CLASSROOM ENVIRONMENT AND ACADEMIC PERFORMANCE

A Thesis
Presented to the Faculty of Senior High School Department
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City

In Partial Fulfilment of the Requirements in Research 1

Humanities and Social Sciences

SOPHIA JHEN DEFE

PATRICIA CLAIRE DAVALOS
HUMSS-D
July, 2017
 Chapter 1

THE PROBLEM AND ITS SETTINGS

Introduction

Classroom Environment refers to the surroundings, ambiance, and the

things that students use including the most common things we see in classrooms

like white board,arm chairs, and the electric fans/ceiling fans. Academic

Performance refers to the students overall Academic Activities that they make in

their classrooms/school to achieve something.

The classroom is where the student gain an understanding of their place

in the world and the gifts that they have to offer it. It is where the student

develops what they want their future to look like, as well as 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 receive maximum effectiveness in instruction.

If schools really do play a large role in teaching the next generation how to be

successful members of society then every precaution should be taken to make

sure that the learning environment is one that helps students thrive. If not

approached correctly, a classroom can be set up in a way that stifles creativity or

does not promote a positive learning environment. (Hannah,2013)

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. Teachers are

continually looking to create a "positive" classroom climate in which student

learning is maximized. It is having an environment where students feel safe,

nurtured, and intellectually stimulated. This type of positive classroom climate

allows for students to meet their basic needs of physical and mental health.

While there is no specific definition of what creates a negative classroom climate,

it is considered to be one in which students feel uncomfortable, whether

physically, emotionally, or academically, for any reason. (Falsario,2014)

Theoretical Framework

Hannah 2013 stated in his study The Effect of Classroom Environment on

Student Learning that the classroom is a place where the students gain more

knowledge and it is the place they discover what they wanted to become in the

future. Classroom is also an important place where students/children grow and

learn many things in their life. He also stated that in order for classroom to be

effective precaution should be taken to make sure that the learning environment

is the one helps the students thrive and if not approached correctly, the students

will be the one who’s really affected.

Falsario 2014 stated in his study Classroom Climate and Academic

Performance of Education Students that the Classroom Environment is very an

important tool for students. Academic Achievement; a classroom that has a

positive outlook are the best for students to be more productive in their school

performances. Schools who have positive out looking classrooms can help
students to be more comfortable, stable, feel safe, and can meet their basic

needs of physical and mental health rather than a negative out looking

classrooms that can make them feel uncomfortable feeling,can’t focus in their

activities and feel triggered.

Conceptual Framework

Classroom Environment is the Independent Variable while the Academic

Performance is the Dependent one. The relationship of the two is that, if the

Classroom Environment is not effective or does not produce effectiveness, it may

affect the students’ performances inside the classroom and make the

children/students learn nothing or they will not gain enough and more knowledge.

Independent Variable Dependent Variable

CLASSROOM ACADEMIC
ENVIRONMENT
PERFORMANCE

Figure1. Conceptual Framework of the Study

Statement of the Problem

This study investigated the significant relationship of the Classroom

Environment and Academic Performance in HUMSS-D students of Ramon

Magsaysay Memorial Colleges of General Santos City.

Specifically, this study sought answers to the following questions:

1. How is the classroom environment of HUMSS-D be described?

2. What is the academic performances of the respondents?

3. Is there a significant relationship between the Classroom Environment

and students’ Academic Performance?

Significance of the Study

The results of this study are beneficial to the following persons:

To Administration. They will be aware of what the students need in classrooms

and will make disciplinary actions.

To Teachers. They will be aware what kind of knowledge the students need

every day and will also make disciplinary actions towards the students.

To HUMSS-D Students. They will be aware how noise pollution affects their

classmates and how it will affect their performances inside the classroom. Also,

they will realize that a classroom environment is very important for all of the

students and will cause a good effect or not to them if they didn’t take actions for

this.

Future Researcher. This will serve as a reference for their study related to this

topic.
Scope and Delimitation

The study focused on the Effects of Classroom Environment and

Academic Performance of the students in HUMSS-D who are enrolled in Ramon

Magsaysay Memorial Colleges of General Santos City, this school year 2017-

2018.

Definition of Terms

To provide the readers a better understanding of the frequently used

terms in the study, the following terms are defined operationally:

Classroom Environment. Refers to the ambiance that is present in a

classroom. For example is the noise that students make or the things they use in

their class.

