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IMPACT OF CLASSROOM ENVIRONMENT ON STUDENT ACADEMIC

PERFORMANCE

A Research presented to the

Faculty of Senior High School

Our Lady of Fatima University

In Partial Fulfillment of the

Requirements for the

Practical Research 2

Submitted by:

Wilhelm Federick Daguman

Charleen Kaye Linan

Hannah Patricia Magsino

Anjel Josh Panelo

Kairish Klein Romualdo

Submitted to:

Rachelle Ann Castro

September, 2018
CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

A school’s goal is to provide education to students by the means of a teacher/professor. A

good classroom environment is also essential to an effective academic performance. Some

schools, especially universities, that has a large number of students offer an evening class

schedule to accommodate everyone without having to limit the number of enrollees. Nowadays,

a lot of students consider evening classes. It is beneficial to students who live far away from their

school and want to avoid traffic jams. A larger amount of a child’s time is spent sitting in a

school classroom. This place is where they will learn the various skills deemed necessary and

proper for them to achieve success in the global society. The classroom is where they will gain

an understanding of their place in the world and gifts that they offer, as well as the knowledge of

the skills needed to reach that goal. With the classroom being such an important place in the

growth of a child, it is important to understand the ways in which to affect this environment in

order to affect/receive maximum effectiveness in instruction. (Phibzia, n.d)

If not approached correctly, a classroom can be set up in a way that stifles creativity or

does not promote a positive learning environment. These are many things that can affect this

environment. There are physical elements such as arrangements of chairs, or resources (like

books etc). Also there are intangible elements such the energy of the classroom, the rules, or the

noise within the room, or temperature. Each of these can affect a student focus and achievements

in the class they can also affect a teacher’s attitude in the class. Included in each of these is the

emotional environment. It is important for a teacher to understand this cause and effect in order
to understand how to organize their classroom to create a better learning environment. Non-

effective classroom in a student’s academic performance will be a hindrance to a school’s

mission. If there are only few schools but students number are higher, evening classes may not

work. One of the things that hinder an effective learning environment is having a congested

classroom. A teacher’s attitude is also essential to a good learning. (Hannah, 2013)

When it comes to teaching, classroom management is a fundamental skill to master. To

learn effectively, students need a positive classroom environment, free of distractions. They need

to follow rules and have respect for their teacher, their peers and themselves. Just as strong

classroom management can help a child to succeed, poor classroom management can interfere

with your child’s ability to thrive and learn. (Brozak, 2017)

Classroom climate refers to the prevailing mood, attitudes, standards, and tone that you

and your students feel when they are in your classroom. A negative classroom climate can feel

hostile, chaotic and out of control. A positive classroom climate feels safe, respectful, welcoming

and supportive of student learning. The good news is that the classroom climate doesn’t just

happen it’s created. Regardless of your students’ past experiences, there are things you can do to

deliberately shape the climate of your classroom into a positive learning environment.

(Gulbrandson, PhD., 2012)

Whether it’s a student who is texting during class, an online student who makes minimal

comments to the discussion board, or a teacher who marches non-stop through mountains of

material, the learning environment is defined by a combination of individual behaviors, and

everybody contributes to what that environment becomes. It’s a responsibility shared by teachers

and students. But it’s not an obligation most students seem willing to accept. Teachers can tell

students they’d like to have positive climate for learning in the classroom, but teachers can’t
create that climate single-handedly, and trying to legislate those behaviors that do and don’t

contribute to learning is, on that scale of one to ten, about a two on the least effective side. Much

better are activities that develop awareness and call for a commitment from everyone. ( Weimer,

PhD, 2014)

The objectives of the study are to examine the effect of classroom environment on the

academic achievement of senior high school: To determine whether well-managed classroom

environment is more effective than traditional classroom environment regarding student

achievement; to examine their behavior and academic performance. To determine the difference

of having crowded and hot classroom and having a classroom environment or crowded but air-

conditioned room; to differentiate the academic performance of Regular student and Plus

student; To examine if there is an effect on their classroom environment on their academic

performance.

This study is for the administrators of the schools. They are the one to think of ways to

help student have a good place to study. They are ones in charge of knowing how to educate

students and how to do it effectively. This is also for teachers for them to arrange the classroom

and turn it into a study-friendly environment.

Statement of the problem

This study seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of the following

1.1. Age

1.2. Gender

1.3. Plus or Regular


1.4. Academic Grade

2. What is the evaluation on the classroom environment of the respondents

2.1. Physical Structure

2.2. Classroom Regulation

2.3. Teacher Approach

2.4. Student Interaction

3. Is there a significant difference between Regular and Plus classroom environments?

Hypothesis of the Study

Ho: There is no significant difference between Regular and Plus classroom environments

Scope and Delimitation

The propose study intends to seek the cause and effect of Plus and Regular students’

classroom environment on academic performance at Our Lady of Fatima University in Lagro,

Quezon City; and distinguish the ideal environment that’s effective and beneficial to students’

learning.

The variables are the demographic profile of 50 respondents from first semester Senior

High School students in the school year 2018-2019. The demographic profile is in terms of age,

gender, Plus or Regular and academic grade.

In this study, the researchers will use quantitative research in the form of evaluation

research, and they will use a survey questionnaire to collect data.


Significance of the Study

STUDENTS. The proposed study aims to help students grow and learn in a comfortable place.

Students are entitled to receive education without hindrance, and therefore should be good

citizens.

TEACHERS. The results shall help teachers strategize their learning techniques, learn the

reason behind students’ distracted listening so that they can teach well.

PARENTS. The study should help parents understand how learning environment affects their

kid/s and so they will provide proper support and guidance.

ADMINISTRATORS. The given data shall help the administrator plan and strategize their

system in the school they are handling.

Definition of Terms

Attention is a notice taken of someone or something; the regarding of someone or something as

interesting or important. (Oxford Dictionary)

In this study, it is a notice given by the people included in this research.

