The Relationship of Classroom Environment and Engagement of Alternative Learning System Students

The classroom environment plays a critical role in fostering engagement among Alternative Learning System (ALS) students, as it directly influences their motivation, attendance, and academic performance. Despite existing research highlighting the importance of physical and psychosocial factors in traditional educational settings, there remains a gap in understanding how these variables specifically impact engagement within ALS contexts, where learners often face unique challenges and require tailored support. The objective of this study was to examine the relationship between classroom environment sub-variables-physical and organizational environment, social and emotional support, and intellectual and academic stimulation-and the engagement levels of ALS students. A quantitative survey was administered to ALS learners, yielding mean scores of 4.66, 4.72, and 4.73 respectively for the three sub-variables, all rated as “Strongly Agree†and qualitatively interpreted as “Highly Practiced,†resulting in an overall mean of 4.70. Key findings indicate that a highly supportive classroom environment, particularly in terms of social and emotional support, is a major indicator of increased student engagement, attendance, and academic achievement. These results are consistent with previous studies, which emphasize that teacher and peer support, as well as a personalized and resource-rich environment, significantly enhance student connectedness, motivation, and participation.