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ACTUAL LEARNING ENVIRONMENT AND ACADEMIC PERFORMANCE OF STUDENTS IN A SELECTED COLLEGE OF NURSING

A thesis presented to the Faculty of Makati Medical Center College of Nursing

In partial fulfillment of the requirements in RES 2: Research II

By Leader: Lucina Richele E. Dionisio Members: Mae Antonette R. Doctolero Marcia Kamille F. Etorma Rick Paulus G. Manabat Sigrid Marie G. Sillador

October 5, 2011

ACKNOWLEDGEMENTS

The researchers would like to express their deepest gratitude and appreciation to the following people who have been a great part in accomplishing this study: The groups adviser, Mr. Aris V. Magmanlac, for his unending support and patience from the start of the study up until the very end. Thank you for giving suggestions and advice for the betterment of the study. The panelists, Dr. Racquel Pasigpasigan, Prof. Gemelin Celiz, Prof. Luzviminda Magpatoc, and Prof. Idan Roman, for helping the researchers improve the study with their comments, suggestions, recommendations and for challenging the group members to do their very best to meet their goals. The tool validators, Dr. Reynaldo Estacio, Prof. Melanie Lourdes Dionisio, Mr. Aris Magmanlac, for helping the group improve the tool of the study with their expertise and knowledge. The groups statistician, Prof. Perry Marcelo, for sharing his expertise in statistics and various formulae needed to ensure the accuracy of the study. The group members own families, who never stopped motivating the researchers to do their best, and for their full and continuous support with this study. And most especially, the Almighty God, for all the blessings, the never ending strength, wisdom, guidance, love, and perseverance that he has given the researchers, and

for helping the researchers overcome all the hardships they faced throughout the conduct of the whole study. May his name be glorified.

CHAPTER I THE PROBLEM

Introduction Learning environment refers to the physical characteristics of the surroundings of the students when learning or studying. These may vary depending on environmental elements such as sound, light, temperature, and design (Tenedero, 2009). Sound is the first element of the learning environment. Some learners prefer total silence or minimum sound because sound acts as a distraction to their effective learning (Senge, 2006). An American named James Wallace (2008), mentioned that Filipino students prefer a quiet environment rather than having music or other sounds when studying. However, there are researches which showed that many students prefer to listen to a lecture or study on their own with some background music on because it makes them more receptive to learning (Tenedero, 2009). Light is the second element of the learning environment. Brighter lighting can reduce visual problems, fatigue, and posture problems and produce effective learning which helps improve students academic performance (Jensen, 2006). However, research also shows that there are many students who perform significantly better in low light environments because bright lights make them restless, fidgety, and hyperactive. Dimmed light environments calm down many learners and make them relax and think clearly (Prashnig, 2006). Temperature is another element that plays a key role in the learning environment. If a student feels too cold or too hot, he will have a hard time concentrating on his

learning tasks (Moore, 2007). There is research evidence that the brain functions well at lower temperatures instead of when they are overheated. Heat stress can lower the scores on the intellectual tasks of reasoning, thinking and decision making, and other physical tasks (London, 2006). Filipino students also prefer cool temperatures and believe that they do not perform well when it is warm (Wallace, 2008). However, other researchers stated that students benefit more from a warm environment. Some students prefer working in warm environments in order to keep awake and focus more on studying (Queen, 2007). Design is the last element that should be considered in a learning environment. Design could be formal or informal. In a traditional and formal setting, chairs and tables arranged in rows are used by students during classes; while in an informal setting, students are allowed to sit on the floor, couch, throw pillows or carpet. Every student also has a different preference when it comes to postural position. Some students learn best when sitting up straight in hard chairs (Moore, 2007). However, some learners prefer informal arrangements to avoid fatigue and discomfort. Also, some perform better in academics when they could arrange the seating to suit their preferences or choose where they sit (Bastable, 2008). As mentioned, a lot of studies have been conducted regarding the type of environment and its possible influences to learning performance. Most of the studies conducted, however, differ in the results. There were researchers who showed contradicting information regarding each element of the learning environment and its association with the grades of the students. With these established inadequacies and inaccuracies in the previous researches, there is certainly a need for further study to

provide more clarification and verification of the existing theories related to the variables at hand.

Background of the Study In a selected college of nursing, the researchers noticed that students are exposed to different learning environments. There are students who study in areas in school where they can find silence; there are also students who use different gadgets to create their own background music. Some students turn on all the lights or even stay near the window when reviewing but there are some who turn off lights and dont want to review with too much lighting. There are also students who stay inside the room where there is cold temperature.. But there are also students who wear jackets and stay outside the classroom to study in a warmer environment. Some students also stay inside the room and review their notes while seated on a chair. However, there are also students who lie down or sit on the floor and stay outside the room to study for quizzes or exam. The researchers, being students in the selected college themselves, are curious to know if these situations they encountered have a relevance to their grades. With this, the researchers wanted to validate whether the actual learning environment could indeed influence the academic performance of the students in order to come up with some recommendations which would promote adjustments to the school setting which may lean toward better academic performance.

Statement of the Problem Major Problem The study will determine the relationship between the actual learning environment and academic performance of students in a selected college of nursing during the first semester of the Academic Year 2011-2012. Minor Problems Specifically, this study seeks to answer the following: 1. What is the actual learning environment of students in a selected college of nursing during the first semester of the Academic Year 2011-2012 as to: a. Sound b. Light c. Temperature d. Design 2. What is the academic performance of the students in a selected college of nursing during the midterm period of the first semester of the Academic Year 2011-2012 as to: a. First Year b. Second Year c. Third Year d. Fourth Year 3. What is the relationship between the actual learning environment and academic performance of students in a selected college of nursing during the first semester of the Academic Year 2011-2012?

Hypothesis H01 There is no significant relationship between actual learning environment as to sound element and academic performance of students in a selected college of nursing during the first semester of the academic year 2011-2012. H02 There is no significant relationship between actual learning environment as to light element and academic performance of students in a selected college of nursing during the first semester of the academic year 2011-2012. H03 There is no significant relationship between actual learning environment as temperature element and academic performance of students in a selected college of nursing during the first semester of the academic year 2011-2012. H04 There is no significant relationship between actual learning environment as to design element and academic performance of students in a selected college of nursing during the first semester of the academic year 2011-2012. H05 There is no significant relationship between actual learning environment and academic performance of students in a selected college of nursing during the first semester of the academic year 2011-2012.

