CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

According to Dewey (1926) ‘Education is a continuous process of

experiencing and of revising or non-revising experiences It is the development of
all those capacities in the individual, which enables him to control his environment
and fulfill his possibilities. The forces of environment begin to influence the growth
and development of the individual right from the womb of the mother. Educational
process of development occurs in physical, social, cultural and psychological
environment. A proper and adequate environment is very much necessary for a
fruitful learning of the child. Especially the home and the school should provide the
necessary stimulus for learning experience. The child spends most of his time in
school and here his environment is exerting a different influence on performance
through curricula, teaching techniques, relationship.

A school environment is broadly characterized by its facilities,

classrooms, school-based health supports, and disciplinary policies and practices.
It sets the stage for the external factors that affect students. A positive school
environment is defined as a school having appropriate facilities, well-managed
classrooms, available school-based health supports, and a clear, fair disciplinary
policy. There are many hallmarks of the academic, disciplinary, and physical
environments of schools with a positive climate. Supportive school environments
have a meaningful influence on student outcomes. An extensive amount of research
has linked a positive school environment to higher test scores, graduation rates, and
attendance rates. For example, effective and highly qualified teachers with high
expectations for students and good teaching conditions have been linked to strong
academic performance in multiple studies. Peer support for achievement-oriented

1
behaviors, such as studying or participating in class, is also strongly tied to positive
school climate and academic achievement.

In general, for students to achieve academic success they must attend

and be engaged in school, and school environment can influence both attendance
and engagement. School discipline policies that emphasize relational or restorative,
as opposed to punitive, justice and are considered clear, fair, and consistently
enforced by students are related to higher student attendance rates and levels of
engagement. Relational responses to negative behavior are sensitive,
individualized, and emphasize character strengths as a means of preventing future
misbehavior, a common practice within schools with positive climate. Such
responses rely upon staff member’s positive relationships with students to
understand the current situation and be positioned as a trusted mentor in the
student’s eyes.

Regardless of other circumstances, an effective school environment

could have a positive impact on the achievements of students. There are several
ways to develop an effective school environment. Firstly, create an organized and
safe place. An effective school environment must first be a place where students
can perceive themselves as emotionally and physically safe. It has to be a
supportive community where teachers and kids from all backgrounds can
exclusively focus on learning. To attain safe environment where students are free
to reach their potential academically, schools have to concentrate on hindering
misbehavior through the implementation of school-wide positive behavior
intervention. These interventions must stress emotional learning and social skills to
educate students on cultural understanding and conflict resolution.

The evaluation of school learning environments has for decades

traditionally focused on the technical performance of the facilities with little
attention being paid to their pedagogical performance or effectiveness. There are a
range of ‘top down’ imperatives which have driven such an approach, including the
need to sustainably finance educational infrastructure and show evidence as to how
this money is being spent successfully. On the other hand ‘bottom up’ imperatives

2
have considered the pedagogical performance of learning environments as a means
of providing feedback to authorities especially in the process of procurement. This
in turn has influenced the development of planning and design guidelines.

This paper examines more closely the educational learning environment

and the qualitative research measures that have been used in recent times to
determine their effectiveness. It explores some of the pedagogy and environment
performance measures that have evolved and views these in the context of emerging
research and evidence which attempts to relate pedagogy (including student and
teacher attitudes) to space.

BACKGROUND OF THE STUDY

The school environment refers to factors within the school that influence
the teaching-learning process. The school environment includes classrooms,
library, technical workshops, teachers’ quality, teaching methods, peers, among
others variables that can affect the teaching–learning process (Ajayi 2001). The
extent to which pupils learn could be enhanced depending on what the school
environment provides to the learners and the teacher.

It is universally accepted, that education enables individuals to

contribute to the development and improvement in the quality of life for
themselves, their communities and the nation as a whole. Secondary school is no
doubt the foundation of education and has prominently been regarded as a
fundamental human right. It is an essential component of human capital and it plays
an important role in economic growth and development of a country. Secondary
education, therefore, remains an important area that should be carefully managed.

Republic Act No. 7836 known as the Philippine Teachers

Professionalization Act of 1994 in its Statement of Policy declares that “The State
recognizes the vital role of teachers in nation building and development through a
responsible and literate citizenry.” An educator, Richard Reginald Green, supports

3
the preceding concept when he said, “The future of the nation is on the shoulders
of teachers and how they teach kids; the future of the world is in the classroom
where the teachers are. And if we have any chance to guarantee a positive bridge
to the 21st century, it is show we educate the children in the classroom today.”
Teachers are the catalysts of change; they are the torch bearers always lighting the
path towards progress of the world in all its facets.

The classroom still remains to be the main learning environment in the

schools although learning can take place in other venues. On this premise, it is
imperative that educators strive to make the classroom the best venue for students
to attain their full potential in academic performance.

4
Theoretical Framework

The Systems Theory of organizations as advanced by Ludwig Von Bertalanffy

in 1951, this theory contends that all parts of an organization are interrelated such that
changing one part of the system in a school affects other parts as well. The theory views
school organization as a complex social system whose properties cannot be known from
analysis of the constituent elements in isolation hence for effective management of the
teaching-learning process, emphasis should shift from part to whole. The systems theory
holds that the different factors in the system that influence the teaching-learning process
must be managed together paying attention to all of them without overlooking some factors
over the others in order to produce a common whole which in this case is effective teaching
and learning. The performance of a system depends on how the elements work together
and not how each element works independently.