Classroom is a room where group of students are taught. (Cambridge Dictionary, n.d)

In this study, it is a place where students are taught. Its environment is used as the subject

of this research.

Education is the process of facilitating learning, or the acquisition or knowledge, skills, values,

beliefs and habits. (Cambridge Dictionary, n.d)

In this study, it is the process of learning that is taught by the teachers to the students.
Focus is a subject that is being discussed or studied. (Merriam Webster)

In this study, it is the attention given by the students and teachers to the activities inside

the classroom.

Ideal is exactly right for a particular purpose, situation, or a person. (Merriam Webster)

In this study, it is something that is conducive to a situation.

Impact is to have a strong and often bad effect on something or someone. (Merriam Webster)

In this study, it is the effect on something.

Motivation is the act or process of giving someone a reason for doing something. (Merriam

Webster)

In this study, it is the act of feeling productive.

Performance is an activity that a person or group does to entertain an audience. (Merriam

Webster)

In this study, it is an act of doing something or anything that relates to learning.

Surrounding is the place, conditions, or objects that are around you. (Merriam Webster)

In this study, it is the place, conditions, objects around the subjects.

Traditional is a way of thinking behaving or doing something that has been used by the people

in a particular group, family, society, etc., for a long time. (Merriam Webster)

In this study, it is the way people from the past used to act.
Classroom Climate in physical aspect, it is the classroom and course delivery, such as

classroom type (e.g., an auditorium, a small classroom, a lab), layout (e.g., students sit facing the

front of the room, students sit in small groups, everyone sits in a circle), and medium (e.g., face-

to-face, online). In an intellectual aspect, it is the course and class, such as the course content,

class discussion topics, course materials (e.g., textbooks, videos screened in class), and the forms

and levels of skills and knowledge that students are expected to demonstrate. (The University of

British Columbia CTLT Indigenous Initiatives)

In this study, it is also known as the classroom environment.

Classroom Management refers to the wide variety of skills and techniques that teachers use to

keep students organize orderly, focus, attentive, on task and academically productive during

class. (Edglossary)

In this study, it is how things are done inside the classroom that is handled by a teacher.

Condition is a way of living or existing. (Merriam Webster)

In this study, it is the way of living inside a classroom.

Emotional Environment is an invisible measure of feelings. (EYFS, 2007)

In this study, it is a space that affects the emotions of the students.

Learning Process is a process of learning. (Collins Dictionary)

In this study, it is the process of learning.

Physical Arrangement is the arrangement of chairs and table. (Revers)

In this study, how things are positioned in the classroom.


Plus is having a value that is above zero. (Merriam Webster)

In this study, it’s the students who paid an additional fee for better access of facilities at

Our Lady of Fatima University.

Regular is happening over and over again at the same time or in the same way. (Merriam

Webster)

In this study, it is the students who did not pay the additional fee for better access of

facilities at Our Lady of Fatima University.

CHAPTER 2

REVIEW OF RELATED LITERATURE

Review of Foreign Literature

As Suleman and Hussain (2014) suggested that to make sure a positive classroom

condition, it ought to be well equipped with facilities. Classroom physical course of action gives

students powerful learning and advances effective instructional process. Provision of physical

facilities any be ensured because these are useful in enhancing the general school’s performance.

This Brings up that student are essential to have a good classroom condition in order for

them to study. Relating this to the study the literature suggests that classroom physical course of

action gives student’s powerful learning and advances effective instructional process is possible

when the classroom environment of a student learning process and can make them more focus

and less distracted.

Ryan (2013) stated that the class can even benefit as a whole if the teacher finds the

intellectual and social leaders and citizens their skills and abilities to help the class stay on track.
All of these and more are potential ways that an educator can adapt their environment to foster

higher learning. A bad classroom environment is just as detrimental to learning as a bad

curriculum.

This open up that educators have many things can do in order to have a good classroom

environment. Relating this to the study the literature states that a bad classroom environment is

just as detrimental to learning as a bad curriculum that is created when the classroom

environment is too crowded and noisy the article points out that having a bad classroom

environment may damage the learning process of a student.

Learning Liftoff (2017) stated that students who studied at a positive environment

probably have a good academic performance. People would agree that some classroom

environments are conducive to learning and to academic performance. Students who are taking a

test in a peaceful and quiet environment will more likely have better results than those in a loud

and chaotic environment. There are some factors to support students’ success: Safety and Order,

Teacher Relationships and Collaboration, Academic Expectations, and Leadership and

Professional Development. The students that attend safe schools are expected to have formed

positive relationships with their peers and teachers, and have a notable advantage over students

who do not have these beneficial traits.

The parents of the students also have a role in this. They can build a better learning

environment at their household that could help their children perform better academically when

they provide: Quiet and Organized Spaces for Studying, Higher Academic Expectations,

Opportunities to Explore New Subjects, and Meet New People.


Warfield (2016) learned some things about classroom environment and how they can

affect students’ performance. Creating a cooperative learning because cooperation helps students

explore and celebrate the diversity among them and overcome their differences. Next is color,

classroom organization, cleanliness, sufficient supplies and bright lights can enhance learning

experience and boost student achievement. While disorganized classrooms can take the focus

away from learning because they are not comfortable, Warfield also stated that instructors should

exhibit calm and rational behavior because it can help to encourage student learning.

This brings up that schools should do many good things to help their students to have

high academic performances. This literature is connected to the study because it concentrates in

cooperative learning environment, physical environment, organization and psychological. It

tackles the factor of how it can affect in the students when it comes to academic achievements.