Academic Performance. Refers to the students overall Academic Activities that

they make in their classrooms/school to achieve something.

 Chapter 2

Review of Related Literature

This chapter deals with related literatures and studies that could give light

to the researchers

According to N.W Twoli et al (2007) instructional materials, teaching

resources, learning aids and audio visual aids are aids that teachers use to assist

learning and also increase interest of learners in the learning process. Teachers

use resources to enhance learners’ participation in class for effective learning.

Instructional materials have been defined by various authors. For example,

Obanya(1989) viewed them as didactic materials thing which are supposed to

make learning possible. Ikerionwu (Isola, 2010) referred to them as objects or

devices, which help the teacher to make a lesson much clearer to the learners.

According to Oladejo, Maruff A. (PhD) et al (2011) there is a significant

difference in the achievement of children taught using instructional resources,

those taught using instructional material obtained highest achievement scores.

The sameobservation was also made by MomoliIsola (2010).

According to N.W Twoli et al (2007) for other children, learning is more

effective ifthey look at objects, observe a process or watch people doing some

work. Yet for others sounds and feeling such as those from the radio, television,

movies and talks by resource persons make their learning easier.

 Hall and Paulucci (1970), concluded that the use of audio visual materials

will not ensure effective learner learning automatically. The teacher should learn

how to select material carefully, preview and use them effectively. In addition, the

materials should only be used when and where possible to realize performance

in the classroom. When resources are presented to the class they only be

accompanied by clear explanation or suggested study guide.

According to Hallack (1990), the availability, relevance and adequacy of

educational resource items contribute to academic achievement and that

unattractive school buildings, crowded classrooms, non-availability of playing

ground and surrounding that have no aesthetic beauty can contribute to poor

performance, Fuller (1985) discovered that children who had use or two or more

books were almost three times better than those who had no textbooks in school

in their performance. Montessori (1952) stated that the learner should be

provided with a rich and suitableenvironment in the classroom where the child

would be free to move and play.

Eshwani(1983), states that difference in instructional resources in pre-

school seem to account for differences in achievement. Instructional materials

such as books, charts, models, visual aids and play material have some bearing

in school performance. Schools that found having well and enough instructional

materials are also performing well academically.

Wachieye (1990) says that the use of learning resources involves the use

of more than one of the human senses at the same time during learning process.

As per thestudies of psychologists also found that different human senses

accounts for varyingpercentages of learning. It is estimated that taste account for

1%, touch 1.5%, smell3.5% and sight 83%. It is believed that 20% of what is

heard is retained while 50%of what is seen is retained and hence the need for

visual teaching aids and activelearners participation.

Further, Wachieye (1990) stated that teaching learning materials provide

significantgains in formal learning by improving the learners’ abilities. These

include retention,remembering, thinking, reasoning, interest and imagination,

better understandingand personal growth and development. When resources are

used there is greatopportunity for learners to move about, talk, love and interact

freely under suchconditions. The learner work independently and collaborating

and this make learning interesting. Learners get the opportunity to handle and

manipulate objects hence increasing their understanding, this is learning by

doing. They help in providing conduciveenvironment for capturing interest as well

as sustaining attention and learners’ motivation. Use of educational resources

saves energy and time because most of the concepts areeasily clarified and

understood. They promote learning as clear images are formedwhen learners

see, hear, touch, taste, and smell as their experiences are direct andconcrete,

learning through the use of senses is the most natural and easiest way

oflearning.

According to Bryant (1983) in Kenya, research on instructional resources

affect the children’s academic performance in preschools has been minimal. This

could beattributed to the fact that instructional resources are not as widely used

in the preschools as in the upper classes. However, there is need to call for more
researchon how the usage of such a resources, as charts, abacus and beads

among othersimpacts on school academic performance.

According to Whitaker (2004), the main factor in the classroom is not the

student, but the teacher. Great teachers have high expectations for their

students, but even higher expectations for themselves (2004). These teachers

recognize the importance of connecting with their students, that if they are unable

to connect with them emotionally then it is impossible to effect there mind (2004).