In Practice Theory: Interaction Between Learner and Learning

Environment, researchers and designers of learning environments often debate whether
the learner should adapt to the learning environment or whether the learning environment
should adapt to them. Arguably this is the wrong question. A better question is: how does
the environment shape the learner and, in turn, how does the learner influence the learning
environment? In other words: what is the transactional relationship of the learning
environment? This involves understanding the motivations of the learner with respect to
the time and place in which s/he acquires knowledge (Lave and Wenger, 1991). The
learning environment in this context is composed of the learner, other students and teachers
and the physical environment. Twenty-first century learning environments are envisioned
as places where the learner is engaged in self-directed and co-operative learning activities,
and the physical environment is planned so that it can be routinely re-organized to mediate
learning (Partnership for 21st Century Skills, 2002). Therefore, 20th century constructivist
concepts which view the learner as active and the learning environment as passive should
be replaced with a new perspective. Practice theory recognizes that the learner and the
learning environment are active (Dent-Read and Zukow-Goldring, 1997). In the
constructivist setting, students learn from their own discoveries, whereas with practice

5
theory learners are transformed and shaped by their transactions alongside others and their
physical settings.

William Glasser coined the term “Choice Theory” in 1998. In general, this
theory states that all we do is behave. Glasser suggests that almost all behavior is chosen,
and we are driven by genetics to satisfy five basic needs: survival, love and belonging,
power, freedom and fun. In choice theory, the most important need is love and belonging
because connectedness with others is required as a basis in satisfying all other needs. The
classroom should therefore be a needs-satisfying place for students. Glasser’s work impacts
learning theory in a variety of ways. It has been utilized in schools across the globe and has
changed the ways that teachers deliver instruction. First, Glasser identifies teachers as
managers who need to work effectively if they want to successfully teach their students.
The role of teachers as managers requires them to guide students in understanding that
working hard and being obedient is worth it and will have a positive influence on their
lives. Teachers can achieve this through developing positive relationships with students
and creating active, relevant learning experiences that enable students to demonstrate
mastery and success. When it comes to developing lessons, teachers who practice choice
theory work to make sure that student classroom activities are designed to satisfy the
students’ needs. This allows learning to increase while diminishing disruption. Students
are able to “connect, feel a sense of competence and power, have some freedom, and enjoy
themselves in a safe, secure environment,” according to funderstanding. There are three
common characteristics of classrooms and schools that apply choice theory:

Coercion is minimized because it never inspires quality. Students aren’t “made”

to behave using rewards and punishments. Instead, teachers build positive relationships
with their students and manage them.

Teachers focus on quality. They expect mastery of concepts and encourage

students to redo their work and try again until they have demonstrated competence and
high-quality work. The emphasis is on deep learning through application.

Self-evaluation is common. Students are provided with helpful information and

take ownership of their learning by evaluating their own performance. This promotes

6
responsibility and helps students reach goals while becoming skilled decision-makers who
are actively involved in their own education.

The Student Performance and Motivation Theory discusses the research on

student performance (achievement and conduct) reveals a strong correlation between
student learning and behavior and the nature of the physical environment in which poor
and minority children are educated. Research also suggests the built learning environment
can have a positive or negative impact upon student motivation. The goal of this section,
then, is to consider the degree to which the physical learning environment can impact
student performance and motivation. Another aim of this section is to investigate the built
learning environment and the extent to which its associated nuances might influence and/or
impact the technical core of education—teaching and learning.

The Albert Bandura’s Social Learning Theory, emphasizes the importance

of observing and modeling behaviors, attitudes, and emotional reactions of others
(Bandura, 1977). Social learning theory focuses on learning in a social context. Thus, the
theory is easily transferred to a classroom setting since students can learn a great deal by
simply observing other students and teachers. The principles underlying social learning
theory include: learning through observation of others’ behaviors and the outcomes of
those behaviors, learning can occur without a change in behavior, learning involves
cognition (similar to the internal working model), and the environment plays a role in
reinforcing or diminishing the modeling of behaviors (Bandura, 1977). From this
perspective, students learn how to behave or not behave in the classroom based on
observations of other students’ behaviors and corresponding teacher responses to these
behaviors as well as the teacher’s responses to the individual student’s behaviors. Social
learning theory introduces other variables (e.g., peer behavior, teacher responses to peer
behavior, and teacher-peer relationships) to consider when examining differences in
student-teacher relationship quality.

The 21st century learning or skills has emerged from the concern about
transforming the goals and daily practice of learning to meet the new demands.

7
Conceptual Framework
I.V D.V

The extent of Strength, Weaknesses, The level of Evaluation towards

Effective Academic Performance of
Opportunities and Threats of School selected Grade 12 Students of
Environment toward selected Grade 12 Malamig National High School in
terms of:
Students of Malamig National High
School in terms of:
2.1. Critical Thinking Ability;
1.1. S- Cleanliness of School
2.2. Performance;
Compound;
2.3. Examination;
1.2. W- Inadequate school facilities
and learning paraphernalia; 2.4. Recitation?

1.3.O- Having a highly organized

rooms;
1.4.T- Students’ Behavior?

Figure 1. Hypothesized Relationship between the Variables

The conceptual Framework of the study is shown in Figure 1. The
independent variable is the extent of strength, weaknesses, opportunities and
threats of school environment towards selected Senior Students of Malamig
National High School in terms of: S- cleanliness of school compound, W-
inadequate school facilities and learning paraphernalia, O- having a highly
organized rooms, and T- students’ behavior. The dependent variable of the study
is the level of evaluation towards effective academic performance of selected
Grade 12 students of Malamig National High School in terms of critical thinking
ability, performance, examination and recitation. The single headed arrow shows
the hypothesized relationship between the independent and dependent variables of
the study.