Significance of the Study The result of this study is aimed to benefit the following:

Students. It will serve as a guide that will help them in adjusting their learning environment which may promote the level of learning they want to achieve. Faculty Members. This study will guide them in adjusting their teaching styles, taking into consideration the actual learning environments of the students. School Administration. It will guide them in modifying the school environment in order to promote better learning for the students. Future Researchers. It will serve as baseline data for future studies regarding the relationship of actual learning environment and academic performance.

Scope and Limitation This study determined the relationship between actual learning environment and academic performance of first, second, third, and fourth year nursing students in a selected college of nursing during the first semester of Academic Year 2011-2012. A researcher-made questionnaire, based on related literatures presented, was utilized in the study. This aided in the assessment and measurement of the actual learning environment of the respondents. On the other hand, the grade point averages of the students during the midterm period of the first semester of the Academic Year 2011-2012 were obtained from the Registrars Office of the said school to serve as an indicator of their academic performance. Furthermore, data gathering was done from during the first semester of Academic Year 2011-2012.

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This study focused on the elements of a learning environment sound, light, temperature, and design, which were based on Dunn and Dunns learning theory. The school environment was the focus of the study and the home environment was not included since the students spend most of their time in school than at home. Only regular students were included in the study since irregular students per year level have different subject loads. Regular students with incomplete grades during the midterm period were also dismissed from being participants in the study.

Definition of Terms The following are the operational definitions of the key variables in the study: Actual Learning environment refers to the actual school setting of the nursing students as to the following elements: sound, light, temperature and design. Academic Performance is the midterm grade point average obtained by the nursing students during the first semester of the Academic Year 2011-2012.

CHAPTER II REVIEW OF RELATED LITERATURE

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In this chapter, a review of related literature of different authors was presented to support the present study. This was followed by the theoretical framework which was based on the work of Dunn and Dunn.

Actual Learning Environment American Association of School Administrators. (2006). Learning styles: Putting research and common sense into practice. Arlington, Virginia: Harper & Row. There are four elements of the environmental stimuli. The first one is sound refers to background music while learning. The next one is the light element which refers to level of light the students use while studying or learning. Another is the temperature element which is the level of temperature favored by students - warm or cool. The last element is the design which is associated with the room and furniture arrangements that the students select while learning. This related literature was utilized in defining the elements of the learning environment which was used throughout the study.

Clawson, J. & Haskins, M. (2006). Teaching management: A field guide for professors, consultants, and corporate trainers. England, United Kingdom: Cambridge University Press. Learning occurs in physical settings and it is a function of the relationship between the senses and the brains processing. If the five senses are diverted from the subject matter by irrelevant design, sounds, experiences such as too hot or too cold or lighting too dim or too bright, learning is inhibited.

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This related literature was used as a guide in formulating questions for the researcher-made tool.

Glass, D. (2006). Environmental influences. New York: Thomson Delmar Learning, Inc. A child changes, develops, and learns by organizing his behavior and aspects of his behavior and aspects of his environment into systems or structures. As his competence develops, the child becomes increasingly better able to handle particular environments or particular aspect including light, sound, temperature, and design. When a child determines where he performs more effectively in certain environments and select environmental elements suited for their capacities, they will improve their cognitive structure. This related literature was utilized as a guide in formulating questions for the researcher-made tool.

Graetz, K. (2009). Learning spaces. New York: Scholastic Press. Previous researches on the effects of the environmental variables including light, temperature, and noise on learning had results which are addressed through traditional classroom design. In most college classrooms, learning appears to be adversely affected by inadequate light, extreme temperatures, and loud noises. In conclusion, environmental variables can have an indirect impact on learners and the effects of different physical settings often depend on the nature of the task and the learner. This related literature was utilized as a guide throughout the study.

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Hunt, G., Touzel, T. & Wiseman D. (2009). Effective teaching: Preparation and implementation. Springfield, Illinois: Charles C. Thomas Publisher. There are many factors associated with the classroom environment that can be rather controlled by the teacher especially the room temperature and arrangement of the seats. Some students seem to learn best in a quiet setting as noise disrupts their learning process. The amount of light also has an effect on the learning of students. Room temperature has also been found to have an effect on learning. Some students learn best when the temperature is warm. If possible classrooms should be arranged so that there are variations in room temperature. The teachers must be aware of how close or far away from heaters and air conditioners certain students should sit to do their best work. A final consideration about the environment is its degree of casualness or formality. Some students simply do not learn well in a restrictive environment that requires them to sit quietly without moving. One can only speculate about how many students have developed behavioral problems because they could not adjust to the restrictive environment of classical teaching learning setting. It also should be noted, however that there are many other students who cannot learn at their best unless they are in an environment that provides a quiet, peaceful, disciplined, and controlled setting. This related literature was utilized to support the analysis and interpretation of the data. It was also used as a basis in formulating questions for the instrument.

Ittelson,W. (2007). Environmental psychology. Thousand Oaks, California: Corwin Press, Inc.

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From a scientists point of view, the ability of modern technology to plan and construct a large variety of physical settings to meet the specification of any human functions, activities, and relationships meant that the effect of the physical environment were predictable and controllable. Thus, for a child to learn, he/she needs to feel at ease, comfortable, and secure. It follows therefore that schools must be light, airy and roomy and beyond that how and whether the child learns will depend on psychological and social determinants. This related literature was used as a guide throughout the study.

Jones, B. (2011). The effects of classroom arrangement on learning. Ehow. Retrieved from

http://www.ehow.com/info_7818915_eff ects-classroom-arrangementlearning.html Every student is different and has unique ways on how to learn well. Some students want to be in silence and not to be disturbed by the voices of others in order to concentrate, while some students want to listen to soft music. On the other hand, some students do not want to study in a bright light while some students need bright lights to keep them motivated. This article suggested that each type of learner should have their own space in the classroom, like a cubicle-style desk for learners who study in silence. Another area with music or headphones will be effective for others.

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This literature presented that each student has his own environmental learning. This was utilized to support the analysis and interpretation of data.

