Perceived Sense of Belonging in Classroom and Academic Performance of Grade 12 HUMSS Students in a Public School

This study investigated the relationship between sense of belonging in the classroom and perceived academic performance among Grade 12 Humanities and Social Sciences students in Bacolod City National High School. The study employed a descriptive-correlational design with a sample of 240 students. Data were collected using standardized questionnaires measuring sense of belonging and perceived academic performance. Results revealed that the students possessed an average level of sense of belonging, with no significant difference observed between male and female students. Similarly, students perceived their academic performance as average. Furthermore, no significant relationship was found between sense of belonging and perceived academic performance. These findings suggest that while fostering a sense of belonging is crucial, other factors may play a more prominent role in influencing academic performance among HUMSS students. Further research is recommended to explore additional variables and their impact on academic outcomes in this specific student population.