8
STATEMENT OF THE PROBLEM

This study aims to determine the Strength, Weaknesses, Opportunities

and Threats (SWOT) of school environment towards the Academic Performance
of Selected Grade 12 Students of Malamig National High School S.Y 2017-
2018.

Specifically, it seeks to answer the following questions:

1. What is the extent of strength, weaknesses, opportunities, and threats of

school environment towards selected Senior students of Malamig National
High School in terms of:
1.1 S- Cleanliness of school compound;
1.2 W- Inadequate school facilities and learning paraphernalia
1.3 O- Having a highly organized rooms
1.4 T- Students’ behavior?

2. What is the level of evaluation towards effective Academic Performance

of selected Senior students of Malamig National High School in terms of:
2.1 Critical thinking ability;
2.2 Performance;
2.3 Examination;
2.4 Recitation?

3. Is there any relationship between the extent of SWOT of school

environment to the level of the effective academic performance of selected Senior
Students of Malamig National High School S.Y 2017-2018?

9
STATEMENT OF THE HYPOTHESIS

There is no significant relationship between the extent of SWOT of school

environment and the level of evaluation towards effective Academic performance of
selected Grade 12 Students of Malamig National High School.

Scope and Limitation of the Study

This study aims the extent of strength, weaknesses, opportunities and threats

(SWOT) of school environment among Grade 12 students of Malamig National High

School including the level of the evaluation towards effective Academic Performance of

every students at school. This study will be conducted during the second semester of School

Year 2017-2018. The respondents of the study were the selected Grade 12 Students of

Malamig National High School.

In determining the extent of SWOT of school environment of selected Grade

12 Students of Malamig National High School, the following indicators were used: s-

cleanliness of school compound, w- inadequate school facilities and learning

paraphernalia, o- having a highly organized rooms, and t- student’s behavior. For the level

of evaluation towards effective Academic Performance the following indicators were used:

critical thinking ability, performance, examination and recitation.

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SIGNIFICANCE OF THE STUDY

The result of the study will be having a great impact or help to the following;

Students- The students would be able to focus more on the Academic Skills. They would
be more responsible and productive with their school environment by using its
strength and opportunities to ensure their capability in learning effectively and
efficiently. This study will help them to determine the strength, weakness,
opportunities, and threats of their school for them to strengthen their learning
experiences, its importance and challenges in their studies.
Parents- Parents could be the partners of the school and the shoulders of the students to
perform well academically. They could be the key also for the productive and
healthy environment of the school.
Future Researchers- The findings of this study may serve as a good reference of
accurate and actual information related to the strength, weaknesses,
opportunities and threats of the school environment and its relation to the
Academic Performance of the students.

11
DEFINITION OF TERMS

School Compound- refers to the place where buildings are enclosure to have a specific
purpose, such as to provide students right place and clean environment for better
learning.
Learning Paraphernalia- are the materials, equipment or tools needed by the learners
such as books, science experiment materials, and etc.
Organized Rooms- the way to organize rooms with proper arrangement of chairs, room
decorations and proper ventilation and lighting.
Students Behavior- the way in which the students act or conduct oneself especially to
their classmates and teachers.
Critical Thinking Ability- the process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and evaluating information to reach an answer or
conclusion among students. Ability to think clearly and rationally about what to do or
what to believe. It includes the ability to engage in reflective and independent thinking.
Someone with critical thinking skills is able to do the following: understand the logical
connections between ideas.

Performance- Academic achievement or performance is the outcome of education- the

extent to which student, teacher or institution has achieved their educational goals.

Examination- is a formal test that students take to show knowledge or ability in a

particular subject, or to obtain a qualification.

Recitation- is the act of reciting from memory, students perform in front of class to
recite his or her knowledge about a certain topic and ideas.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the survey of related studies and literature that have
relationship with this study. This is categorized by foreign, local literature and studies.

FOREIGN LITERATURE

According to Zaria in Aliade (2008), for learning to be meaningful and

effective, is a place where teachers impact knowledge of the various subjects to students
thereby bringing them up morally and guide them as regards to career choice. Awule cited
in Aliade (2008), stated that learning environment should have good infrastructural
development, adequate trained teachers, good leadership and adequate instructional
materials among others. All these characteristics according to the author have positive
impact on academic achievement of students in primary schools. In the same vein Abenga
(1995), opined that an improved environmental condition leads to higher intelligence
scores while poor environmental conditions reduce these scores. Academic achievement in
this context simply means the scores students have obtained in either examination or test
which has led to their performance

.According to Han in 2009, the final environmental factor, living kinds,

examined the impact that plants and animals had on children’s achievement levels and
behavior. Plants were shown to increase feelings of comfort and friendliness within a
classroom, as well as decrease mental fatigue and stress among children.

According to Brannon in 2010, Classroom management and learning appear to

be linked. If elementary schools are striving to develop students who can be successful and
who can achieve throughout their school experience, then classroom management
techniques need to be studied to determine which method is more effective for the
underlying goal: student success. Instructional management and behavioral management
may be the keys to establishing a classroom management in which learning and

13
achievement can be maintained within the classroom environment. However, few studies
to date have explored possible differences between teacher management styles and student
outcomes.

According to Khan and Iqbal in 2012, adequate and quality school facilities
are basic ingredients for quality education and to achieve the intended goal of the school
program. They also strengthen the idea by emphasizing that learning is a complex activity
that requires students and teachers’ motivation, adequate school facilities such as
standardized buildings and classrooms with their facilities, instructional materials and
equipment for child’s development.