Kochhar-Bryant, C. & Heishman, A. (2010). Effective collaboration for educating the whole child. Thousand Oaks, California: Corwin Press. Classrooms that are illuminated by natural light have been found to have positive impact on learning and test scores (Hunley, 2008; Schneider, 2002). A mixture of daylight and other forms of lighting with dimmer switches may provide flexibility for instructional purposes or to adjust the needs of the class, whether to reduce stress, elevate mood, build morale or increase performance. Many students are distracted by environmental noise. It is important for schools to consider how to minimize distracting and unpleasant sounds. (Gee, 2006; Hunley, 2008) This related literature stated that sounds and light greatly affect students performance in school. This was utilized in the analysis and interpretation of the study.

Moore, C. (2007). Learning styles: Classroom adaptation. New York: Scholastic Press. The classroom environment can also have a big effect on the amount of learning that occurs in every student. People are different and have different learning environment. Therefore, it is important to know and understand what affects the learning process. Some students find sound distracting and some find it calming. Room temperature also plays a key role in learning. If a student is too cold or too hot, he will have more of a hard time concentrating on what his/her learning task is. With regards to lighting, some

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students may need to sit in an area with bright lights, while others may get a headache when too much light is present. Another element that should be considered to promote a learning-conducive environment is the design. Design could be formal or informal. A formal setting is the traditional desk and chair or a table while an informal setting is the floor. Every student has their own comfortable position when studying. Some students learn best when sitting up straight on hard chairs. This related literature presented that environment has a big impact on a students learning process. It was utilized in the introduction part and used to support the analysis and interpretation of the study and as guide in formulating questions for the researchermade tool.

Morris,

C.

(2011).

Best

way

to

learn.

Igs.

Retrieved

from

http://www.igs.net/~cmorris/best_way_to_learn.html Environmental factors such as sound, temperature, lighting, and physical

arrangement can have a significant impact on a students ability to learn/study. Although some people enjoy background music, many still study in a quiet place and are free from noise distractions. Some students study with warm environment while others want a cooler studying environment. Some students study with a low lighting system around them, while others have all the lights on. Others enjoy the traditional chair and desk study approach while still others seem to be able to study in their most comfortable position on the floor. In short, paying close attention to these environmental factors and establishing an environment conducive to studying can increase overall learning.

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This related literature was utilized in the analysis and interpretation of the study and in formulating the researcher-made tool.

Senge, P. (2006). The fifth discipline: The art and practice of the learning organisation. London: Random House Business. Some learners study in informal arrangements was found to achieve higher marks when they could arrange the seating. In some situations tables can be barriers to discussion and group work yet for other situations they provide comfort and stability to the learning environment, offering students some territory in which they can work. Sounds are also a big factor that can affect students learning process. Most students prefer total silence or minimal sound because sound acts as a distraction to their effective learning. This related literature was utilized in the analysis and interpretation. It was also used to help in formulating questions for the instrument.

Sinagatullin, I. (2009). Teaching is more than pedagogical practice: Thirty-three strategies to deal with contemporary students. Plymouth, United Kingdom: Rowman & Littlefield Education. According to the author, students cognitive processes also depend on the environment they choose or create for themselves. Some students study in warm conditions, others study in a cool room. One student is indifferent to the state of cleanliness of the room; another one may require complete neatness and order in the surroundings. Complete silence or a moderately noisy atmosphere, bright or lower light

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all these factors can influence a students cognitive processes. This related literature showed that environment has a big impact on ones cognitive processes. It was utilized to support in the analysis and interpretation of the study.

Tenedero, H. (2009, November 26). The learning environment. Manila bulletin website and publications. Retrieved from http://www.mb.com.ph/articles/231234/the-learningenvironment Learning environment refers to the physical characteristics of school surroundings of the students when learning. The environmental elements are sound, light, temperature, and design. The element of sound is a curious thing. Most students are contented with only one sound inside the classroom. Research showed that many students study while listening to a lecture or study on their own with some background music on because it makes them more receptive to learning. This related literature was utilized in the introduction part of the study. It was also used as a guide in formulating questions for the researcher-made tool.

Tenedero, H. (2010). Teaching underachieving learners: Breakthrough education. Manila bulletin website and publications . Retrieved from

http://www.mb.com.ph/articles/274073/teaching-underachieving -learners According to Henry Tenedero, children need to feel physically comfortable if they are to concentrate on, process, internalize, and remember new and difficult information. Individuals comfort levels are determined by their reactions to their learning

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environment: Sound versus quiet; bright light as opposed to dim light; warm versus cool; formality versus informality. This related literature was utilized in the analysis and interpretation of the study and in formulating the researcher-made tool.

Wallace, J. (2008). Learning environment. Canada: Harper-Collins Publishers. According to the author, Filipino students study in quiet rather than having music or other sounds. They need bright light to concentrate or they may become drowsy and can't think well. Filipino students study with cool temperatures and believe they do not perform as well when they are warm. They enjoy sitting in wooden, steel, or plastic chairs and can work in them for long periods of time. This related literature was utilized in the introduction part of the study and to support in the analysis and interpretation of the study.

Ward, M. (2009). Fire service instructor: Principles and practice. Ontario, Canada: Jones and Bartlett Publishers. Learning environment includes those environmental factors such as temperature and lighting that influence the learning process of students. The classroom must provide a safe and comfortable area free from distraction. The lighting affects the learning of students. Room temperature can also create problems for the learning environment. This related literature showed that physical environment may have a big impact on students learning process. This related literature was utilized in the analysis and interpretation of the study.

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Young, D. (n.d). Classroom environment: The basics. Learn NC. Retrieved from http://www.learnnc.org/lp/pages/734 Classroom physical features should always be considered in learning. A classroom should have a good seating arrangement for the students and a good physical climate. These aspects should be considered individually in accordance to the needs of students and with instructional goals in mind. Student achievement is greatly affected by classroom lighting and temperature. Students should be comfortable in their learning environment for them to concentrate well. Warm classroom can lead students to be sleepy, inattentive and bored. So, it is necessary to keep the room cool. Some students study with bright light while some study with dim light. There should be windows that serve as additional light and even blinds that work properly. These things should work out through cooperation among students, teachers and even school custodians. This review of related literature explained the significance of physical environment such as the temperature, noise, light and design to students. It was utilized in the analysis and interpretation of the study and used in formulating questions for the instrument.

