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AbstractThis study explored the relationship between the classroom environment and academic motivation among Grade 6 learners in the Division of Davao del Norte. Key environmental factors, including teacher support, peer relationships, classroom structure, availability of learning resources, and physical comfort and safety, were examined for their impact on studentsacademic motivation. Using a descriptive correlational research design, data were collected through structured surveys administered to a stratified random sample of 370 respondents. The survey assessed learnersperceptions of their classroom environment and measured their levels of intrinsic motivation, extrinsic motivation, and amotivation. Data analysis, including descriptive statistics, Pearsons correlation coefficient, and multiple regression, identified significant relationships between classroom environment factors and academic motivation. The findings revealed that a positive classroom environment, marked by supportive teacher-student interactions, clear organization, and a strong sense of peer belonging, significantly enhanced studentsintrinsic motivation. These results highlighted the importance of creating a well-organized, inclusive, and resource-rich learning environment to foster student engagement and achievement. The study concluded with recommendations for educational strategies to optimize classroom environments in Davao del Norte, along with suggestions for future research to further investigate the effects of these factors on student motivationKeywords: Classroom environment, academic motivation, teacher support, intrinsic motivation, Davao del Norte.

Copyright © 2025 Kennith C. Bayonita. This is an open access article distributed under the Creative Commons Attribution License.