According to Bay & Subido, in 2014, environment really affects the attitude of
the person. If a certain student works and occupies an atmosphere which has excellent
teachers, friendly classmates, state-of-the-art facilities and which is free from bad influence
and peer-pressure, he is expected to perform very well in school and obtain high grades as
measures of having a first-class school environment. Student views about their experience
at any educational system, its programs, the component units of the program, and the entire
learning environment are essential aspects for quality enhancement.

FOREIGN STUDIES

Arul Lawrence, A.S, Vimala, A. (2012), conducted a research on the school

environment and academic achievement of standard six students. The data from 400 sample
participants is used to determine the relationship between school environment and
academic achievement. The result of this study indicated that there is no significant
difference in the school environment of standard six students in term of gender, medium
of instruction. But there is an important difference in the school environment of standard
six students in term of locality of school. The urban students have better school
environment than the rural students. The urban students are having a stressful environment
in their day life very much because they are living in the mechanical and hurry burry life.
So they feel school environment is not very convenient for their studies. Therefore, school

14
environment enriched with modern facilities makes the student feel comfortable in their
studies that result to high academic performance.

According to Sailor, Stowe, Turnbull III, and Kleinhammer Trammill in

2007, p.368). The effect of classroom disruptions, especially the noncompliant behaviors,
attributed to 2% to 5% of students, is a concern. These noncompliant behaviors interfere
with the teacher’s ability to function effectively by consuming a disproportionate amount
of the teacher’s time and energy. Furthermore, it has been suggested that identifying
effective and efficient strategies for improving behavior must be included in educational
reform before a profound impact on schools is noticed.

Tanner (2009), cites results of seventeen studies from the mid-1930s to 1997.
The consensus of these studies is that appropriate lighting improves test scores, reduces
off-task behavior, and plays a significant role in students’ achievement. Recently there has
been renewed interest in increasing natural daylight in school buildings. Until the 1950s,
natural light was the predominant means of illuminating most school spaces, but as electric
power costs declined, so too did the amount of day lighting used in schools.

In the study of Abhiyan in 2013, the usese of word processing and computer
aided learning ranked ninth and tenth, respectively (2.87 and 2.73) or both interpreted as
sometimes. It is widely accepted that integration of modern Information and
Communication Technologies (ICT) into the teaching learning process has great potential.
In fact, it could be the most important way by which states can meet their educational
aspirations within reasonable time and resources. The use of computers in Elementary
schools is basically vision as a teaching and learning will help us to make the present
teaching learning process joyful, interesting and easy to understand through audio-visual
aids. Teachers will be resourced with Multimedia Contents to explain topics better. Overall
it will help us to improve quality of education in long learn.
In Study of Copper in 2011, the use of small group work and cooperative
learning it is providing opportunities for student to work together in pairs and small groups,
teachers can promote a sense of community in which students serve as resources for one
another. Demonstrate that cooperative learning facilitates interaction and friendship among

15
students who differ in terms of achievement, gender, cultural and linguistic background,
and race.

Local Literature

According to Valdez, 2012, “One way of determining the progress of students

is through the results of their examinations most particularly in their weighted average
which is considered as one of the factors of academic performance. There are many
identifiers that would possibly determine and affect the academic performance of the
students. In this study, the researchers emphasized the importance of the students’
attitude towards some school-related variables in relation to their academic performance.
It is very important that the management will always make sure that these facilities and
services are always available, adequate and in good running condition to better facilitate
learning between the teachers and the students thereby the goal of attaining quality
education for the graduates is always achieved.”

According to Laguador & Dotong, 2013; Orence & Laguador, 2013,

“Academic institutions must provide an updated curriculum; modern facilities and
equipment; efficient student services; responsive organization and administration; and
educators must possess effective teaching techniques and strategies to ensure and
maximize the learning of the students as a response to the needs of professional
education, society particularly in maritime and shipping industries.”

Reyes (2013), emphasized that the aim of education is to create teaching

and learning environment that would bring about desired changes in learners such as
making them more knowledgeable, skillful or acquired positive attitudes and values.

According to Bulaklak & Pilobello, 2014, “Everyone is involved in

shaping the values of the students towards an end of achieving the character and wisdom
of a champion. Developing positive mental attitude of the students in the early years of
college would provide them greater opportunity as they step-up to higher year level of
studies to broaden the scope of their responsibility and maturity to be more confident and
independent (Laguador, 2013).

16
 Marquez (2009), also pointed out that a student who is successful in his
desired career has good study habits. In line with this, she stated that students should
apply these habits to all of their classes. She also suggested that the students should not
try to study all the subjects in a single period.

Local Studies

The Commission on Higher Education (CHED) has identified problems that

run simultaneously with the present tertiary school curriculum in the country (SEAMEO-
INNOTECH, 2003). Among the school- related factors found are unqualified and poorly
trained teachers, inadequate facilities, and dilapidated instructional materials. Non-school
factors include poverty, low educational attainment and illiteracy of parents and poor health
and nutrition (Gato et. al 2014).

According to Miralao and Robredo in 2008, The Philippines implemented a

nationwide reform in its education system in June 2012. The main change was an increase
of the pre-university education cycle from 10 to 12 years. This transformation demanded a
significant investment in the education system’s human resources and facilities, which
prompted the legislators to increase the education budget in 2014 to 4.3% of the country’s
gross domestic product.11. Although this has been the highest allocation for education in
the Philippines for more than 15 years, it still falls short of the UNESCO standard of
6%.View all notes It is well known that basic school facilities in the country have been
inadequate and insufficient, with various media reports describing the dire situation at the
start of every school year. To alleviate the situation, various Philippine-based non-
government organizations (NGOs), such as Synergeia and Check My School, have been
working on developing local leadership, instilling public transparency and accountability,
and engaging with local communities to monitor and support their local schools.

