Classroom Academic Climate Condition and Holistic Student Growth in Public Elementary Schools

Abstract

This study aimed to determine the significant relationship between classroom academic climate conditions and holistic student growth among public elementary school students in Sto. Tomas District, Division of Davao del Norte. A descriptive-correlational research design was used, with 138 teachers as respondents. Data was gathered through structured questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. Results indicated that both classroom academic climate condition and holistic student growth were rated at high levels. Correlation analysis revealed a significant positive relationship between the classroom academic climate and holistic student growth. Furthermore, multiple regression showed that classroom atmosphere and physical environment, and equity and inclusion significantly influenced holistic student growth, while assessment and feedback, and peer relationships and collaboration were not significant predictors. Based on these findings, it is recommended that school administrators and teachers prioritize creating a positive classroom atmosphere and promoting inclusive practices to support students’ overall development. These efforts are expected to enhance student engagement, academic success, and social-emotional growth in public elementary schools.