“Good teachers put snags in the river of children passing by, and over time, they

redirect hundreds of lives… There is an innocence that conspires to hold

humanity together …” (Bolman& Deal, 2002.). Whitaker (2004) reported that

teachers are the first most important point of contact in a student’s life. Despite

the countless reforms and programs implemented to improve education, no other

element can be as profound as the two human element. He urges, “It’s

thepeople, not the programs” (Whitaker, 2004,). More profoundly he added,

“There are really two ways to improve a school significantly: Get better teachers

and improve the teachers in the school”.

Research acknowledges (Tyler &Boelter, 2008) teacher expectations as

strong and reliablepredictors of performance among elementary, primary and

high school students. Other research(Walker Tileston, 2004; Whitaker, 2004)

revealed that for many primary grade level students, the classroom environment

and the teacher can effect a student’s desire to cheat academically, consider or

follow through on dropping out of school, as well as demonstrate a decline in

academic performance. Students are influenced by perceptions of their teachers’

impartiality, competence, caring and support as well as the nature of the teacher-

student relationship thatresults (Stipek, 2002).

According to Tyler and Boelter (2008), positive teacher expectations were

associated with highacademic performance or academic gains; whereas negative

teacher expectations resulted in decrease in academic performance.

Teachers need to capitalize on the impact that their positive attitude plays

inside the classroom, “the genuine enthusiasm displayed by the instructor is

always a major factor in motivation because it is contagious. It engenders a

pleasant atmosphere in the classroom and contributes tohigh motivation” (Miller

& Rose, 1975,). Marzano adds, “The quality of teacher–studentrelationships is

the keystone for all other aspects of classroom management” (Marzano, 2008).

Reinforcement theorists argue that motivation is in the environment, not in the

person such as the teacher (Stipek, 2002). However, it is the teacher who plays

the vital role in setting the atmosphere (Whitaker, 2004).

According to Freiberg and Stein (1999), “school climate is the heart and

soul of a school”.Stewart (2008) identifies three facets of school climate: school

culture, school organizational structure and the school social structure. The

school’s culture effects students’ connectedness to their environment which

research suggests affects academic achievement. The second element is school

organizational structure, which Stewart uses to describe school and class size,

both found to lead to positive behavioural and scholastic achievement. The third

element Stewart explored was the schools social structure, which includes
characteristics such as staff and student ethnicity, gender, socio- economic

status, teacher ability and preparation (Stewart, 2008).

Classroom social environment plays an important role in development for

school-aged children.Student experiences within the classroom help to develop

their behavioural, social, and academic skills. The quality of the interactions that

students have with their teachers predicts later academic success (Pianta,

Steinberg, & Rollins,1995). Classroom characteristics, such as class

composition, student and teacher characteristics, student interactions with peers

and teachers,classroom values, and classroom beliefs all influence student

academic development Pianta, LaParo, Payne, Cox, & Bradley, 2002; Koth,

Bradshaw, & Leaf, 2008; Perry, Donohue, &Weinstein, 2007; Because these

components may influence student academic futures, it isimportant to understand

the classroom pathways that underlie student academic achievement.

Teacher-student relationship theory Pianta’s (1995) posits that teachers

shape student experiences in school. Beyond the traditional method and role of

teaching academic skills,teachers guide student activity level, teach

communication skills, provide opportunities forstudents to form peer relations,

provide behavioural support, and teach coming skills. Teachershave various

roles and spend a large amount of time with students. This theory proposes

thatwhen 2 teachers have close and positive relationships with students, they are

more motivated tospend extra time and energy promoting student success. But

when teachers have do not agree andnegative relationships with students, they

more frequently attempt to control student behaviour and thus hinder efforts to
promote a positive school environment for them (Pianta et

al.,1995;Hamre&Pianta,2001).Furthermore, Hamre and Pianta (2001) assumed

that students react to theirrelationships with their teachers. When students feel

that they have close and positive relationswith teachers, they are more inclined to

trust and like those teachers and thus are more motivatedto succeed. In contrast,

when students feel that they have conflict and negative relationshipswith

teachers, they do not like or trust the teachers, are not motivated to succeed and

may bedefiant towards the teachers (Pianta et. al, 1995; Hamre&Pianta, 2001).

Many studies havereported that the quality of the relations between teachers and

students was associated withstudent academic performance.

Telic and Paratelic Motivation.A substantial body of theories already

exists on how people evaluate their environments, what elements they prefer,

how they interact with physical surroundings and many other related aspects.

