A Causal Model for Psycho-social Aspects of Science Learning Environment on Academic Performance of Secondary School Students in Region X, Philippines

  • Maris Jade Q. Orongan Central Mindanao University and MSU-Iligan Institute of Technology, Philippines
Keywords: academic performance, a causal model, and psychosocial aspects of the learning environment

Abstract

The study geared to develop a causal model for the psychosocial attributes of the learning
environment on Grade 10 students' science performance in secondary schools divisions of Region X,
Northern Mindanao. This study utilized descriptive correlational and causal-comparative research
design. A random sample of 1,123 Grade 10 students was utilized in this study. Data were analyzed
using descriptive statistics, Correlation, Regression, and Path Analyses. The results revealed that
students' performance in Science was found out of low mastery level. In terms of psychosocial aspects,
the students generally practiced their science activities in both laboratory and classroom environments,
possessed moderate confidence in their emotion and self-efficacy in chemistry, having average science
process skills, and were mentored by science teachers with very satisfactory teaching ability.
Classroom environment and teacher ability were the psychosocial aspects that significantly correlated
with performance. The best-fitting causal model on students' performance is anchored on the
classroom environment, supported by teachers' qualifications. A classroom learning environment that
is highly conducive can stimulate students' interest to enhance their science learning. It is highly
recommended that administrators and policymakers revisit curricular activities, particularly on
students' classroom learning environment in the teaching-learning process.

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Published
2021-03-25
How to Cite
Orongan, M. (2021). A Causal Model for Psycho-social Aspects of Science Learning Environment on Academic Performance of Secondary School Students in Region X, Philippines. Proceedings of the International Conference on Future of Education, 3(01), 77-92. https://doi.org/10.17501/26307413.2020.3108