CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS OF SANTA FE DISTRICT

Positive classroom behavior is essential for meaningful learning and academic achievement. A supportive environment encourages participation, responsibility, and productive interactions, contributing to better outcomes. This study examined classroom behavior and academic performance of Junior High students in the Santa Fe District using a descriptive-correlational design. Data was gathered via a validated questionnaire assessing three dimensions: behavior toward classmates, classwork, and teachers. Academic performance was determined by using grades in major learning areas. Mean and standard deviation measured behavior and performance levels, while the Pearson Product-Moment Correlation Coefficient examined relationships between variables. Findings revealed that students demonstrated an ambivalent level of behavior across all dimensions. Academic performance was fair, indicating satisfactory but improvable achievement. Results showed significant relationships between specific behaviors and academic performance, suggesting that positive behaviors are associated with better outcomes. These findings highlight the importance of strengthening management, promoting positive behavior, and fostering collaboration among stakeholders to enhance success. The study provides evidence to develop intervention programs and strategies supporting a positive learning environment and improved performance among Junior High students.