Review of Local Literature

Evidence from around the world has shown that improving school infrastructure leads to

better learning outcomes. For example, a 2011 review of the economics literature over the last 20

years showed that the availability of basic school infrastructure (such as classrooms, desks, and

chairs) and facilities (such as electricity, libraries, and blackboards) is frequently associated with

better student learning achievement. These findings have been backed up by a systematic review

of recent impact evaluations, which showed that infrastructure investments have a positive

impact on school enrollment rates, attendance rates, and learning achievement. Also, research in

the Philippines has shown that reducing the number of students per classroom is associated with

better student learning outcomes, particularly in rural schools. The purpose of this policy note is

to provide a snapshot of the state of existing school infrastructure in the Philippines and to assess

the government systems that build and repair school buildings and facilities. The findings come
from a comprehensive survey of the public education system carried out for the Philippines

Public Education Expenditure Tracking and Quantitative Service Delivery Study (PETS-QSDS)

that tracked public education expenditure and assessed the quality of education services. In

assessing government systems, it primarily focused on projects managed by the Department of

Public Works and Highways (DPWH), which is responsible for the bulk of school infrastructure

projects. (Worldbank, 2016)

This brings up that the facilities in the Philippines is not that good. Relating this to the

study, the literature states that Evidence from around the world has shown that improving school

infrastructure leads to better learning outcomes is possible to the Philippines classroom

environment if the government make more projects. The article points out that the Philippines is

one of the congested classrooms around the world and has a poor quality of education.

Philippines should have a better facilities and classroom environment in order for the student to

focus more attention on their study.

Each June, over 21 million elementary and high school students start a new school year in

the Philippines, and almost 4 million of them, or 18 percent of the entire student population, will

be forced to attend extremely overcrowded public schools. In urban areas, some classes hold

over 100 students—well beyond the Department of Education’s (DepEd) prescribed 45 students

per class. While the contentious K-12 education reform efforts led by former President Aquino

are taking shape, the long-running issue of congestion has largely been dismissed, until recently.

Studies show that overcrowded classroom conditions not only make it difficult for

students to concentrate on their lessons, but inevitably limit the amount of time teachers can

spend on innovative teaching methods such as cooperative learning and group work or on

teaching anything beyond the bare minimum required by the curriculum. On top of this, teachers
in congested classrooms are generally over-stretched, more likely to suffer from burnout, or have

a more strained relationship with their pupils. (Jones, 2017)

This brings up that the Philippines have many overcrowded classroom. Relating this to

the study, the literature suggests that overcrowded classroom conditions not only make it

difficult for students to concentrate on their lessons, but inevitably limit the amount of time

teachers can spend on innovative teaching methods such as cooperative learning and group work

or on teaching anything beyond the bare minimum required by the curriculum. This article points

out that the overcrowded classroom is preventing the student to have a good education they need.

The student lacks a focus and attention in their study due to a congested classroom that

Philippines have.

According to Falsario, Muyong, and Nuevaespaña (2014), students have preferences

when it comes to classroom environment. In mode of participation is collaborative, next is

individual, and then competitive. They also have preferences at the way teachers operate in the

classroom: democratic, authoritarian, and laissez faire. The classroom climate is also vital to a

student’s performance as it is most conducive to learning but a slight percentage of classroom

climates explain the variety in a student’s academic performance. There are other factors that

contribute to better learning like personal persistence and determination to academic success

regardless the climate in the classroom. As to the social environment inside the classroom,

students preferred the teacher to pursue a democratic way of teaching, and also preferred a

collaborative mode of participation. The conclusion states that regardless of the climate and

environment of the classroom, the result of a good and effective environment still depends on the

two main stakeholders: the teachers and the students.


According to Garcia (2017) that there are several factors affecting the student academic

performances. Some are home, school and teacher. The relationship of student between their

teachers can affect their achievement or learning. If the teacher is too strict, the students might be

afraid and it will result to poor performances. That’s why teachers’ attitude towards his students

can highly affect students’ performances. Positive actions will lead to happy learning

experiences. Students who are motivated will achieve better results. Also the school setting must

be accessible and comfortable so students can focus more.

This article means that students should be comfortable to their classroom environment at

the same time to their teacher so that they can focus more. This literature is connected to the

study because it concentrates on the factors that affect students’ academic performances. And

also tackles on what they need to improve their performance inside the classroom.

We investigated the condition of education facilities among 75 provinces in the

Philippines. We analyzed various indicators simultaneously by employing regionalization

methods in addition to global and local statistics. The cluster analysis and regionalization

algorithms utilized in the present paper have identified four clusters of provinces with

comparable building conditions. The findings contribute to the understanding of education

resource allocation in the Philippines in terms of geographic distribution as well as the disparities

in education facilities between clusters of provinces.

The results of this study show that school building quality in the Philippines is affected

by geography, climate and societal conditions. School buildings in the country’s eastern seaboard

(which is exposed to the Pacific Ocean and prone to natural disasters) are poor, compared to the

buildings in relatively safe areas (e.g. Northern provinces which are protected by a mountain

range). Decades of civil unrest have also resulted in deteriorated education facilities in southern
provinces. As we found, geographic and social factors beyond the control of the local school

boards affected the physical condition of the school buildings, therefore the national government

has to address these issues in order to minimize the disparities and provide equal access to

education. The proposed reallocation of education resources that is relative to the current state of

a province is shown to mitigate the situation by eliminating disparities caused by the natural and

social environment but not the ones caused by overpopulation.

Figueroa (2015) stated that information systems were utilized to investigate the allocation

of public school resources and the extent of disparity in education facilities among 15 Philippine

provinces. Overall, the building conditions are of high quality in the Northern provinces, and the

greater region of the capital is overcrowded but well-maintained. The results of this study

showed that a school building quality in the country’s eastern seaboard are poor compared to the

buildings in relatively safe areas. It is recommended that the government should invest more

resources in maintenance to upgrade school buildings and provide a safe environment for the

students and teachers.