Sound as an Element of the Learning Environment Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursing practice, 3rd edition. Ontario, Canada: Jones and Bartlett Publisher. Individuals react to sound in different ways. Some need complete silence, others are able to block out sounds around them and still others require sound in their

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environment for learning. Thus, the educator should permit learners to study either in silent areas or with music from headsets to prevent interfering with those who need to be quiet. This suggests that teachers must be aware of each students learning to perform well and behave in class properly. It was utilized by the researchers in the analysis and interpretation of data and was used in formulating questions for the instrument.

Control of the study environment. (2006).Virginia tech. Retrieved from http:// www.ucc.vt.edu/stdysk/control.html Several surveys suggest that 80% of a student's study is done in a quiet room, such as the library or study hall. Study becomes the appropriate behavior in that particular environment. Then, whenever you sit down in that particular environment in the world, a student will feel like going right to work. The attitude and attention and behavior of students are automatic because in the past, the room has been associated with attentive listening and not much else. This related literature was utilized to support in the analysis and interpretation of the study.

Earthman, G. I. (2006). School facility conditions and student academic achievement. Los Angeles, California: William Watch Series. Proper and accurate hearing is essential to students ability to learn in the classroom. Many studies have determined that level of noise in the classroom can

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interfere with students learning. Students may appear tense in noisy classrooms. They learn more when the classroom noise level is reduced to minimum level. The ability to clearly hear and understand what is being spoken is relevant for effective learning. Thus, when this ability is altered through loud noise, students do not perform well. This article shows that hearing also has a major role in students learning. Things that can interfere or distract hearing can greatly affect a students way of learning. This article served as a guide to formulate questions used in data gathering and to support in the analysis and interpretation of the study.

Effective

study

environments.

(2011).

Rpi.

Retrieved

from

http://alac.rpi.edu/update.do According to the article, there are as many different study environments of students. Some students cannot study when it is quiet, because then any sound at all attracts their attention. Some students want the quiet because they cannot tolerate noises, so what is conducive to one is not necessarily conducive to another. On the other hand, a quiet environment, such as the library, is effective for students who is easily distracted and needs the minimum of sound. And while some students may complain that the library is dull and some students need just that a boring place to study. However, that the lack of sound in such an environment magnifies any sound that does occur, and this in turn increases the ability of a sound to distract students from their studies. Some students need a noisier environment so that they can work on distractions. In such a situation, there are so many noises that no one noise can draw

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attention, and students visually isolate themselves by concentrating on their book; they do not hear the conversations and movement of others around them. This review of related literature was utilized in analysis and interpretation.

Gelfand, L. & Freed, E. (2010). Sustainable school architecture: Design for elementary and secondary schools. Hoboken, New Jersey: John Wiley and Sons Inc. Excessive noise in the classroom interferes with knowledge retention, concentration, mental health, and ongoing success of students and teachers. Studies show that background noise levels can affect student scores and may also cause students to become disinterested or discouraged. This literature shows that excessive noise has a big impact on students learning. It was utilized in the analysis and interpretation of the study and used to help in formulating questions for the instrument.

Lawton. (2008). Breaking the 'sound barrier' for enhanced learning. School planning and management. Retrieved from http://www.peterli.com/spm/resou rces/articles/ archive.php?article_id=1964 According to the Institute for Enhanced Classroom Learning, children in today's classrooms have difficulty understanding 20 to 30 percent of what they are studying because of excessive background noise. This related literature was utilized in the analysis and interpretation of the study.

24 Listening to music while studying is not good for your brain. (2010). Medicmagic.

Retrieved from http://medicmagic.net/listening-to-music-while-studying-isnotgood-for-your-brain.html Many people like to study while listening to music, watching television or listening to the radio. But actually, studying while listening to music is not good for the brain. Recent research shows that the habit of students who like to listen to music when studying brings negative effect on the brain. Studying while listening to music is not appropriate because the background music can affect the brains ability to perform tasks related to memory, which in turn also affects concentration. This related literature was utilized in the analysis and interpretation of the study.

Perham & Vizard. (2010). Music may harm your studying, study says. The chart. Retrieved from http://thechart.cnn.com/2010/07/27/music-may-harm-yourstudying-study-says/ Researchers at the University of Wales Institute in Cardiff, United Kingdom, looked at the ability to recall information in the presence of different sounds. The study authors are Nick Perham and Joanne Vizard. Participants were tested under various listening conditions: quiet, music, and with voices. The study found that participants performed worst while listening to music and to the speech. They did the best in the quiet setting. In conclusion with this study, music may impair cognitive abilities because it may impair the ability to memorize things. This related literature was utilized in the analysis and interpretation of the study.

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Prashnig, B. (2006). The power of diversity: New ways of learning and teaching through learning styles. United Kingdom: Network educational Press Ltd. Research reveals that many adults think and remember best when studying with background music and findings of a Switzerland study show that most students study with music or noisy environments and are unable to concentrate when it is quiet. This related literature mentions that background music helps students to focus more rather than when learning in a quiet environment. This was utilized in the introduction of the study and served as a guide in formulating questions for the instrument.

Schunk, D. A. (2006). Learning theories: An educational perspective. Saddle River, New Jersey: Prentice-Hall Inc. Some students have difficulty concentrating on what they are studying with distractions around them such as movements, loud music, and noise. Distraction can lead to an unsatisfied need which is a desire to be secure about learning. Educators can work with the students in meeting their learning needs by lessening the distractions and make a favorable environment for studying. They should ensure that there be few classroom distractions and teach students to cope with them by concentrating and paying attention to academic activities. This related literature showed that sounds affect the learning of the students. This was utilized in the analysis and interpretation of the study. It was also used to help in formulating questions for the instrument.

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Sound and noise. (2010). Vancouver. Retrieved from http://vancouver.ca/engsvcs/ projects/soundsmart/booklet/part1_ss_soundNoise.pdf According to the article, it is subjective that the level at which sound becomes noise is based on personal judgment which depends on sensitivity, attitude and past experiences. Music to one persons ears may be noise to anothers ears. This related literature was utilized in the analysis and interpretation of the study.

Light as an Element of the Learning Environment Boelcke, A. (2011). How does lighting affect learning? Ehow. Retrieved from http://www.ehow.com/how-does_4928301_lighting-affect-learning.html#ix zz1Z0vxf6VR Dim lighting can negatively affect learning by making it more difficult to clearly see words when reading new information. The University of Georgia study reported that poor lighting affects a student's ability to read accurately on a paper or whiteboard. This can cause wrong information to enter the brain or affect new information being stored. On the other hand, study of Dr. Ellen Mannel Grangaard stated that lighting that is overly bright can make hyperactivity behavior more severe and prevent learning at the fullest extent. This related literature was utilized to support the analysis and interpretation of the study.

