TEACHERS’ LEARNING SPACE APPROACHES AND ACADEMIC PERFORMANCEIN THE CENTRAL ELEMENTARY SCHOOLS OF EASTERN SAMAR DIVISION

Abstract

Creating positive learning spaces is essential for enhancing student engagement and academic performance in elementary schools. The effectiveness of learning space approaches largely depends on teachers’ ability to organize lessons, manage classrooms, foster interaction, and create supportive psychological and social environments. This study examined the relationship between teachers’ learning space approaches and the academic performance of Grade VI learners in central elementary schools of the Eastern Samar Division. A quantitative correlational research design was employed, involving 56 Grade VI teachers and their respective classes. Data were collected using a structured survey questionnaire measuring teachers’ learning space practices across five indicators: lesson organization, classroom management, interaction during the lesson, teacher-student communication, and psychological and social classroom environment. Learners’ academic performance was assessed through their grade point average (GPA) for the school year 2024–2025. Descriptive statistics and Pearson correlation analysis were used to analyze the data. The findings revealed that teachers exhibited a high level of practice across all learning space approaches. Furthermore, a significant positive relationship was found between teachers’ learning space approaches and learners’ academic performance, indicating that well-implemented learning spaces contribute to improved student achievement. The study recommends continuous professional development programs for teachers, focusing on effective lesson organization, classroom management, and strategies to foster positive psychological and social learning environments