In the studies of Alba and Lanzona in 2012, the insufficiency is a perennial

national problem but is understudied due to the scarcity of publicly available data on
education facilities. Congestion in public elementary schools who utilized government-
provided data to demonstrate congestion as well as underutilization of teachers, rooms and

17
seats in high schools across regions through computer programming models, and who
recounted the incidence of poor quality and geographically unsafe classrooms in the
country and claimed that poor politics of school principals is a key factor in these
inadequate structures.

According to Ching in 2012, the teachers in the study used limited rewards in
the Philippines, found that when penalties were used for undesirable behavior even though
school policy associated rewards and penalty system with positive discipline. The use of
sanctions and rewards proved effective if based on school principals. Reward that was
carefully offered encouraged students to compare their own performance with to their
peers. Study revealed that the mostly used reward types were certificates, trophy, medals,
additional points, credits and gifts.

18
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research method used, the respondents of the study,

data gathering instrument, data gathering procedure sample and sampling technique, and

statistical treatment data.

RESEARCH DESIGN

The descriptive survey was used to describe variables and their relationship

to the environment and effective academic performance of respondents. This research

study was used to find out the level of SWOT of school environment towards effective

academic performance among respondents.

RESPONDENTS OF THE STUDY

The respondents of the study are those randomly selected from Grade 12

students who are studying in Malamig National High School, they consist of forty-seven

respondents out of fifty-three students. In determining the sample population, Slovin’s

formula was used.

The researchers used random sampling method wherein they has chosen

pupils who will represent the whole sector.

INSTRUMENT USED:

CONSTRUCTION OF QUESTIONNAIRE

Questionnaires were constructed based from the variables gathered and

specified by the researcher. They creatively though some challenging questions that will

19
reveal the true conditions of Social Media obsession influences. They personally devised

and thought of the details how their respondents will be able to answer questions

honestly. Those answers gathered were exclusively based on the respondent’s point of

view.

REFINEMENT OF QUESTIONNAIRE

To determine the reliability of the instrument, a test for respondents was

conducted. To compute for the reliability of instrument, Pearson’s r was used.

ADMINISTRATION OF THE QUESTIONNAIRES:

The researchers sought permission from the School principal to allow them

to conduct the study. After getting the permission, the researchers also asked for

assistance to the teacher-in-charged for better administration of the questionnaire.

The researchers personally administered the questionnaire to the students.

The researchers even explained each item well using Filipino language for better result.

After gathering the needed data, the researchers tabulated, presented,

analyzed and interpreted the data gathered.

TREATMENT OF DATA

On this research, the researchers used the Mean Distribution of the

Ungrouped Data to measure the average set of scores.

20
 Another statistical test used by the researchers was the Pearson’s

Coefficient of Correlation to measure the dependent and independent variables.

The following formulas were shown below:

SLOVIN’S FORMULA

N= n

1 + ne2

Where:

N = number of population

e2 = 0.0025

THE THREE LIKERT SCALE

Scale Interpretation

3 Always

2 Sometimes

1 Never

Weighted mean was used to measure the general response of the sample

survey samples, whether they agree to a given statement or not.

21
 MEAN DISTRIBUTION

_
X= Ʃx

Where: X = mean

ƩX= total number/ sum of all the scores

n= number of respondents

Pearson’s Coefficient Correlation

r= n ( ƩXY) ̶ (ƩX) (ƩY)

√ [ n ( ƩX2 ) ̶ (ƩX)2 ] [ n ( ƩY2 ) ̶ (ƩY)2

Where:

r = coefficient

X = independent variables

Y = dependent variables

ƩXY = total of the product of scores of dependent and independent variables

(ƩX) (ƩY) = the product of the summation of scores of dependent an independent

variables

(ƩX)2 = the total score of the square of the independent variables

(ƩX2 ) = the total score of the square of independent

(ƩY2) = the total score of the square of dependent variables

(ƩY)2 = the square of the total/ summation scores of dependent variables.

22
 PEARSON’S COEFFICIENT CORRELATION

1.00 Perfect Positive Correlation

0.50 to 0.99 High Positive Correlation
0.1 to 0.51 Low Positive Correlation
0 No Correlation
-0.51 to -0.99 High Negative Correlation
-0.1 to 0.50 Low Negative Correlation
-1.00 Perfect Negative Correlation

23
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the tabulated data based from the
respondent’s answers on the given questionnaires formulated by the researchers.

TABLE 1.1

MEAN DISTRIBUTION OF SCHOOL ENVIRONMENT AMONG RESPONDENTS

IN TERMS OF CLEANLINESS OF SCHOOL COMPOUND

ITEMS MEAN DESCRIPTION

1. The ground or field is properly cleaned. 2 Sometimes
2. The backyard area is well-maintained. 2 Sometimes
3. Garbage bins help a lot to maintain cleanliness of 3 Always
the compound.
4. Proper segregation of waste is practiced. 2 Sometimes
5. Trees and ornamental plants play important role for 3 Always
the beautification of school compound.
Total 2 Sometimes

Table 1.1 presents the mean distribution of School Environment in terms of

cleanliness of school compound. Items 3 and 5 got the highest mean of 3 as ALWAYS.
Respondents said that garbage bins help a lot to maintain cleanliness and trees and
ornamental plants play an important role for the beautification of school compound. The
rest items got the mean of 2 described as SOMETIMES. Respondents evaluate that the
ground or field are properly cleaned as well the backyard area, proper segregation of waste
are sometimes practiced also. It implies that our school environment are sometimes cleaned
and maintained.

