School culture and classroom climate as correlates of Academic achievement of students in high performing high schools in Cavite / by Janeza G. Austria, Erblessie A. Poblete and Efrelhet N. Siarez.

Thesis (Bachelor of Science in Psychology) Cavite State University.

Includes bibliographical references.

College of Arts and Sciences (CAS), Department of Social Sciences and Humanities

AUSTRIA, JANEZA G., POBLETE, ERBLESSIE A., SIAREZ, EFRELIILT N. School Culture and Classroom Climate as correlates of Academic Achievement of Students in High Performing High Schools in Cavite. Undergraduate Thesis. Bachelor of Science in Psychology. Cavite State University, Indang, Cavite. May 2017. Adviser: Cecilia B. Banaag, PhD, RPsy, RGC.
The study was conducted from February to March 2017 at Cavite State University- Science High School in lndang, Tagaytay City Science National High School in Tagaytay City, and Trece Martires City National High School in Trece Martires City to determine whether school culture and classroom climate have a significant relationship with the academic achievement of students from three high performing high schools in Cavite. The study specifically sought to determine the: 1) level of school culture of students from the high performing high schools in Cavite in terms of: school purposes, empowerment, decision making, sense of coin unity, trust, quality, recognition, caring, integrity, and diversity; 2) level of classroom climate of students from the high performing high schools in Cavite in terms of conformity; responsibility, standards, rewards, organizational clarity; and team spirit; 3) academic achievement of students from the high performing high schools in Cavite; 4) degree of relationship between the high school students' school culture and academic achievement; and 5) degree of relationship between the high school students' classroom climate and academic achievement.
This study used descriptive-comparative correlational design. Instruments used in data gathering were validated School Culture Inventory and Classroom Climate Survey Questionnaire. Systematic random sampling was used to determine the participants. There were 100 participants from each school, from Grade 9 and Grade 10 students as representatives of each school. The students came from the Special Science Class Curriculum only and for the science high schools, the representatives came from the highest section. The statistical measures employed were frequency and percentage, mean, standard deviation and full regression model for predictors and Spearman Rank Correlation Coefficient. The 0.05 level of significance was set for the study. Based on the findings, it was determined that the academic achievement of students from high performing high schools is not greatly affected by their school culture and classroom climate. Results revealed that the students may not be fully aware with the with the school purposes, empowerment, decision-making, and sense of community, trust, quality, recognition, caring, integrity, and diversity exercised within the school. Also, the students were not fully satisfied with the conformity, responsibility, standards, rewards, organizational clarity, and team spirit implemented within their classrooms. School culture has no significant relationship with the academic achievement of students from three high performing high schools in Cavite. Similarly, it was found out that classroom climate was not significantly related to their academic performance. Hence, school culture and classroom climate are not predictors of academic achievement of high performing high school students.

Submitted to the University Library September 13, 2017 T-7064