ABSTRACT
This study determined the relationship between the classroom environment and the behavior of pupils at Maugat Elementary School as a basis for learning activities. Specifically, it examined the level of classroom environment in terms of physical arrangement, learning materials, noise control, and teacher-student interaction, as well as the level of pupils’ behavior in terms of attention and focus, cooperation, respect for rules, and participation in class activities. The study also determined whether a significant relationship existed between the classroom environment and the behavior of pupils. The study utilized a quantitative research design and employed a researcher-developed questionnaire as the main instrument for data collection. The respondents were 50 intermediate grade pupils from Maugat Elementary School. The findings revealed that the classroom environment was rated Very High in terms of physical arrangement, noise control, and teacher-student interaction, with composite means of 3.57, 3.67, and 3.29, respectively, while learning materials were rated High with a composite mean of 3.16. In terms of pupils’ behavior, attention and focus and cooperation were rated Very High, with composite means of 3.31 and 3.33, respectively, while respect for rules and participation in class activities were rated High, with composite means of 3.19 and 3.18. Furthermore, the findings showed significant positive relationships between the classroom environment and pupils’ behavior, with physical arrangement having a correlation coefficient of 0.58, learning materials 0.73, noise control 0.59, and teacher-student interaction 0.74. Based on the findings, learning activities were crafted to further enhance the classroom environment and promote positive pupils’ behavior, attention, cooperation, respect for rules, and participation in class activities.
Keywords: classroom environment, pupils’ behavior, physical arrangement, learning materials, teacher-student interaction, learning activities