24
 TABLE 1.2

MEAN DISTRIBUTION OF SCHOOL ENVIRONMENT AMONG

RESPONDENTS IN TERMS OF W- INADEQUATE SCHOOL FACILITIES AND
PARAPHERNALIA

ITEMS MEAN DESCRIPTION

1. It is hard to conduct experiments without 3 Always
materials to be used.
2. The presence of books or learners module is 3 Always
important.
3. In terms of technology, I confidently learn with 3 Always
the use of internet.
4. I want to enjoy the learning activities with a 3 Always
complete facilities in school.
5. It is exciting to l learn when our teachers use 3 Always
visuals on teaching.
TOTAL 3 Always

Table 1.2 presents the mean distribution of School Environment in terms

inadequate school facilities. All the corresponding items got the mean of 3 with a
description of ALWAYS. Respondents said that ALWAYS it is hard to conduct
experiments without materials to use, the presence of books or learners module is
important, they confidently learn with the use of technology and always it is more enjoying
to learn when school has complete facilities and the teachers always use visual on teaching.
Therefore, it implies that the respondents answered ALWAYS and the inadequacy of
school facilities and paraphernalia are the challenge when they are studying.

25
 TABLE 1.3

MEAN DISTRIBUTION OF SCHOOL ENVIRONMENT AMONG

RESPONDENTS IN TERMS OF 0- HAVING A HIGHLY ORGANIZED ROOMS

ITEMS MEAN DESCRIPTION

1. Proper ventilation of rooms makes me feel 3 Always
comfortable.
2. My performance depends on the place or rooms 2 Sometimes
for studying.
3. I am comfortable with my place. 2 Sometimes
4. It is important to have a well-maintained or 3 Always
cleaned rooms.
5. My room is well-decorated and it makes me feel 2 Sometimes
active all the time.
TOTAL 2 Sometimes

Table 1. 3 presents the mean distribution of School Environment among

respondents in terms of having highly organized rooms. Items 1 and 4 got the highest
mean of 2 with the description of ALWAYS. Respondents said that proper ventilation of
rooms always makes them comfortable and it is important always to have a well-
maintained or cleaned rooms. The rest got the mean of 2 with corresponding description
of SOMETIMES. Respondents said that they performance depends on the place or rooms
for studying, they are sometimes comfortable with their places, and if their room are
decorated it sometimes makes them feel active all the time. The table implies that the
respondents answered SOMETIMES and having highly organized room are important in
their performance at school and studying.

26
 TABLE 1.4

THE MEAN DISTRIBUTION OF SCHOOL ENVIRONMENT AMONG

RESPONDENTS IN TERMS OF T-STUDENTS’ BEHAVIOR

ITEMS MEAN DESCRIPTION

1. I treat my classmates well. 3 Always

2. Everyone in our school is a friend of mine 3 Always
especially my classmates.
3. I experience to be bullied. 2 Sometimes
4. I am dedicated to my studies. 3 Always
5. I respect teachers and my classmates because 3 Always
they deserve to be treated rightly.
Total 3 Always

The table 1.4 presents the mean distribution of School Environment among
respondents in terms of students’ behavior. All the items except item 3 got the mean of 3
with the corresponding description o ALWAYS. The respondents answered that they
always treat their classmates well, everyone is their friend, they are dedicated to their
studies and they always respect their teachers and their classmates rightly. While item
number 3 got the mean of 2 which is SOMETIMES. Respondents sometimes experienced
to be bullied. The table implies that the respondents answered ALWAYS their school
environment become positive or right because of their behaviors.

27
 TABLE 2.1

THE MEAN DISTRIBUTION OF SCHOOL ENVIRONMENT AMONG

RESPONDENTS IN TERMS OF COGNITIVE SKILLS

ITEMS MEAN DESCRIPTION

1. My capacity to learn new things depends on my 2 Sometimes
surroundings.
2. Having a complete facilities confidently pushes 3 Always
me to go to school every day.
3. Highly organized rooms produce good results, 3 Always
because I feel comfortable with it.
4. The way my classmates treat me has great role 3 Always
to play to enrich my educational experiences.
5. The way I think about my lessons are affected 2 Sometimes
by surroundings.
Total 3 Always

The table 2.1 presents the mean distribution f school environment in terms of
cognitive skills. Items 2, 3 and 4 got the mean of 3 with the description of ALWAYS.
Respondents answered having a complete facilities and organized rooms confidently
pushes them to go to school every day and produce good results, the way their classmates
treat them has a great role to enrich their educational experiences. The items 1 and 5 got
the mean of 2 with the corresponding description of SOMETIMES. Respondents’ capacity
to learn sometimes depends on their surroundings and also the way they think about their
lessons. The table implies that the respondents answered ALWAYS and the school
environment has a greatest impact and effects in terms of their studying and the way they
think.