Conceptual Framework

EFFECTIVE
Fig 1.
CLASSROOM
ENVIRONMEN
T

Air
Conditioned Non-Air Conditioned
Classroom Classroom
Figure 1 Effective Classroom Environment Differences between Air conditioned and Non-Air

conditioned Classroom

Figure 1 shows the conceptual framework of the study wherein effective classroom

environment can be distinct into two type of classroom particularly air conditioned and non-air

conditioned. This conceptual framework is the rational idea of concept organized in a manner that

makes both classrooms more convenient for studying. The basis is that there is a significant

difference between them.

Research Paradigm Fig 2

Input Process Output


 
 Demographic Use of survey To examine the
questionnaire
profile of the method to identify effect of
respondents. the effective
- Age classroom classroom
- Gender environment of the environment on
Plus and Regular
- Plus or Regular
senior high school the academic
- Academic students.
Grade  Utilizing results for achievement of
statistical treatment, senior high
answering the
research hypothesis. school.

FEEDBACK
Figure 2 Research Paradigm based on the Input-Process-Output (IPO) model: each shows the Inputs

from the research subjects, the Processes of conducting research and the expected Outputs of this

study.

Figure 2 represent the research paradigm of the study is I-P-O wherein the inputs of the study

are the demographic profile of the respondents according to their age, gender, Plus or Regular, and

academic grade of the student in senior high school. The process is the assessment on the effective

classroom environment in air-conditioned and non-air conditioned classroom and lastly, the output is

the evaluation on the effective classroom environment in air conditioned and non-air conditioned

classroom whether it is effective on a good academic performance.

CHAPTER 3

RESEARCH METHODOLOGY

Research Design

An evaluation research design was chosen to investigate the effect of classroom

environment on the students’ academic performance. It is a type of study that uses standard

social research methods for evaluative purposes, as a specific research methodology, and as an

assessment process that employs special techniques to the evaluation of such programs

(Hemmingway, 2012). Under this is a survey research design, usually utilized because of its low

cost and easy accessible information. The survey research method is an exceptionally important

device for evaluating. Indeed, even on a small scale, judging with carefully designed surveys can

drastically change an approach.


Research Setting

The venue for this research is at the Our Lady of Fatima University located at Lagro,

Quezon City. This school was the chosen location of the researchers since Our Lady of Fatima

University’s Senior High School offers a Plus and a Regular program. The program has a slight

difference regarding classroom environments, and the students of this program are the

respondents. The researchers are also studying in this school so choosing the aforementioned

school is a convenient choice for this study. The school is a college preparatory institution and

students are expected to be accepted into universities after graduating. All students will be made

aware that they are part of the research study.

Research Subjects

Senior High School students from Our Lady of Fatima University are the respondents of

this study. They are composed of a total of fifty (50) students, twenty-five (25) from Plus and

twenty-five (25) from Regular classes, whose ages are within the bracket of 16-19 years old. The

subjects who are willing to cooperate will be included in this study through answering the test

administered to them.

In addition, Quota sampling is a non-probability sampling technique wherein the

assembled sample has the same proportions of individuals as the entire population with respect to

known characteristics, traits or focused phenomenon.

In addition to this, the researcher must make sure that the composition of the final sample

to be used in the study meets the research's quota criteria. Hence, it is clear that quota sampling

was employed.
Research Ethics

The Researcher’s foremost concern in recruiting and using subjects is treating them

ethically and responsibly (Hansen & Myers, 2006a, 2012b). The guidelines in conducting a

research was guided by legal and ethical principle that centers the welfare of all participants in

the approved research study. The permission to the pursuance of the study is hereby sought out

for prevention of encountering any obstacle during the entire process. Research that is harmful to

participants is undesirable even though it may increase wisdom (Hansen & Myers, 2006). The

Researchers are obliged to follow research ethics in order to construct and ethical research study.

An informed consent is required to be given to the co-researchers in this study indicating

the agreement that should clarify the obligations and responsibilities of all involved in the

process. Furtherance to this, the informed consent, contains the purpose of the study, Procedure,

risk and benefits and the voluntarily nature of research. The co-researchers are always free to

decline in participating in the research study. The researchers assure that there would be

anonymity between the participants, any personal information about the co-researchers are to be

treated with utmost confidentiality. All the information entrusted to the researchers is strictly

observed and was only used for the studies purpose only.

Also, the proper citation of authors and other references based on American Psychological

Association (APA) were cited and acknowledge. The researcher does not plagiarize any content

of the research study.

Research Instruments

The researchers will use a self-made survey-questionnaire. The questionnaire consists of

two parts: the first part is composed of close-ended demographic questions regarding the
respondents’ name, age, if they are a Plus or Regular student and their academic grade. The

second part consists of the classroom environment scale, which is composed of three (3)

classroom environment status for every characteristics particularly the physical structure,

classroom regulation, teacher approach and student interaction. A five-point liker type scale

ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) will be used to measure the responses.

Data Gathering Procedure

This research will be conducted at Our Lady of Fatima University’s Quezon City Campus

under the supervision of the researchers’ Research 2 teacher, Ms. Rachelle Ann G. Castro. Fifty

(50) students will serve as the subjects that will answer the survey-questionnaire prepared by the

researchers. The respondents are split into two (2) groups with an equal number of people

involved—twenty-five (25) Plus students and twenty-five (25) Regular students.

After setting a date and time to conduct the study, the researchers will prepare the survey-

questionnaires and let the respondents answer the questions. There are Twelve (12) questions in

the questionnaire under Four (4): physical structure, classroom regulation, teacher approach and

student interaction. There will be no time limit given to answer and the researchers are open for

any inquiries regarding the test to be given to the respondents. After answering, the researchers

will collect the instruments and tally the data with the help of the statistical treatment to come to

a conclusion.

Statistical Treatment

The data gathered through the survey analyzed using the following statistical tools:

Percentage used in this study by adding the frequency of the responses then dividing it by
number of respondents and multiplied by 100. Their treatment will be used in first statement of

the problem.