Lucas, R. (2010). Energize your training: Creative technique to engage learners. Alexandria, VA: ASTD Press.

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According to the author, there were numerous studies about the effect of lighting on the brain and learning environments. Previous studies found that the type and degree of natural light affects such things as attendance levels and learners mental states. The literature presented that lighting is a big factor on student learning. This was utilized to support the analysis and interpretation of the study.

Nidoy, R.A. (2008). Geared to achieve: A study manual. Washington, DC: Princeton University Press. There should be proper lighting to lessen the extra work of the eyes so that students can perform well. Proper lighting will reduce strain in the eyes. It also suggests that dim lights should be applied in the classroom for the students to focus well on their studies and so that the eyes will wander less. This article emphasized the importance of dim lighting to students performance. It was utilized to support the analysis and interpretation of the study.

Prashnig, B. (2006). The power of diversity: New ways of learning and teaching through learning styles. United Kingdom: Network Educational Press Ltd. According to the author, many students perform significantly better in a dimly lit environment and that bright light makes them restless, fidgety and hyperactive. She also added that dimmed light calms many learners down and helps them relax and think clearly. This related literature was utilized in the analysis and interpretation of the study. It was also used as a guide in formulating questions for the researcher-made tool.

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Light starvation starts in your brain. (2007). Mercola. Retrieved from http://products.mercola.com/light-bulbs/ According to the article, when light passes the eyes, it will not only go to visual centers in order to see; it also goes to the brain's hypothalamus. The hypothalamus is important to the body's functioning that it is known as the brain's brain. This means that it controls the part of the nervous system regulating automatic and metabolic processes in the body. It controls body temperature, hunger and thirst, water balance and blood pressure. It links the nervous system to the endocrine system. Additionally, it regulates the body's master gland, the pituitary, which secretes many essential hormones. The hypothalamus initiates the body's stress response, affects our emotions and controls immune functions. Conversely, serotonin, the brain hormone associated with mood elevation, rises with exposure to bright light, and falls with dim light exposure. This has been proven by many scientific studies, including one reported in the well-respected medical journal Lancet in 2002. This related literature was utilized to support the analysis and interpretation of the study.

Temperature as an Element of the Learning Environment London, W. (2006). Learning environments for information literacy. London: Brain Mind Bulletin Collections.

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According to the author, there is research evidence that the brain functions well at warm temperature. Too cold temperatures can lower the scores on the intellectual tasks of reasoning, thinking and decision making of students. This related literature showed that lower room temperature can help the students function well. This was utilized in the introduction part of the study and used in formulating questions for the instrument.

Mallick, M.K. (2003). Talented children identification and education. New Delhi, India: Discovery Publishing House. According to Mallick, individual reactions to temperature are unique. Some students can concentrate better in cool environment; when it becomes warm they cannot function well. This related literature showed that students can perform better in a cool environment. It was utilized in formulating questions for the instrument and was used to support in the analysis and interpretation of the study.

Queen, A. (2007). The block scheduling handbook. Thousand Oaks, California: Corwin Press, Inc. Students study under warm temperature in order to keep focus while studying. Warm temperature can increase a students ability to think especially during hands-on activities because can be kept awake and he may be able to focus more on his tasks.

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This related literature showed that warm environment is better than cool environment in influencing a students learning. It was utilized in the introduction of the study and in formulating questions for the instrument.

Schneider, M. (2007). Do school facilities affect academic outcome? Washington, DC: Princeton University Press. Thermal comfort affects both teaching quality and student achievement. In addition, it also shows that even within commonly acceptable temperature spans, there are specific ranges that increase individual performance. It is also concluded that it is not feasible to provide every student in a common space with the temperature that best suits him. This review of related literature was utilized in the analysis and interpretation of the study.

Design as an Element of the Learning Environment Learning style changes over time. It is not static. It changes. (2006). See change consulting. Retrieved from Library_

http://www.seechangeconsulting.com.au/images/Page_file_ Documents/Dunn%20and%20Dunn%20Model.pdf

40% of school students need informal design to be able to learn and this is often not readily available in our schools at present. This article was utilized in the analysis and interpretation of the study. .

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Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursing practice, 3rd edition. Ontario, Canada: Jones and Bartlett Publisher. Some learners are more relaxed and can perform better in informal environments by being able to position themselves in a lounge chair, on the floor. If possible, the educator should vary the furniture in the classroom to allow some to sit more formally or informally while learning. Also, some perform better in academics when they are seating comfortably. This literature was utilized in the analysis and interpretation of data.

Redesigning the learning environment for more effective learning (2010). Mb. Retrieved from http://www.mb.com.ph/articles/239232/redesigning-learningenvironment-more-effective-learning

According to the article, some students can study comfortably when they are sitting upright on a chair with desk or table in front. This type of setting helps them concentrate and rest which promotes effective learning. It also prevents students from getting sleepy or feeling lazy when studying. This related literature was utilized in the analysis and interpretation and a basis for the researcher-made tool.

Academic Performance Raise your academic performance. (2009). Hypnosis downloads. Retrieved from http://www.hypnosisdownloads.com/learning-help/academic According to the article, academic knowledge gets you to advance in a competitive world. Academic performance relates to four key abilities: The ability to

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study and remember facts, being able to see how facts fit together and form larger patterns of knowledge, being able to think for yourself in relation to facts and being able to communicate your knowledge verbally or down on paper. Good academic performance is also linked to having good organizational skills such as a tidy place to work and good time management. This related literature was utilized in the analysis and interpretation of the study.

Desrosiers, N. (2011). Factors affecting the performance of children in the classroom. Ehow. Retrieved from http://www.ehow.com/info_7950422_factors
-affecting-performance- children-classroom.html

In this article, it was mentioned that there are some cases where children have trouble concentrating and performing in school since more of their attention is focused on things going on in their homes. Problems at home such as family crisis, financial problems, and malnutrition have been known to negatively affect a child's ability to learn and perform well academically in the school. Children who are having difficulty dealing with problems at home cannot concentrate well in studying. That is why they should have an opportunity to discuss their feelings to people that they can trust because it can help them have enough peace of mind so that they can focus more on schoolwork. This related literature was utilized served as a guide throughout the study.

