Linking Classroom Environment and Management Strategy to Learning Instructions of General High School Students in an Inclusive Classroom (Special Needs)

Jerwin M. Luisen, Estela I. Vasquez and Roselyn Ricaforte
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Jerwin M. Luisen: Holy Cross of Davao College, Davao City, 8000, Philippines
Estela I. Vasquez: Holy Cross of Davao College, Davao City, 8000, Philippines
Roselyn Ricaforte: Holy Cross of Davao College, Davao City, 8000, Philippines

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 6, 1508-1513

Abstract: Learning instruction identified as one of many issues in special education as insufficient resources, lack of purposeful training and professional development, contrasting inclusive education laws and policies, weak government support, inappropriate curriculum and classroom organization, assessment practices, awareness of inclusive education, and the need for constant collaboration among different stakeholders. Using a quantitative descriptive-correlational design, data were gathered from 250 students in Region XI through structured survey instruments assessing classroom environment, management strategies, and learning instruction. Descriptive results showed that both classroom environment and management strategies were rated highly, particularly indicators like classroom positivity and verbal instruction. However, correlation and regression analyses revealed that only management strategies had a statistically significant effect on learning instruction, while the classroom environment showed no significant direct impact. The study concluded that empowering teachers with consistent management techniques—such as clear verbal guidance and structured supervision—is vital to improving learning instruction in inclusive classrooms. As a recommendation, the study calls for enhanced teacher training in classroom management, integration of metacognitive learning strategies, promotion of emotionally supportive environments, and adoption of differentiated instruction (Tomlinson, 2001) to meet the diverse needs of learners. Replication of this research in other contexts is encouraged to further validate its findings.

Date: 2025
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