Formula for the Percentage

P is percentage

f is frequency

N is the total sample population

Weighted mean used in the study, it is an average computed by giving different weights

to some of the individual values. If all the weights are equal, then the weighted mean is the same

as the arithmetic mean. Whereas weighted means generally behave in a similar approach to

arithmetic means, they do have a few counter instinctive properties.


Pearson’s r

Pearson product-moment correlation (Pearson’s r) statistical treatment to measure the

degree of relationship between variables. A statistical test used to determine whether two

population means has relationship when the variances known and the sample size is large.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

1. Demographic Profile of the Respondents

Table 1.1

Frequency and Percentage Distribution of the Respondents in terms

of Age

Age F %

16 4 8

17 27 54

18 16 32
19 3 6

TOTAL 50 100

The table above presents the frequency and percentage distribution of the respondents in

terms of age. As gleaned, respondents at ages 17 years old got the highest frequency of 27 or

54%. This only shows that younger students are more convenient to conduct a research,

dominates the Senior High School Sector and are easy to approach when the researchers are

presenting the survey-questionnaire.

Table 1.2

Frequency and Percentage Distribution of the Respondents in terms

of Gender

Gender F %

Female 24 48

Male 26 52

TOTAL 50 100
The table above presents the frequency and percentage distribution of the respondents in

terms of gender. As gathered, male respondents obtained the highest frequency of 26 or 52%

compared to female respondents who got 24 or 48% in population. This proves that male

respondents have more knowledge about the researcher’s research compared to the females. The

males respondents dominates the STEM strand because it has a course that male students

mostly take.

Table 1.3

Frequency and Percentage Distribution of the Respondents

in terms of Plus and Regular

Plus and Regular F %

Plus Students 25 50

Regular Students 25 50

TOTAL 50 100

The table above presents the frequency and percentage distribution of the respondents in

terms of Plus and Regular students. As shown in the table, the researchers divided the number

of respondents into two equal amounts in order for them to conduct a more fair and accurate

result.

Table 1.4
Frequency and Percentage Distribution of the Respondents in terms
of Academic Grade
Academic Grade F %

75-80 1 2

81-85 10 20

86-90 25 50

91 and above 14 28

TOTAL 50 100

The table above presents the frequency and percentage distribution of the respondents in

terms of Academic Grade. As gathered, the respondents with an academic grade of 86-90 have

the highest frequency of 25 or 50%. According to Learning Liftoff (2017), students who studies

at a positive environment probably have a good academic performance. This proves in the table

below that the students studying in Our Lady of Fatima University has a positive environment.

2. Evaluation on the classroom environment of the respondents

Table 2.1
Classroom Environment of the respondents in terms of Physical Structure

Weighted Verbal
Physical Structure Rank
Mean Interpretation

1. My Classroom has enough space to


3.00 Neutral 3
accommodate students(Regular)

2. My classroom is well ventilated (Regular) 3.00 Neutral 3

3. I believe all equipment (e.g. Blackboard,


tables, chairs, etc.) are fully 4.00 Agree 2
functional.(Regular)

1. My Classroom has enough space to


4.50 Strongly Agree 1
accommodate students (Plus)
2. My classroom is well ventilated (Plus) 4.50 Strongly Agree 1
3. I believe all equipment (e.g. Blackboard,
tables, chairs, etc.) are fully 3.00 Neutral 3
functional.(Plus)

The table above shows the weighted mean, interpretation and ranking of the Regular and

Plus students in terms of physical structure. In classroom environment scale, consider the first

three statements wherein it is categorized as statement to determine the physical structure of their

classroom environment which is divided into two questions depending on their student status

(Plus and Regular). In Regular students’ statement, 1 and 2 is neutral. Only the statement 3 is

answered as Agree. The Regular respondents agree that all equipments are fully functional, while

the Plus students in statement 1 and 2 answered Strongly Agree. Plus respondents Strongly

Agree that their classroom is well ventilated and has enough space to accommodate students.

The statement 3 is answered as Neutral. Among the items, statement 1 and 2 in Plus students

ranked first, and based on the item statement, it indicates that most of the respondents in Plus

classroom environment has enough space to accommodate students and room is well-ventilated.

As mentioned by Suleman and Hussain (2014), to make sure a positive classroom condition, it

ought to be well equipped with facilities. Classroom physical course of action gives students

powerful learning and advances effective instructional process. It only shows that the Plus

students have a positive classroom condition.

Table 2.2
Classroom Environment of the respondents in terms of Classroom Regulation

Weighted Verbal
Classroom Regulation Rank
Mean Interpretation

1. I believe that vandalism is wrong and


5.00 Strongly Agree 1
should not be practiced.(Regular)

2. I take good care of the facilities belonging 4.50 Strongly Agree 2


to the university. (Regular)

3. I wear proper school uniform.(Regular) 3.50 Agree 3

1. I believe that vandalism is wrong and


5.00 Strongly Agree 1
should not be practiced.(Plus)

2. I take good care of the facilities belonging


4.50 Strongly Agree 2
to the university. (Plus)

3. I wear proper school uniform.(Plus) 4.50 Strongly Agree 2

The table above shows the weighted mean, interpretation and ranking of the Plus and

Regular students in classroom environment in terms of classroom regulation. In classroom

environment scale, consider the first three statements wherein it is categorized as statement to

determine the classroom regulation of their classroom environment which is divided into two

questions depending on their student status (Plus and Regular). In Regular students statement 1

and 2 is answered as Strongly Agree. Only the statement 3 is answered as Agree. The Regular

respondents Strongly Agree that they wear their proper uniform and vandalism is wrong, while

the Plus students in all statement is answered as Strongly Agree. Plus respondents all strongly

agree on wearing proper uniform, vandalism is wrong and taking good care of school facilities.

Among the items, statement 1 in Plus and Regular students ranked first, and based on the item

statement, it indicates that vandalism is wrong and should not practiced. According to Warfield

(2016), classroom organization, cleanliness, sufficient supplies and bright lights can enhance

learning experience and boost student achievement, while disorganized classrooms can take the

focus away from learning because they are not comfortable. It proves that all the respondents

strongly agree that vandalism is wrong because it may be the cause on taking away the focus of
the respondents if their classroom is full of vandalized facilities and equipments. It is more

uncomfortable to them and the respondents may become distracted.

