The Relationship between Classroom Environment and Learners’ Motivation in Science

Arnel J. Mindo and James L. Paglinawan
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Arnel J. Mindo: Graduate Student, Central Mindanao University
James L. Paglinawan: Faculty, Central Mindanao University

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 1046-1052

Abstract: This study investigated the relationship between the classroom environment and the motivation of Grade 9 science learners at Lumbo Integrated School, Valencia City, Bukidnon. The primary objective was to assess how various aspects of the classroom environment—physical, pedagogical, and psychological—impact students’ intrinsic motivation, extrinsic motivation, and self-efficacy in science. Utilizing a quantitative research design, data were collected through structured questionnaires administered to Grade 9 learners. Statistical analysis yielded mean scores indicating a “Positive Classroom Environment†(PCE) with a grand mean of 3.5180 and “Moderately Motivated in Science†(MMS) with a grand mean of 3.8296. The results revealed a positive correlation (r = 0.635) between the classroom environment and students’ motivation, suggesting that a supportive and engaging classroom significantly enhances learner engagement in science.

Date: 2024
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