Schreine, E. (2010). Factors that affect academic performance of nursing students. Ehow. Retrieved from http://www.ehow.com/list_6607610_factorsacademic-performance-nursing-students.html

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Study skills and time management are some factors that affect the nursing students performance. Nursing students often have to balance a challenging course schedule while training to become a nurse because if not, they will be having a hard time prioritizing their tasks. Individuals who lack the ability to manage their time will likely find it challenging to balance their hectic schedule. Well-developed study skills make the learning and retention of the information easier. It is advantageous while they train if student nurses already possess study skills before entering their schooling. Those who lack these requisite skills may need to devote time in developing their study skills to ensure their nursing school success. This related literature was utilized to support the analysis and interpretation of the data.

Umar, S.S. (2010). The effect of social factors on students. Faqz. Retrieved from http://www.faqs.org/periodicals/201003/2025367111.html#ixzz1Fag4 tA5m College is one of the most stressful events in students life, yet it is one of the most memorable experiences in one's life. It represents a critical developmental period for both late adolescents and young adults. Social factors such as romantic relationships, organizations and clubs, and sports activities have been found to have effects on students' academic performance. These social factors affect academic performance in terms of time demanded and the psychological state they may cause. A student may be influenced to be involved in any of the stated variables. The question is how one strikes a balance between the stressful academic attainment and social activities.

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This related literature was utilized as a guide throughout the study.

Woble, L. (n.d). Impact of stress factors on college students academic performance. Psych. Retrieved from http://www.psych.uncc.edu/Womble.pdf College students have many challenges to overcome to be able to achieve their optimal academic performance. It takes a lot more than just studying to achieve a successful college career. Different stressors such as time management, financial problems, sleep deprivation, and social activities can all pose their own threat to a students academic performance. This related literature was utilized as a guide throughout the study.

Relationship between Actual Learning Environment and Academic Performance Boelcke, A. (2011). How does lighting affect learning? Ehow. Retrieved from http://www.ehow.com/how-does_4928301_lighting-affect-learning.html#ix zz1Z0vxf6VR According to University of Georgia (2003) study on academic achievement of students, lighting was shown to be a major factor in the brain's ability to focus. Students that attended class in brightly lit rooms received higher grades than students in dim rooms. The study reports that poor lighting does not cause damage to eyes, but can reduce how effectively the brain collects information. If the pattern of learning in poor lighting continues over time, the brain can become slower at absorbing new information. This related literature was utilized to support the analysis and interpretation of the study.

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Charney, J. (2008). New York NYSTCE CST English. Piscataway, New Jersey: Research and Education Association Inc. Students seem to learn best when they can listen to music while studying or doing homework. Some researchers have found evidence that students who study with sound learn best when classical or instrumental music is played in background. Light is another environmental factor while studying. Students show improvement in their academic achievements and it was stated that strong lighting produces effective learning. Temperature and design are two other environmental factors affecting students performance. Some students study in an area with warmer temperatures whereas others study in area with cooler temperatures. Finally, some students study while sitting in straight-backed chairs at desks while others sit on the chairs or to sit or recline on the floor. Although traditional classrooms are structured to provide quiet, brightly illuminated study and work areas with straight-backed chairs and desks, the teachers will observe this environment meets the needs of only some of the learners in the class. Classroom temperature may seem to be beyond the control of the teacher, students can be advised to dress in layers so that they can remove their garments when they are too warm and put on more layers when they are cool.

Churh, S. (n.d.). Learning styles. Teresa Dybvig. Retrieved from

http://www.teresadybvig.com/learnsty. htm

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Dunn and Dunns Learning Style Theory which encompasses five aspectsemotional, sociological, physiological, psychological, and environmental factors. Overall, these five strands has 21 elements that affect each individuals learning. For the emotional aspect, the elements are motivation, persistence, responsibility, and structure. For the sociological, it includes alone or with peers, an authorative adult or with collegial colleague, and learning in a variety of ways or in routine patterns. For the physiological, there is perceptual (auditory, visual, tactile, and kinesthetic), time-of-the-day energy levels, intake (eating or not while studying), and mobility (sitting still or moving around). And for the psychological, there is hemispheric, impulsive or reflective, and global versus analytic. Some of these elements are biological and others are developmental and these styles changes over time (Dunn, 2000).

Classroom organization: The physical environment (2011). Scholastic. Retrieved from http://www2.scholastic.com/browse/article.jsp?id=4134 According to Mike Hopkins, there are teachers who create different areas within the classroom such as a classroom with a quiet reading corner, an area where students can play music while learning and completing school works, a conversation or discussion area, a large table for cooperative projects, various learning centers or stations, and individual work areas. This style can help students perform academically and behaved properly. The related literature emphasized that educators must take into consideration the proper environment of students to promote better learning. This was utilized to support the analysis and interpretation of the study.

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Jensen, E. (2006). Brain based learning. San Diego, USA: The Brain Store. According to research, learning can also be affected by light. When there is the presence of bright light, visual problems, fatigue and postural problems were reduced. Overall the children showed improvement in their academic achievements and it was concluded that strong lighting produces effective learning. The related literature showed the importance of strong lighting because it can promote better learning and improve academic performance of students. This was utilized in the introduction part and used in supporting the analysis and interpretation of the study.

Knox, D., Mooney, L., & Schacht, C. (2010). Understanding social problems, 7th edition. Belmont, Canada: Wadsworth Cengage Learning. Four variables are identified as the most significant factor that affects academic performance of the students. These are the lighting, design, temperature and acoustic levels (AFT, 2009). There are considerable body of evidence that documents the relationship between school environment and academic performance as stated by Linda Mooney and David Knox. In a survey of school principals, nearly half indicated that harmful environmental factors negatively impact the quality of instruction (Chaney &Lewis, 2007). Tanner (2008) found out a significant relationship between school environment (space, movements, patterns, light, etc.) and academic achievement of students. Air quality, noise, overcrowding, inadequate space and lighting all affect a childs ability to learn, a

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teachers ability to teach, a staff members ability to be effective. The above information explained the importance of good learning environment on academic achievement of the students. It was utilized as a guide throughout the study.

