Asian Journal of Education and Social Studies

This study examined the predictive influence of the classroom environment on students’ attitudes toward science among 164 students from Grades 7 to 12 at Sta. Maria National High School during the period August 23, 2025 – October 20, 2025. Employing a quantitative descriptive–correlational design, the study utilized two validated instruments: the What Is Happening In This Class? (WIHIC) questionnaire to measure classroom environment and the Test of Science-Related Attitudes (TOSRA) to assess students’ attitudes toward science. Statistical analysis included mean, Pearson product–moment correlation, and multiple linear regression. Results revealed that both the classroom environment (M = 2.98) and students’ attitudes toward science (M = 2.90) were at a high or positive level. A significant positive relationship was found between the classroom environment and students’ attitudes toward science (p = 0.000056), indicating that favorable classroom conditions contribute to more positive perceptions of science. Regression analysis further showed that the classroom environment accounted for 9.5% of the variance in students’ attitudes, with Teacher Support and Task Orientation emerging as significant predictors. These findings suggest that supportive teacher–student interactions and structured learning tasks play essential roles in fostering students’ motivation, engagement, and interest in science. The study concludes that cultivating a positive and supportive classroom environment enhances students’ affective disposition toward science learning and recommends that educators strengthen relational and task-oriented aspects of classroom management to improve science attitudes.