Students Attitudes on School Climate and Learning Engagement in Physics of Senior High School Students

Abstract

This research aims to determine whether there is a substantial correlation between students' attitudes toward school climate and their learning engagement in Physics. It also aims to explore the impact of school climate on Grade 12 students' experiences in attending classes and how it affects learning engagement in Physics. The school climate has an impact on the interactions that exist between educators and students in the classroom. A positive school climate is created where relationships between teachers, students, and the environment are enhanced within the institution. Consequently, the researchers utilized an explanatory mixed-method sequential design. The data collection involved two adapted survey questionnaires, an in-depth interview, and a focus group discussion using simple random sampling with a 335-sample size for quantitative and 10 participants for qualitative. The students' attitudes on school climate acquired an overall mean of 3.89, otherwise described as high, and a 3.98 mean, also described as high, for learning engagement in Physics. The correlation between students' attitudes toward school climate and learning engagement is given by Pearson's correlation coefficient (r) of 0.810, and the associated p-value (P= 0.001), indicating a highly significant correlation. This suggests a comparable rise or fall in school climate as students' attitudes increase or decrease. It is improbable that the observed association happened by accident. As stated differently, compelling data suggests a connection between students' attitudes toward the school climate and their engagement with Physics. In the qualitative phase of the study, five main themes emerged from the data which support the quantitative findings and further explain the result of the study.