Legge, K. & Harari, P. (2006). Psychology and education. Great Britain: The Bath Press Ltd. Most of the teachers assume that noise in the classroom hinders the students learning. Thats why they spend a lot of effort attempting to keep noise levels low so that students can concentrate better. However, the relationship between noise and student performance are not straightforward. Different students react to noise in different ways depending on individual characteristics such as gender, motivation, ability, personality and so on. Noise can have adverse effects on performance on certain types of tasks and actually enhance performance in others. This related literature shows that sound influences the students performance and ability to focus during discussion in the classroom. It was utilized as a guide for the study.

Miller, S. P. (2009). Validated practice for teaching students with diverse needs and abilities. Boston, Massachusetts: Merrill. Psychosocial and procedural dimensions are not the only aspects that should be considered in having a good classroom but teachers should also consider the physical dimension. The author also concluded that the design of the classroom environment is very important since it can affect the academic performance of students. One of the best

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ways in doing it is by physically arranging the classroom especially the desk of the students. But before doing it, teachers should know their instructional goals and the characteristics of the students for them to know where to place the students so they can meet the learning needs of the learners. This literature stated that the design of the classroom can affect a students academic performance. It was utilized in the in formulating questions for the instrument.

Renzulli, J. & Reis, S. (2007). Enriching curriculum for all student, 2nd edition.

Far East Square, Singapore: SAGE Asia-Pacific Ltd. Dunn and Dunn investigated that one factor affecting the performance of the students is the environment, the elements of which, are sound, light, temperature and physical design. The authors provided numerous practical suggestions for designing educational environments that take maximum advantage for individual learning styles. This related literature was utilized in the theoretical framework of the study.

Light starvation starts in your brain. (2007). Mercola. Retrieved from http:// products.mercola.com/light-bulbs/ The article showed that poor lighting in the study place triggers headaches, stress, fatigue and strained watery eyes. In a similar fashion, with bright lighting, students will be able to read, learn and study much more effectively. In fact, studies shown that the use of bright lighting in classrooms and schools overwhelmingly demonstrate positive effects on learning performance and achievement.

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Synthesis The studies made by Boelcke (2011), Jones (2011), Morris (2011), Knox, Mooney, & Schach (2010), Graetz (2009), Hunt, Touzel, & Wiseman (2009), Reis (2009), Sinagatullin (2009), Ward (2009), Glover, Knox, & Charney (2008), Ittelson (2007), Moore (2007), Renzulli (2007), Clawsons & Haskins (2006), and other researchers have explained that the learning environment can influence students academic performance depending on the light, sound, temperature, and design elements.

In terms of the element of sound, Moore (2011), Tenedero (2009), Bastable (2008), Earthman (2006), Legge & Harari (2006) mentioned that students have different ideas with regards to studying with sounds such as background music or noise. However, Jones (2011), Gelfand, & Freed (2010), Perham & Vizard (2010), Lawton. (2008), Wallace (2008), Senge (2006), and Schunk (2006) suggest that students find it hard to study or focus when there are other sounds inside the room like noise, music and other distractions. It was also stated by an article Listening to Music While Studying Is Not Good
for Your Brain (2010) that studying while listening to music is not appropriate because

the background music can affect the brains ability to perform tasks related to memory, which in turn also affects concentration. In contrast, Prashnig (2006) stated that students who listen to background music tend to concentrate better. With the element of light, literatures from Kochhar-Bryant, & Heishman (2010), Lucas (2010), an article entitled Light starvation starts in your brain (2007) and Jensen (2006) mentioned that one will attain better learning with a brightly lit environment. It was also mentioned that when there are strong lights, students brains become

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hyperactive. It was also mentioned that dim lighting can negatively affect learning by

making it more difficult to clearly see words when reading new information

(Boelcke,

2011). However, this is in conflict with what Nidoy (2008) and Prashnig (2006) said that having dimmed lights while studying relaxes the students, keeps them calm and helps them concentrate better. As to the element of temperature, studies made by Wallace (2008), Schneider (2007), Crosser (2006), London (2006), and Mallick (2003) said that the brain functions better with low temperatures and poor ventilation can lead to headache and difficulty in concentration. In addition, Young (n.d.) said that students can concentrate more in a cold environment because a warm environment can sometimes make them sleepy, inattentive and bored. But then, according to Queen (2007), some people study in warm temperatures more importantly when it concerns hands-on-activities because they remain focused in the learning activity. With regards to the element of design, an article entitled Redesigning the learning environment for more effective learning (2010), Wallace (2008), and Senge (2006) mentioned that some students concentrate better in a formal manner such as the traditional classroom set up. On the other hand, Bastable (2008) and an article entitled Learning Style changes over time. It is not static. It changes (2006) stated that some students are able to focus better in an informal set up. The study is unique because the sample that will be used has not been utilized from previous studies. It focuses on specific elements of the variable which is sound, light, temperature, and design. This is unlike other previous studies which approached

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learning environment in a general manner. Also, the main beneficiary of the study was directed to the nursing students of the locale.

Theoretical Framework The study utilized the framework based on Dunn and Dunns Learning Style Model. The said learning style model was composed of five factors including emotional, sociological, physiological, psychological, and environmental. However, the current study focused mainly on the environment which plays a major role in the learning of students. The environmental factor included four elements sound, light, temperature, and design. The first element is sound which referred to students background sound while learning, which may range from quiet to noisy. The next one is the light element which referred to the level of brightness or dimness of light by students when studying. Another is the temperature element which was regarding the degree of hotness or coldness of the environment. The last one is the design element which referred to the chosen position of individuals when studying, which may be formal or informal. In the paradigm, the four elements were placed in the main box which symbolized the actual learning environment. The actual learning environment box was connected to the second variable which was the academic performance because it was assumed to be manipulated by the first variable. Depending on the variations on the actual learning environment, it could have relevance to the academic performance of the students , which, in this study, refers to the midterm grade point average obtained by the nursing students during the first semester of the Academic Year 2011-2012.

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Theoretical Paradigm

Figure 1. Relationship between Actual Learning Environment and Academic Performance of Students in a Selected College of Nursing

CHAPTER III METHODOLOGY

This chapter described the research design, setting of the study, target population, instruments that were utilized, how the data was gathered, and the data analysis plan.