Table 2.3
Classroom Environment of the respondents in terms of Teachers Approach

Weighted Verbal
Teachers Approach Rank
Mean Interpretation
1. I am in a good and professional relationship
with my teachers/ professors.(Regular) 4.50 Strongly Agree 1

2. I can approach my teachers/professors


3.50 Agree 2
easily.(Regular)

3. I can easily understand lessons taught by


3.50 Agree 2
my teachers/professor.(Regular)

1. I am in a good and professional relationship


3.00 Neutral 3
with my teachers/ professors(Plus)

2. I can approach my teachers/professors


3.00 Neutral 3
easily.(Plus)

3. I can easily understand lessons taught by


3.50 Agree 2
my teachers/professor.(Plus)

The table above shows the weighted mean, interpretation and ranking of the Plus and

Regular students in terms of teacher’s approach. In classroom environment scale, consider the

first three statements wherein it is categorized as statement to determine the Teacher’s Approach

of their classroom environment which is divided into two questions depending on their student

status (Plus and Regular). In Regular students, only the statement 1 is answered as Strongly

Agree. Statement 2 and 3 is answered as Agree. The Regular respondents Strongly Agree that

they have a good relationship with their teachers and they Agree in statement 2 and 3 that they
can easily approach their professor and they can easily understand the lesson taught by their

teachers, while the Plus students in statement 1 and 2 answered as Neutral and only statement 3

was answered as Agree. The Plus respondents agree that they can easily understand the lesson

taught by their professor. Among the items, statement 1 in Regular students ranked first, and

based on the item statement, it indicates that they are in a good relationship with their teachers.

According to Ryan (2013), the class can even benefit as a whole if the teacher finds the

intellectual and social leaders and citizens their skills and abilities to help the class stay on track.

This shows that the Regular students have more positive relationship with their teachers.

Table 2.4
Classroom Environment of the respondents in terms of Student Interaction

Weighted Verbal
Student Interaction Rank
Mean Interpretation

1. I am comfortable with my
3.50 Agree 2
classmates.(Regular)

2. I can rely on my classmates when it comes to


3.00 Neutral 3
home works, activities, etc.(Regular)

3. I respect my classmates.(Regular) 4.50 Strongly Agree 1

1. I am comfortable with my classmates.(Plus) 3.50 Agree 2

2. I can rely on my classmates when it comes to


3.50 Agree 2
home works, activities, etc.(Plus)

3. I respect my classmates.(Plus) 4.50 Strongly Agree 1


The table above shows the weighted mean, interpretation and ranking of the Plus and

Regular students in terms of Student Interaction. In Classroom environment scale, considered the

first three statements wherein it categorized as statement to determine the student interaction of

their classroom environment which is divided into two questions depending on their student

status (Plus and Regular). In Regular students the statement 1 is answered as Agree. Statement 2

is answered as Neutral and statement 3 is answered as Strongly Agree. The Regular respondents

Strongly Agree that they respect their classmates and they Agree that they are comfortable with

their classmates, while the Plus students in statement 1 and 2 is answered as Agree and only

statement 3 was answered as Strongly Agree. The Plus respondents Agree that they are

comfortable with their classmates and they can rely on their classmates when it comes to home

works and activities, etc.. Among the items, statement 3 in Regular and Plus students ranked

first, and based on the item statement, it indicates that they respect their classmates. As

mentioned by Warfield (2016), creating a cooperative classroom environment can affect

students’ performance learning because cooperation helps students explore and celebrate the

diversity among them and overcome their differences. It shows in the statement that having a

good relationship on their classmates can help the students to have a good classroom

environment. This shows that the Regular students and Plus students has a respect to their

classmates and they have a good relationship on their classmates.

3. The Significant Difference between Regular and Plus Classroom Environments

Table 3.1
Difference in Classroom environments between Regular and Plus in terms of Physical
Structure

Tabulated
Computed r Decision Conclusion
c
Accept There is no Significant Difference between
0.249 ±0.288
Ho Regular and Plus Classroom Environments
α=0.05, Two-Tailed Test

The table above gives you an idea on the difference on the Classroom environment of

Plus and Regular students in terms of Physical structure. Based on results, the computed r value

on the significant difference between the evaluation in the classroom environment was lower

than the Tabulated c value. Thus, the decision was to Accept null hypothesis that there is no

significant difference between the Regular and Plus classroom environment in terms of Physical

Structure According to WorldBank (2016) review of the economics literature over the last 20

years showed that the availability of basic school infrastructure (such as classrooms, desks, and

chairs) and facilities (such as electricity, libraries, and blackboards) is frequently associated with

better student learning achievement. . It proves that Overall in physical structure it Does not

affect the Plus and Regular students on their academic performance. There is no difference on

the physical structure of Plus and Regular students since they study on the same school with the

same facilities and equipments.

Table 3.2
Difference in Classroom environments between Regular and Plus in terms of Classroom
Regulation

Tabulated Decision
Computed r Conclusion
c

Accept There is no Significant Difference between


0.126 ±0.288
Ho Regular and Plus Classroom Environments

α=0.05, Two-Tailed Test

The table above give you an idea on the difference on the Classroom environment of Plus

and Regular students in terms of Classroom regulation. Based on results, the computed r value

on the significant difference between the evaluation in the classroom environment was lower
than the Tabulated c value. Thus, the decision was to Accept null hypothesis that there is no

significant difference between the Regular and Plus classroom environment in terms of

Classroom regulation. According to Learning Liftoff (2017), there are some factors to support

students’ success: Safety and Order, Teacher Relationships and Collaboration, Academic

Expectations, and Leadership and Professional Development. It proves that overall in Classroom

regulation it Does not affect the Plus and Regular students on their academic performance.