28
 TABLE 2.2

THE MEAN DISTRIBUTION OF SCHOOL ENVIRONMENT AMONG

RESPONDENTS IN TERMS OF PERFORMANCE

ITEMS MEAN DESCRIPTION

1. I gain my self-confidence reciting in the class 2 Sometimes
when our school compound is clean.
2. I can easily conduct science experiments when 2 Sometimes
I’m on the Science laboratory.
3. I easily participate in a group activity when our 3 Always
rooms are well-lightened and ventilated.
4. A friendly classmates or group members during 3 Always
our performance tasks helps to gain self-
confidence.
5. With the help of books my performance in class 3 Always
will be improved.
Total 3 Always

The Table 2.2 presents the mean distribution of Social Media effects among
respondents in terms of their performance. Items 3, 4, and 5 got the highest mean of 3,
which is ALWAYS. Respondents said that they always need a well-lightened and
ventilated rooms, a friendly classmates or group members and books to improve their
performance in class. Items 1 and 2 got the mean of 2 with corresponding description of
SOMETIMES. Respondents said that if the school compound is clean they sometimes gain
their self-confidence and they can also conduct experiments when they are on Science
laboratory. The implies that the respondents answered ALWAYS and in order for them to
gain highest performance their classmates, the school compound as well as the facilities
play an important role.

29
 TABLE 2.3

THE MEAN DISTRIBUTION OF SCHOOL ENVIRONMENT AMONG

RESPONDENTS IN TERMS OF EXAMINATION

ITEMS MEAN DESCRIPTION

1. A clean and green environment makes my mind 3 Always
refresh especially during my examination.
2. It reduces stress when I’m studying or reviewing in 3 Always
a well-cleaned benches.
3. I’ve got high scores, every time I stayed on a quiet 2 Sometimes
and peaceful rooms.
4. Rude and annoying classmates decrease my self- 2 Sometimes
esteem and focus on reviewers.
5. It is easy to have a full forced review when I have 3 Always
books as a reference.
Total 3 Always

The table 2.3 presents the mean distribution of school environment in terms of
examination. Items 1, 2 and 5 got the mean of which is ALWAYS. Respondents said that
having a clean and green environment makes their mind refresh during the examination,
studying at benches during examination reduces their stress and with thee presents of books
they can always a full-forced review. On the other hand, items 3 and 4 got the mean of 2
with corresponding description of SOMETIMES. Respondents sometimes prefer to stay
on a quiet and peaceful room to have a high scores, and they said also that sometimes they
can’t focus on their reviewers when they are with annoying and rude classmates. The table
implies that the respondents answered SOMETIMES and their environment has a great
role to perform well and actively in their examination.

30
 TABLE 2.4

THE MEAN DISTRIBUTION OF SCHOOL ENVIRONMENT AMONG

RESPONDENTS IN TERMS OF WRITTEN OUTPUTS

ITEMS MEAN DESCRIPTION

1. I produce well-organized output when I’m 3 Always
surrounded by clean and green place.
2. Reading different kind of books improve my 3 Always
creativity in writing.
3. I comprehend my written outputs when the room 2 Sometimes
is free from rubbishes and dirt.
4. I politely ask my classmates on how to do our 3 Always
tasks and activities.
5. A quiet room makes my mind work faster in 3 Always
terms of writing essays and our outputs.
Total 3 Always

The table 2.4 presents the mean distribution of school environment in terms of
written outputs. Items 1, 2, 4 and 5 got the mean of 3 with description of ALWAYS.
Respondents said that they always produced well-organized outputs when they are
surrounded by a clean and green environment, reading different books always improve
their creativity in writing, they always politely ask their classmates on how to do a
particular task and outputs, it is relevant also for them always that they are on a quite rooms
to make their mind work faster in every writing process. Item number 3 got the mean of 2
with a corresponding description of SOMETIMES. Respondents sometimes comprehend
their written outputs when their rooms are free from rubbishes and dirt. Overall, it implies
that the respondents answered ALWAYS, and their written output as well as their writing
capacity was based on their environment.

31
 TABLE 3

SUMMARY OF r VALUES

VARIABLES r CORRELATION
S- Cleanliness of School Compound 0.37 Low Positive Correlation
Vs
Cognitive Skills
S- Cleanliness of School Compound -0.27 Low Negative Correlation
Vs
Performance
S- Cleanliness of School Compound -0.71 High Negative Correlation
Vs
Examination
S- Cleanliness of School Compound 0.49 Low Positive Correlation
Vs
Written Outputs
W- Inadequate School Facilities and -0.83 High Negative Correlation
Paraphernalia
Vs
Cognitive Skills
W- Inadequate School Facilities and -0.06 Low Negative Correlation
Paraphernalia
Vs
Performance
W- Inadequate School Facilities and 0.20 Low Positive Correlation
Paraphernalia
Vs
Examination
W- Inadequate School Facilities and -0.92 High Negative Correlation
Paraphernalia
Vs
Written Outputs
O- Having a Highly Organized Rooms -0.52 High Negative Correlation
Vs
Cognitive Skills
O- Having a Highly Organized Rooms 0.95 High Positive Correlation
Vs
Performance
O- Having a Highly Organized Rooms 0.51 High Positive Correlation
Vs
Examination
O- Having a Highly Organized Rooms -0.15 Low Negative Correlation
Vs
Written Outputs

32
 T- Students’ Behavior 0.24 Low Positive Correlation
Vs.
Cognitive Skills
T- Students’ Behavior 0.21 Low Positive Correlation
Vs.
Performance
T- Students’ Behavior -0.59 High Negative Correlation
Vs.
Examination
T- Students’ Behavior 0.98 High Positive Correlation
Vs.
Written Outputs

Table 3 presents the summary of r values. The variables O- Having a highly

organized rooms versus performance; T- Students’ Behavior versus written Outputs have
a high positive correlation. It means that there is a strong significant relationship between
the variables. The variable that have a high negative correlation are the S-Cleanliness of
school Compound versus the written outputs; W- Inadequate school facilities and school
paraphernalia versus cognitive skills and written output; as well as the T- Students’
Behavior versus examination. It indicates that there is a weak significant relationship
between its variables.