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Research Design This study utilized a descriptive, correlational type of research design. This involved the analysis of two variables which described the strength and direction of the relationship between them without necessarily establishing a causal connection (Houser, 2007).

Setting of the Study The study was conducted in a selected college of nursing, located in Makati City. The college caters only to Bachelor of Science in nursing students who are trained to become world class health care professionals. The mission of the institution is to become a center of excellence and a global trendsetter in nursing education through innovative teaching-learning experience, highly qualified faculty and staff, integrated information system, resources and new infrastructure with up-to-date technology, well-developed research program, continuous improvement of administrative capabilities, dynamic student services, active linkages locally and internationally, active alumni and parents involvement, financial viability, and active participation in community development.

Target Population

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The researchers included all regular nursing students from first year to fourth year in the selected college of nursing to be able to come up with more generalizable results. All irregular students were not included in the study. Regular students with incomplete midterm grades from each year level were also deducted from the total population. The researchers came up with a total population of 436 participants. Respectively, the population of first, second, third and fourth year students were 38, 94, 147, and 157.

Instrumentation In order to determine the relationship between actual learning environment and academic performance of students in a selected college of nursing, the researchers utilized a researcher-made questionnaire developed from the review of related literatures. The questionnaire was written in English. It was also divided into three parts. The first part was a cover letter, which gave necessary information about the study: the title, its purpose, the expected contribution of the respondents, and confidentiality and anonymity assurance. The second part of the questionnaire requested the demographic profile of the respondents comprising the following information: name (required) and year level. A space was also provided on the upper right corner of the demographic profile where the control number of the participants was written. Lastly, the third part was composed of the Actual Learning Environment Questionnaire which has 20 items and was rated according to the Likert format.

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The questionnaires were answered by checking the box which corresponded to the verbal description of each element of the actual learning environment. The researchers used Likert scale to rate the scores as to (5) Always, (4) Often, (3) Sometimes, (2) Seldom, and (1) Never. A Likert scale was used to measure the frequency of exposure of the students to various environments as opposed to a checklist which will force respondents to choose between environments and may not leave room for variability. Items number 1, 5, 9, 13, and 17 were regarding the sound element. Items number 2, 6, 10, 14, and 18 were about the light element. Numbers 3, 7, 11, 15, and 19 were all about the temperature element. Items number 4, 8, 12, 16, and 20 covered the last element which was design. The survey items measure two dimensions for each element of the learning environment. Thus, it can be considered that some items negate others. Therefore, reverse scoring was done to items number 9, 13, and 17 for the sound element, 2 and 10 for the light element, 7, 15 and 19 for the temperature element, and items 8, 12 and 16 for the design element so that the responses would incline toward one dimension and give a more logical conclusion as to the type of learning environment the students are exposed to. The instrument underwent content validation under three experts: a Doctor of Education, a psychologist, and an expert in the English language, who studies Educational Psychology. After the validation of the instrument, reliability testing was done with 12 students (two from the first year, three from the second and third year, and four from the fourth year level) with an interval of three days between each

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administration. The 12 students during the pilot testing were not included in the actual data gathering. The scores were correlated using the Pearson R formula. The result was
0.76 which indicated a marked positive correlation and showed that the tool was highly reliable.

Data-Gathering Procedure The researchers sent a request letter to the dean of the said college for approval of the study. Upon approval, the researchers asked permission from the Registrars Office to secure the list of students from first, second, third and fourth year. The names of the chosen participants were sent to the Registrar along with the letter of request for their report of grades for the midterm period of the first semester of the Academic Year 2011-2012. The research adviser was the one who secured the grades from the Registrar and gave them to the authors with only control numbers as identification, in order to abide with the rules of the selected college of nursing regarding confidentiality of information. The researchers checked the schedule of the respondents of each year level to determine their availability. When the respondents were available, the researchers collected the data after the purpose for conducting the study and the instructions were briefly explained to them. The students were also assured that confidentiality will be taken into consideration. After which, instructions in answering the tool were given following the distribution of the questionnaires. The tools were collated and upon

collection, the researchers checked the completeness of the needed information. The

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researchers came back as soon as the absent participants became available for the data collection. The data were tabulated, analyzed, and interpreted using Microsoft Excel.

Data Analysis Plan The researchers utilized the following statistical computations which answered the given research problems. Weighted mean was utilized to answer the first minor problem as to the actual learning environment of the students. The formula was as follows:

Where, Xw = weighted mean = the summation of f = values of the items w = weight of the item N = total population Results were interpreted as follows: Scale 4.21-5.00 Qualitative Interpretation Always

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3.41-4.20 2.61-3.40 1.81-2.60 1.00-1.80

Often Sometimes Seldom Never

Arithmetic mean was used to answer the second minor problem as to academic performance of the students. The formula was as follows:

Where, X = arithmetic mean = the summation of f = frequency N = total population of respondents Results will be interpreted using the researcher-made interpretation of the schools grading system.

Grading Scale 1.00 1.24 1.25 1.74 1.75 2.00 2.01 2.50 2.51 2.74 2.75 2.99 3.00 5.00

Qualitative Interpretation Excellent Very Good Good Very Satisfactory Satisfactory Fair Passing Failed

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Pearson r was utilized to answer the third problem, as to the relationship between the actual learning environment and academic performance of students. The formula was as follows:

Where, r = correlation of X and Y N = total population of respondents X = summation of the weighted mean of each element of the actual learning environment Y = summation of the arithmetic mean of the Academic Performance of respondents XY = summation of the product of X and Y X2 = summation of the squared of X score Y2 = summation of the squared of Y score Results were interpreted as follows: Scale 0 0.01 to 0.20 0.21 to 0.40 0.41 to 0.70 0.71 to 0.90 Interpretation No Correlation Negligible Correlation Low Correlation Substantial Correlation Marked Correlation

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0.91 to 0.99 1

High Correlation Very High Correlation

T-test To test the hypothesis, if there was a significant relationship between actual learning environment and academic performance of the students, t-test for the significance of a correlational coefficient (r) was used. The formula was as follows:

Where, t = t-test N= the total number of respondents r= the co-efficient of determination To interpret the computed value, the decision rule stated that if the computed t value is greater than tabular value of 1.645 at 0.05 level of significance, then the null hypothesis will be rejected. If the computed t-test is lesser than the tabular value of 1.645 at 0.05 level of significance, then there will be a failure to reject the null hypothesis.