Students’ perception of school climate and academic motivation in a blended learning lnvironment

Abstract

The school environment significantly influences students’ performance, yet limited studies were conducted on the relationship between school climate and academic motivation in blended learning environments. This study aimed to describe the level of student’s perception of school climate and academic motivation and analyze the relationships between these variables. Utilizing a descriptive correlational research design, data were gathered from 278 randomly selected high school students of a state university in Eastern Visayas using two standardized survey questionnaires, which were analyzed using descriptive and inferential statistics. Results showed that students generally have high levels of school climate perception and academic motivation in a blended learning environment. Moreover, a significant relationship was found between the high school students’ school climate perception and academic motivation. This indicates that the university still needs to give its attention to focus on improving its environment and school climate in order for its educational system to thrive. In connection with this, this paper suggests interventions to improve the implementation of blended learning at the secondary level.