Learning Environment as a Correlate to Interest in Social Studies of Grade Six Learners

This study explored links between the learning environment and interest in Social Studies among Grade Six students in selected schools in San Fernando II District, Division of Bukidnon. It examined students’ views on classroom positive climate, personal negative behavior, persistent in major challenges, diverse value influence, and their overall interest in learning. Researchers used a descriptive-correlational design and simple random sampling. Data were collected using tools adapted from McGhee et al. (2007) with a Cronbach’s Alpha of 0.932. Mean and standard deviation assessed the learning environment and student interest; Pearson product-moment correlation identified significant variable relationships. The findings showed that students rated classroom climate, persistence in facing challenges, and the influence of diverse values as very satisfactory, while personal negative behavior was rated as moderately satisfactory. Interest in Social Studies was very high. Notably, strong positive relationships existed between classroom climate, persistence, and diverse value influence with student interest, suggesting that these factors together foster engagement and curiosity. Conversely, personal negative behavior did not affect interest, indicating that occasional negative experiences did not diminish overall engagement. Consequently, the null hypothesis for personal negative behavior was accepted, while the null hypotheses for classroom positive climate, persistence in major challenges, and diverse value influence were not accepted based on the findings above. Considering these conclusions, students and parents should keep encouraging positive study habits and engagement. Teachers and school leaders should continue building inclusive, motivating, and supportive classrooms. Future researchers may also examine other influences on students’ interest, such as teaching methods, family background, peer relationships, and technology use.