There is no difference on the classroom regulation of Plus and Regular students since they have a

different kinds of rules and regulation inside their section.

Table 3.3
Difference in Classroom environments between Regular and Plus in terms of Teachers
Approach

Tabulated
Computed r Decision Conclusion
c

Reject There is a Significant Difference between


0.327 ±0.288
Ho Regular and Plus Classroom Environments

α=0.05, Two-Tailed Test

The table above give you an idea on the Classroom environment of Plus and Regular

students in terms of Teachers Approach. Based on results, the computed r value on the

significant difference between the evaluation in the classroom environment was higher than the

Tabulated c value. Thus, the decision was to reject null hypothesis that there is a significant

difference between the Regular and Plus classroom environment in terms of Teachers approach.

According to Garcia (2017), there are several factors affecting the student academic

performances. Some are home, school and teacher. The relationship of student between their

teachers can affect their achievement or learning. If the teacher is too strict, the students might be

afraid and it will result to poor performances. That’s why teachers’ attitude towards his students
can highly affect students’ performances. Positive actions will lead to happy learning

experiences. Students who are motivated will achieve better results. Also the school setting must

be accessible and comfortable so students can focus more. It proves that overall in Teacher

approach it’s affect the Plus and Regular students on their academic performance. There is a

difference on the Teachers approach of Plus and Regular students since they have a different

kinds of Teachers and how they interact with their teachers, researchers conclude that their

relationship with their teachers affect their academic performances.

Table 3.4
Difference in Classroom environments between Regular and Plus in terms of Student
interaction

Tabulated
Computed r Decision Conclusion
c

Accept There is no Significant Difference between


-0.167 ±0.288
Ho Regular and Plus Classroom Environments

α=0.05, Two-Tailed Test

The table above give you an idea on the classroom environment of Plus and Regular

students in terms of Student Interaction. Based on results, the computed r value on the significant

difference between the evaluations in the classroom environment was lower than the Tabulated c

value. Thus, the decision was to accept null hypothesis that there is no significant difference

between the Regular and Plus classroom environment in terms of Student interaction. According

to Warfield (2016), cooperation helps students explore and celebrate the diversity among them

and overcome their differences. It proves that overall in student interaction it does not affect the

Plus and Regular students on their academic performance. There is no difference on the

interaction with their classmates, if all of the respondents is having a good relationship with their
classmates researchers conclude that it does not affect their academic grade on their relationship

with their classmates.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The objectives of the study are to examine the effect of classroom environment on the

academic achievement of senior high school: To determine whether well-managed classroom

environment is more effective than traditional classroom environment regarding student

achievement; to examine their behavior and academic performance. To determine the difference

of having crowded and hot classroom and having a classroom environment or crowded but air-

conditioned room; to differentiate the academic performance of Regular student and Plus

student; To examine if there is an effect on their classroom environment on their academic

performance.

First, in terms of the demographic profile of the respondents in gender, the result shows

that forty-eight (48) percent of the respondents were female and fifty-two (52) percent of the

respondents were male. In terms of age, the result shows that fifty-four (54) percent has an age of

seventeen (17) years old and so it got the highest frequency. This only shows that younger

students are more convenient as respondents on researches. In terms of academic grade, the

respondents who have an academic grade of ‘86-90’ have the highest frequency of fifty (50)

percent. Twenty-eight (28) percent has an academic grade of 91 and above, twenty (20) percent

has an academic grade of ‘81-85’, and two (2) percent of them has an academic grade of ‘75-80’.

In terms of Plus students and Regular students, fifty (50) percent of the respondents were Plus
students and fifty (50) percent were Regular students, stating that the researchers used an equal

number of respondents from Plus and Regular to conduct the research.

Second, in the classroom environment of the respondents in terms of physical structure,

in Plus students, the survey states that their classroom has enough space to accommodate

students with a weighted mean of 4.50 and has a verbal interpretation of ‘strongly agree’ while

the Regular students has a weighted mean of 3.00 and has a verbal interpretation of ‘neutral’.

The classroom is well-ventilated in the Plus students’ environment with a weighted mean of 4.50

and has a verbal interpretation of ‘strongly agree while with the Regular students, there is a

weighted mean of 3.00 and has a verbal interpretation of ‘neutral’. Lastly, students believe that

all equipment (blackboard, tables, etc.) are fully functional with Plus having a weighted mean of

3.00 and has a verbal interpretation of ‘neutral’, and the Regular students have a weighted mean

of 4.00 and have a verbal interpretation of ‘agree’. Classroom environment in terms of classroom

regulation: on the part where respondents were asked if they believe that vandalism is wrong and

should not be practiced, both of the Plus and Regular students had a weighted mean of 5.00 and a

verbal interpretation of ‘strongly agree’. When it comes to taking good care of the facilities

belonging to the university, both of the Plus and Regular have a weighted mean of 4.50 and a

verbal interpretation of ‘strongly agree’; lastly, in wearing proper school uniform, the Plus

students have a weighted mean of 4.50 an has a verbal interpretation of ‘strongly agree’ and in

the Regular students, they have a weighted mean of 3.50 and has a verbal interpretation of

‘agree’. Classroom environment of the respondent in terms of teachers’ approach: the survey

says that they were in a good and professional relationship with their teachers/professors. The

Plus students got a weighted mean of 3.00 and a verbal interpretation of ‘neutral’ and the

Regular students got a weighted mean of 4.50 and a verbal interpretation of ‘strongly agree’.
When it comes to approaching teachers/professors easily, the Plus students got a weighted mean

of 3.00 and a verbal interpretation of ‘neutral’ and the Regular students got a weighted mean of

3.50 and has a verbal interpretation of ‘agree’. Lastly, they can easily understand lessons taught

by their teachers/professors in the Plus student, which got a weighted mean of 3.50 and a verbal

interpretation of ‘agree’ and in the Regular student also got a weighted mean of 3.50 and also has

a verbal interpretation of ‘agree’. Classroom environment of the respondents in terms of student

interaction: the survey says that they are comfortable with their classmates. The Plus and Regular

students both got a weighted mean of 3.50 and a verbal interpretation of agree. They can rely on

their classmates when it comes to home works, activities, etc. with Plus students having a

weighted mean of 3.50 and a verbal interpretation of ‘agree’ while the Regular students got a

weighted mean of 3.00 and a verbal interpretation of ‘neutral’. Lastly, students respect their

classmates with Plus and Regular both getting a weighted mean of 4.50 and a verbal

interpretation of strongly ‘agree’.

