Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The school climate shapes the day-to-day learning experiences of the pupils, which influences their motivation, engagement, and academic achievement. This study sought to determine the parents’ perception of school climate, the level of pupils’ progress, and the significant relationship between the school climate and pupils’ progress among the six (6) schools of Talisayan District, Division of Misamis Oriental, during the Second Quarter of the School Year 2023-2024. There was a total of one hundred twelve (112) Grade 2 parents’ respondents through stratified random sampling method. This study utilized an adapted and modified survey questionnaire developed by Karen Parker Thompson, coordinator of family involvement and community resources for the Alexandria City Public Schools. It employed the mean, standard deviation, and Pearson Product Moment Correlation Coefficient (r) to ascertain the significant relationship between parents’ perception of school climate and pupils’ progress. The study found that the respondents have a Very High perception of the school climate, specifically the caring learning environment. Almost half of the respondents have an Outstanding rating. A significant strong positive correlation exists between the school climate and pupils’ progress, thus rejecting the null hypothesis and that the school climate fosters a caring learning environment. It is therefore recommended to create a school environment that is conducive, safe, and supportive to pupils’ learning and academic growth. Meanwhile, it is believed that parents agree with enhancing the effectiveness of problemsolving strategies in school.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it