Especially relevant to a classroom environment would be the approach

developed by Apter (1982, 1984, 2014), who describes two types of motivation—

telic and paratelic within reversal mode-based theory of motivation (and

personality). Telic motivation is oriented toward achieving a goal, and people in

this state look for low arousal environments with an end state being relaxation.

On the other hand, paratelic motivation is focused on the activity itself and is

triggered by lack of arousal (boredom), therefore heightened arousal is pleasant

and people are motivated to seek highly arousing environments when in this

motivational state. In telic mode, means-ends motivations are reactive, goal-

oriented and end-oriented, whereas in paratelic mode, the motivations are

proactive, behaviour-oriented and process-oriented. Thus, the assumption of this

theory is that students—or anyone attempting to acquire knowledge—would

much rather prefer environments that facilitate experiencing a telic state. On the

contrary, environments evoking paratelic states would be undesirable as

classrooms, as these would not motivate occupants toward essential goals. It is

understood that a myriad of theories and frameworks are available for creating

well-designed learning environments, e.g., the Gestalt laws of perceptual

organization (Wagemans et al., 2012) or Ergonomic Classroom Assessment

(Harik and Fattouh, 2010). However, here the focus will be how telic versus

paratelicmotivation may explain the results of particular research findings.

Acoustics.Noise is well known to have an impact on human performance.

Chiang and Lai (2008) investigated and identified some of the negative effects of

working in a noisy room, with a focus on young children. They claim that noise

influences not only learning outcomes, but also the health of the occupants. In

the case of young children, they have not yet developed enough executive skill in

activities involving communication channels, like speech comprehension, use of

language, and written and oral skills (Mills, 1975). Therefore, interference

profoundly interrupts the process of acquiring those essential capacities in

children, and noise is far from the only possible kind of interference. Noise

undermines reading, writing and comprehension skills, as well as overall

academic performance, as noise makes it hard to focus on the task being

performed (DiSarno et al., 2002). Chiang and Lai (2008) reviewed previous

findings on noise’s harmful effect on mental and physical wellbeing as part of

their study. From a plethora of demonstrable effects, the following negative

outcomes were reported specifically in the context of a noisy room: getting tired

easily, leading to lower efficiency; increased heart rate; dyspepsia; poor appetite;

insomnia; headache; tinnitus; and facial pallor (p. 1621).

Zannin and Zwirtes (2009) carried out a study comparing schools built in

1977–2005 according to three different recommended standard designs for

school buildings. Reverberation time, sound insulation coefficients and ambient

noise were correlated to international standards. Their research confirms what

previous studies have found. Many classrooms are simply not comfortable places

to acquire knowledge or to be mentally focused at all time, due to noise

interference. Zannin and Zwirtes (2009) show that even following standard best

practices for design, the results are sub-optimal for a learning environment. Most

importantly, the authors highlight that the relative position of schoolyards and

recreation spaces is often ill conceived with respect of the rest of the school. In

addition, the architectural design and material choices allow for voice and noise

to be carried between two adjoined classrooms and hallways.

Noise level is another important issue when looking at how acoustics

affects academic performance. No internationally recognized norms on maximum

noise levels for classrooms exist, but, for example, Brazil’s regulatory body has

mandated a maximum of 40 dB(A) (Zannin and Marcon, 2007). However, one

well-controlled study of classroom noise levels revealed values over 40 dB(A) for

each of five tested classrooms with open and closed windows (Zannin and

Marcon, 2007). In the same study, the authors found that both students and
teachers pointed out that noise in the classroom was a major source of

disturbance for them. Interviews with 62 teachers and 462 students included

questions pertaining to how they evaluated various acoustic aspects of their

classrooms. These interviews indicated that bothersome noise came mostly from

other classrooms. Presumably, teachers and students in adjoining classrooms

spoke too loudly. The study reported that every objectively measured acoustic

characteristic of the classrooms (background noise, reverberation time, sound

insulation) fell short of Brazil’s standards. In yet another study, researchers

showed clearly that classrooms were not a productive and comfortable place to

acquire knowledge, because of poor acoustics (Kruger and Zannin, 2004).

Zannin et al. (2012) and Zannin et al. (2013) recently found this pattern of

negative effects again.