While the rest have the correlation of High Positive or Negative and Low
Positive and Negative Correlation. It means that the variables have a low negative or
positive significant relationship to each other.

PEARSON’S COEFFICIENT CORRELATION SCALE

1.00 Perfect Positive Correlation

0.51 to 0.99 High Positive Correlation
0.1 to 0.50 Low Positive Correlation
0 No Correlation
-0.51 to -0.99 High Negative Correlation
-0.1 to -0.50 Low Negative Correlation
-1.00 Perfect Negative Correlation

33
 TABLE 4

OVERALL SUMMARY OF r VALUES

X Y X2 Y2 XY
82 85.8 6724 7361.64 7035.6
86.4 65.8 7464.96 4329.64 5685.12
86.8 68.8 7534.24 4733.44 5971.84
78.8 64.6 6209.44 4173.16 5090.48
Ʃ=83.5 Ʃ=57 Ʃ=27932.64 Ʃ=20597.88 Ʃ=23783.04

r= n ( ƩXY) ̶ (ƩX) (ƩY)

√ [ n ( ƩX2 ) ̶ (ƩX)2 ] [ n ( ƩY2 ) ̶ (ƩY)2
= 4 (23783.04) – (57) – (83.5)

√[ 4 (27932.64)- (835)2] [4 (20597.88) – (57)2

= 95132.16 – 4759.5__________________
√ [(111730.56 – 6972.25)] [ 82391.52 – 3249]
= 90372.66__________
√ 8290836644

= 0.99 High Positive Correlation

The table 4 presents the overall summary of r values. All scores of X re written

as independent variables, the S- Cleanliness of school compound, W- Inadequate school

facilities and paraphernalia, O- Having a highly organized rooms, T- Students’ behavior.

All scores in Y variables are written as dependent variable, cognitive skills, performance,

examination, written outputs. It was squared, scores of two variables are multiplied. 0.98

is the correlation value, therefore it has a High Positive Correlation.

34
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, conclusion and the recommendation of the study.

SUMMARY

After the retrieval of the questionnaire and the tabulation of all data, the

researcher found out the following findings:

1.1 Most of the respondents evaluate that their school environment such as

their ground or field are properly cleaned as well as the backyard area,

proper segregation of waste are on good state and sometimes practiced.

The cleanliness of the school is considered the strength because it

sometimes affects the respondent’s studies and way of learning.

1.2 Among 47 respondents they said that always the weakness of their school

is the facilities and learning paraphernalia such as books and learning

modules.

1.3 Respondents believe that their performance depends on the place or rooms

for studying. Having a highly organized rooms helped a lot and play an

important role for them to have a good performance and grades.

1.4 Majority of the respondents said that their school environment became

positive or right because of their behaviors.

2.1 Respondents capacity to learn sometimes depends on their surroundings

because the environment has a greatest impact and effects in terms of their

studies and the way they think.

35
2.2 In terms of performance, the school compound and also the facilities and

learning paraphernalia are always important for them to gain highest

performance.

2.3 Students’ examination is sometimes affected by the environment.

Respondents prefer to study on a clean and green environment to be more

focused and refreshed to have a high scores.

2.4 Respondents’ capacity to improve writing skills and the school environment

has a strong relationship to each other.

3. The independent and dependent variable of the study has a strong significant

relationship with a correlation value of 0.99 with a high positive correlation.

36
CONCLUSION

In the view of foregoing findings, the following conclusion are drawn:

1. The researcher found out that the school compound are maintained, proper
segregation of waste and cleanliness are practiced.
2. There are also a need for the adequacy of school facilities and learning
materials for confident an enjoy learning of the students.
3. Classroom management are important for the students to increase the urge
in studying.
4. Behavior of the people on the environment affects on how they perform in
class.
5. The capacity to learn of the students was based on the environment they
exposed.
6. Having a highly organized rooms have a strong significant relationship to
the performance and examination of the respondents. Also the students’
behavior have a strong significant relationship to the written outputs of the
students.
7. Cleanliness of school compound and the written outputs have a weak
significant relationship to each other such as the inadequacy of school
facilities and learning paraphernalia and examination, the students’
behavior versus cognitive skills and their performance.
8. Cleanliness of school compound and written outputs have the strong
negative significant relationship, as well as the inadequate school facilities
and paraphernalia versus the cognitive skills and written outputs, students’
behavior versus the examination.
9. The cleanliness of school compound and performance, inadequate school
facilities and paraphernalia versus the performance and having highly
organized rooms versus the written outputs has a weak negative significant
relationships to each other.

37
RECOMMENDATION

In the view of the foregoing findings, the following are hereby recommended.

1. The school together with the help of Department of Education should

ensure and implement the presence of complete facilities and learning
paraphernalia or materials used by every students to confidently transcend
their learning experiences. School together with the stakeholders should
continue to support and improve school environment for better learning/
2. Teachers needed to guide and give students a happy and motivational
environment for them to cope and enjoy learning.
3. As a students, it is more enjoyable to learn different things and studying in
a clean and well maintained environment, together with the school you
should be the one to take an action on helping and improving school
environment. Give time to make your learning experience more
unforgettable and enjoyable in a friendly act. Eagerness to learn different
things in a friendly, maintained and good environment for extraordinary
experience is needed to practice well.
4. For the future researchers, make some further and deeper study related to
the strength, weaknesses, opportunities and threats of the school
environment, and give more importance on its significant relation to the
academic performance of the students.

38