📄 Abstract
This study examined the relationship between child-friendly school environment and holistic cognition of learners in public schools in Panabo City Division. A quantitative descriptive-correlational design was used with 240 public school teacher-respondents who had at least one year of teaching experience. Adapted and validated questionnaires measured child-friendly school environment in terms of environment-friendly, teaching-friendly, peer-friendly, and children participation, and holistic cognition in terms of attention, causality, contradiction, and change. Data were analyzed using mean, Pearson product-moment correlation, and regression analysis at the 0.05 level of significance. Findings revealed that child-friendly school environment was very high, with peer-friendly as the most evident domain and environment-friendly as the least evident. Holistic cognition was also very high, with causality as the most evident domain and attention as the least evident. Correlation analysis showed a very strong, positive, and significant relationship between child-friendly school environment and holistic cognition. Regression analysis further revealed that environment-friendly conditions and children participation significantly predicted holistic cognition, while teaching-friendly and peer-friendly domains were not significant predictors. The findings indicate that safe, supportive, participatory, and environment-friendly school conditions help strengthen learners’ holistic cognitive development. The study recommends strengthening environmental quality and learner participation to support improved cognitive outcomes.
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📚 How to Cite:
Marlon C. Cenia , EXPLORING THE RELATIONSHIP BETWEEN CHILD-FRIENDLY SCHOOL ENVIRONMENT AND HOLISTIC COGNITION OF PUBLIC SCHOOLS , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 90 - 96 ,