Light.The quality and quantity of light (illumination) undoubtedly

influences the perception of comfort in a particular space. Illumination has strong

and well-documented effects, but less obvious is the case of light quality. Boray

et al. (1989) undertook a study evaluating how different types of lighting (warm

white, cool white, and full-spectrum fluorescent) affect various dependent

variables, including: cognitive performance, room attractiveness, judged room

size, and pleasure of room. They found no significant differences among all

dependent variables with respect to the type of lighting used. The researchers

could only conclude that management prefers warm white or cool white over full-

spectrum light, chiefly because the first two are less costly to buy and maintain.
 A natural assumption might be that more light always creates a better,

more positive impression of a classroom’s qualities. However, one study clearly

shows an upper limit to classroom lighting, above which the lighting has negative

effects. Kruger and Zannin (2004) conducted a study in Brazil comparing

luminance in classrooms throughout the course of several days in August 2000.

One room was equipped with windows with light shelves; another was not.

Classrooms were on the same side of the building, and all other variables were

held constant. Interestingly, these studies showed that rooms both the with light

shelves and without light shelves condition had advantages and disadvantages.

In late afternoon, windows with light shelves produced light below prescribed

luminance, whereas windows without light shelves created high luminance

values throughout the day, which can lead to gradual furniture and fixture

damage—and distract students and teachers—as well as increase thermal

discomfort. This research shows that even such feature like light shelves might

have some drawbacks.

Colour.The effects of exposing people to particular colour have always

intrigued scientists. Colour most certainly affects our experience of the world. For

instance, an on-going debate concerns the peculiarly named colour “baker-miller

pink,” which is purported to lower stress and anxiety levels, as well as affecting

physiological functions—e.g., reducing blood pressure and pulse rate (Schauss,

1985; Profusek and Rainey, 1987; Bennett et al., 1991). As far back as 1988,

Gilliam and Unruh noted that the results of studies on baker-miller pink were

incongruent with each other. Therefore, Gilliam and Unruh (1988) investigated
the topic themselves, finding no significant differences between peoples’

experience of and reactions to ordinary white walls and the more unusual baker-

miller pink walls.

Elliot et al. (2007) exposed participants to the colour red, green, or black

before giving them a test; they found that exposure to red, even if participants

were not consciously aware of the exposure, impaired their academic

performance. The effect was found even when a number was written in red ink at

the top of a sheet of paper. Greater right frontal hemisphere EEG activation was

found when students were exposed to red, which is consistent with similar

findings of greater activation in right frontal relative to the left frontal cortex

following exposure to the colour red.

Another argument for the negative effects of the colour red pertains to

findings by Gimbel (1997) and Pile (1997), which are summarized in a table as

part of their research paper (Gimbel, 1997; Pile, 1997 as cited in Fisher, 2005).

Notably, these authors suggest that the colour green is best for classrooms.

Gimbel (1997) and Pile’s (1997) table also suggests which colours might be

responsible for specific student behaviours. For example: red—alert, increased

pulse, activity; green—balance, judgment, arrested movement, stasis. However,

in his book on environmental psychology, Gifford (2007) argues that performance

on math and reading tests did not vary among students who performed in

classrooms with different coloured walls.

In a brief review of how to design effective study environments, Stone

(2001) highlights the lack of a clear relationship between colourand mood

(working from the assumption that mood is directly connected to performance).

Based on a review of dozens of studies, Stone observes that if any relationship

does exist, the most likely associations are red and yellow colours with

stimulation and blue and green colours with calming effects. Stone also found out

that colour did have an impact on qualitatively different tasks (math task versus

reading task). The colour of the surrounding environment affected performance

on more difficult tasks, i.e., the reading task. A further finding was that the lowest

performance on cognitively demanding tasks was in classrooms with red walls.

Temperature.We argue that temperature plays a significant role in how

likely we are to feel comfortable while performing a task. Probably the ideal

temperature is one that is hardly noticeable—neither too cold nor too hot.

Unsurprisingly, the temperature of classrooms is another important factor that

contributes to students’ academic performance. In a literature review of thermal

quality and students’ learning, Earthman (2002) highlighted the existence of

prime temperature ranges for optimal learning outcomes. Generally, research

shows that temperatures between 68 and 74°F—20 and 24°C—are most

conducive to comfort and, by extension, learning. In addition, 50% relative

humidity was found to be an acceptable value for classrooms (Earthman, 2002).

A link between temperature and acoustics exists, ill-maintained air conditioning

systems, beside obvious problems with maintaining optimal classroom

temperature, may produce considerably uncomfortable noise.

