’, teachers’, and parents’ perceptions of various school climate dimensions. It also examined associations between classroom practices and school atmosphere in both students and teachers.
“The Impact of School Climate and School Identification on NAPLAN Results” [4]
This study explored the impact of school climate and school identification on NAPLAN results, considering both students’ and staff members’ perceptions.
References
- Molinari, L., Grazia, V. Students’ school climate perceptions: do engagement and burnout matter?. Learning Environ Res 26, 1–18 (2023). https://doi.org/10.1007/s10984-021-09384-9
- Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., … & Lu, Z. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child development, 80(5), 1514-1530.
- Molinari, L., Grazia, V. A multi-informant study of school climate: student, parent, and teacher perceptions. Eur J Psychol Educ 38, 1403–1423 (2023). https://doi.org/10.1007/s10212-022-00655-4
- Maxwell S, Reynolds KJ, Lee E, Subasic E and Bromhead D (2017) The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data. Front. Psychol. 8:2069. doi: 10.3389/fpsyg.2017.02069
