Environmental Diversity and Academic Performance of Primary Grade Pupils

Abstract

This study investigated the relationship between environmental diversity and the academic performance of primary grade pupils in selected public elementary schools in Baras, Rizal, during the School Year 2025–2026. Employing a descriptive survey research design and documentary analysis, the study gathered data from two groups of respondents: 120 primary grade teachers and 380 parents. The respondents were described according to their demographic profiles, while the pupils’ academic performance was measured using their second-quarter average grades. A researcher-made questionnaire-checklist was utilized to assess the extent of environmental diversity in terms of school, home, and social environments.Findings revealed that both teachers and parents generally perceived that pupils were often and consistently exposed to positive environmental diversity across school, home, and social contexts. No significant difference was found between the perceptions of teachers and parents regarding school and social environments; however, a significant difference emerged in their perceptions of the home environment. Furthermore, teachers’ perceptions varied significantly when grouped according to age, educational attainment, length of service, and in-service training, while parents’ perceptions differed significantly based on age, educational attainment, monthly income, and occupation. The academic performance of pupils was described as very satisfactory. Notably, a significant relationship was found between environmental diversity and pupils’ academic performance.The study concluded that environmental factors, particularly those within the home, play a crucial role in shaping pupils’ academic outcomes. Differences in perceptions among teachers and parents highlight the need for strengthened collaboration and shared understanding. It is recommended that schools implement programs such as parental orientations, regular meetings, and home visitations to enhance environmental support for learners. An action plan is also proposed to promote inclusive and supportive learning environments. Future studies may explore additional variables to further enrich the findings.