Third, the significant difference between Regular and Plus classroom environments. The

difference in classroom environments between Regular and Plus in terms of physical structure,

based on the results, the computed r value on the significant difference on the evaluation in the

classroom environment was lower than the tabulated c value. Thus, the decision was to accept

null hypothesis that there is no significant difference between the Regular and Plus classroom

environment in terms of physical structure. It does not affect the Plus and Regular academic

performance; on the difference in classroom environments between Regular and Plus in terms of

classroom regulation. Based on the results, the computed r value on the significant difference

between the evaluations in the classroom environment was lower than the tabulated c value.

Thus, the decision was accept the null hypothesis that there is no significant difference between
the Regular and Plus classroom environment in terms of classroom regulation and it does not

affect their grade. On the difference between the classroom environments of Regular and Plus in

terms of teachers’ approach, based on the results, the computed r value on the significant

difference between the evaluation in the classroom environment was higher than the tabulated c

value. Thus, the decision was to reject null hypothesis that there is a significant difference

between the Regular and Plus classroom environment in terms of teachers approach, it proves

that all of the respondents states that the teachers approach can affect their academic grade. On

the difference in classroom environments between Regular and Plus in terms of student

interaction, based on the result the computed r value on the significant difference between the

evaluation in the classroom environment was lower than the tabulated c value. Thus, the decision

was to accept null hypothesis that there is no significant difference between the Regular and Plus

classroom environment in terms of student interaction. It proves that overall in student

interaction it does not affect the Plus and Regular students on their academic performance.

Conclusions

After analyzing the summary of findings, these conclusions established by the

researchers. The study has fulfilled the objectives set forth. In general, the researchers concluded

that the impact of class environment on student academic perfomance plus and regular students

has no significant effect in terms of: physical structure, classroom regulation, and lastly, student

interaction. however, the researchers discovered that the teacher’s approach has a significant

effect among plus and regular students. furthermore, this allows the researcher to conclude that

there is no significant difference on all the classifications except the teacher’s approach

regarding to the impact of class enviroment on student academic performance evaluated by their

subordinates.
First point relies on the data based on the demographic profile of the respondents

categorized into four specifics: respondents’ name, age, Plus or Regular student, and academic

grade. Majority of the respondents belonged to the age group of 16 to 19 years old, which also

reflected that younger students are most likely to be meticulous in terms of class environment.

Another demographic is gender, the researcher’s concludes based on results that more than half

of the respondents are male. however, most of the female respondents feels that good classroom

environment is a must in order for them to focus on studying. According to Suleman and Hussain

(2014), Students who are taking a test in a peaceful and quiet environment will more likely have

better results than those in a loud and chaotic environment. In terms of academic grade, the

researchers concludes that majority of the respondents weighted an academic grade of 86 to 90.

in percentage, 50%. so the researchers conclude that the students studying in Our Lady of Fatima

University has a positive environment.

Second point is that based on the findings on the results, the researchers concludes that

regular students are fairly satisfied on the class environment that they have regarding to physical

structure of the classroom while the plus students are very satisfied with the facilities of the

school itself. The researchers concludes based on the results of Classroom Environment of the

respondents in terms of classroon regulation. Plus and Regular students believe that classroom

regulation is one of the important elements in a classroom environment and must be

implemented strictly. According to Brozak (2017), When it comes to teaching, classroom

management is a fundamental skill to master. To learn effectively, students need a positive

classroom environment, free of distractions. They need to follow rules and have respect for their

teacher, their peers and themselves. Just as strong classroom management can help a child to
succeed, poor classroom management can interfere with your child’s ability to thrive and learn.

Most of the plus and regular respondents think that the teacher’s approach plays a big role on

their academic grade. However, plus students are unsure about their teacher’s approach with a

weighted mean of 3.50 being the highest and 3.00 on the lowest. The researchers conclude based

of the results that the respondents’ student interaction is a crucial aspect on having a good

classroom environment.

Last point is the results of the study shows that the impact of class environment in terms

of physical structure,classroom regulation, and student interaction has no significant effect.

However, the researchers concluded that the teacher’s approach do have a significant effect on

student’s academic perfomance. According to Falsario, Muyong, and Nuevaespaña (2014), the

result of a good and effective environment still depends on the two main stakeholders: the

teachers and the students.

Recommendations

Based on the findings in this study, it would also suggest that future research investigate the

impact of classroom environment on student academic performance. The list below summarizes

the other recommendations.

1. The researchers recommended that the university must implement a “monthly evaluation”

of the instructors and professors to the students, for them to monitor accurately the

instructors’ and professors’ performances.

2. The researchers recommend to the university to inspect the facilities of each classroom,

especially the rooms of Senior High School department, to ensure a proper classroom

environment.
3. The researchers also recommend that the university should specify the rules and

regulations that students usually disregards, for them to implement activities or

orientations that will help the students.

4. Similarly, the researchers recommend that every professors or instructors should give

their monthly summarized report to accurately monitor the performances of the students.

5. The university should conduct a monthly maintenance and check-up of facilities to

maintain its functionality.

6. The university should administer a Student-Teacher orientation every first day of the

class.

7. The university should conduct yearly renovations of the university premises to attain

functionality and well-maintained facilities.