School gardening participation and its effect on academic achievement of senior high school students at Balaogan National High School

This study examined the relationship between school gardening participation and the academic achievement of Senior High School students at Balaogan National High School, focusing on students’ level of participation in terms of frequency of involvement, types of activities performed, and time commitment, as well as their academic achievement in the subject 3I’s based on written works, performance tasks, and quarterly assessments. 
A descriptive-correlational research design was utilized with 112 respondents, and data were gathered through a structured questionnaire and academic records. The weighted mean was used to determine the levels of participation and academic achievement, while the Chi-square test was applied to determine the significant relationship between the variables at a 0.05 level of significance. 
Based on the findings of the study, a Sustainable School Gardening Framework was developed to enhance participation and academic performance through structured and integrated activities. It is concluded that school gardening serves as an effective experiential learning approach that supports both academic success and student engagement. School administrators should strengthen gardening programs through adequate resources, support systems, and policy implementation to ensure sustainability, while teachers may integrate gardening activities into instruction and assessment to enhance meaningful learning. Students are encouraged to actively participate in gardening activities to reinforce learning and develop responsibility, while parents and community members may provide support to sustain program implementation. Future researchers may further explore related variables and broader contexts, and the proposed framework may be adopted to ensure continued effectiveness of school gardening initiatives.