Title: Correlation Between Learning Conditions and Academic Performance Among Public Administration Students
Authors: Richard C. Pasco
Volume: 10
Issue: 6
Pages: 12-18
Publication Date: 2026/06/28
Abstract:
This study explored the relationship between learning conditions and academic performance of Public Administration students at Bukidnon State University-San Fernando Campus. A descriptive-correlational design was used to describe the students' learning conditions in terms of personal factors, study habits, home-related aspects, school-related aspects, and teacher-related aspects, and to examine whether these conditions were associated with their academic performance. A researcher-made questionnaire, validated by faculty experts and tested for reliability, served as the main instrument, while academic performance was based on the general weighted average categorized into proficiency levels. Findings revealed that most students performed within the satisfactory to highly satisfactory range, suggesting that they generally meet academic expectations but have room for improvement. With regard to learning conditions, students reported moderate challenges in personal aspects such as sleepiness and hunger, and in home-related concerns such as distance from school and household responsibilities. Their study habits were inconsistent, showing a tendency to study reactively and to be easily distracted. Meanwhile, the lowest ratings were given to school facilities and certain teacher-related practices, reflecting dissatisfaction with the adequacy of resources and limitations in instructional approaches. Despite these reported challenges, the analysis showed no significant correlation between learning conditions and academic performance. This indicates that while students perceive difficulties in their personal, home, school, and classroom environments, these do not directly influence their grades. The study highlights the need to consider other factors, such as motivation, resilience, and socio-emotional support, as possible determinants of student success in higher education.