Seating Arrangement.We argue that the seating arrangement is a potent

means to efficiently manipulate the physical characteristics of the classroom to

ensure high performance of both students and teachers. Douglas and Gifford’s

(2001) research incorporated a lens model approach (“a probabilistic

representation of the way perceivers use environmental cues to draw inferences

about the environment,” p. 296), which was originally developed by Brunswik

(1956). Students and professors, who evaluate classroom physical

characteristics, might not at first glance be related to issues of academic

performance. However, Douglas and Gifford’s (2001), at the outset of their study

modified a lens model to suit their needs. Students and professors in this study

judged how friendly the classroom was and how much they preferred it. Douglas

and Gifford (2001) explain how friendliness and overall preference was described

on the questionnaire. Friendliness was defined as “(…) how warm, comfortable,

etc., the room makes you feel, in your own opinion.” Overall preference was

defined as “a global rating of all factors that you consider important to the

classroom environment” (p. 298). Each participant was shown two photos of 35

various classrooms, and she evaluated them on the scale just described.

Surprisingly, only three characteristics of the classroom explained between 40

and 57% of the variance in the evaluation of friendliness and overall preference

by both students and professors. In this study, both groups preferred socio-petal

arrangements of seats. Socio-petal arrangement is defined as a placement of

chairs and tables in a way that it allows for a greater social interaction amongst

students and professors. Two other notable properties were a view of the

outdoors and comfortable seats. Not surprisingly, quality of seating was more

significant for students, as teachers tend to have comfortable seats owing to their
higher status. Douglas and Gifford (2001) pointed out that users of classrooms

did not rate highly such classroom properties as brightness, room size and

aesthetic complexity.

Douglas and Gifford’s (2001) investigation offers no insights regarding

how these various classroom properties are related, nor if they individually or

together actually relate to the learning process. However, we argue that it is

reasonable to assume that physical characteristics known to elicit positive

feelings and make people comfortable in the learning environment must

necessarily be correlated with stronger student performance. Being in an

appealing classroom, therefore, is far preferable to being in a classroom without

socio-petal seating arrangements, a view to the outdoors, and comfortable seats.

This assertion remains to be tested, however.

Rosenfield et al. (1985) tested how desk and chair arrangement affected

students’ behaviour. Elementary school children were measured according to

their on-task behaviours, such as hand-raising, discussion comment,

questioning/pupil request, listening, out-of-order comment, and speaking; and on

their off-task behaviours, such as disruptive conduct, withdrawal, and aggression.

The dependent variables mentioned above were clearly defined and measured

by trained evaluators. The possible desk arrangements were clusters, rows, and

circles. Results showed that students seated in circles showed the most on-task

behaviours. The second-best arrangement of desks and chairs was a cluster

arrangement, and the least effective was desks arranged in rows. As expected,
such variables as sex, age, and attitude toward studying affected students’

scoring, too.

The education system in Chile.Education has been one of the most

important issues for the Chilean government and, while there has been a policy

of on-going reform for quite some time, in the early 1980s major changes were

introduced that have strongly influenced subsequent developments and have

had a strong bearing on the situation that unfolded during the first decade of this

century.

The reforms of the early 1980s decentralized the education system by

handing over the administration of the country’s public schools to its

municipalities. In addition, the historical-cost funding system was replaced

with per-student subsidies so that pupils could choosewhich school to attend.

These changes did expand school coverage, but they failed to improve the

quality of education, which had been one of the goals of the reform.

This decentralization process has a number of critics (Muñoz and

Raczynski, 2007), while Beyer (2009) argues that it has been only partial, since,

although it is true that the schools are no longer administered by the central

government, the municipalities have not been endowed with the necessary

capacity to manage them properly. The associated debate concerning the quality

of the education provided by municipal schools has been heated, and there is an

ample body of literature on the subject (Drago and Paredes, 2011).

The economic crisis that broke out in 1981 triggered a steep reduction in

funding for public schools. Between 1982 and 1990, government spending on
education was cut by 29%. Moreover, Chile had no system in place for assessing

the quality of education until 1988, when the Education Quality Measurement

System (since) was introduced. The since tests are still in use today. At first,

these test results were not made public, but they have been in the public domain

since 1995. In 1990, with the promulgation of the Teachers Statute, a wage floor

was set for teachers and their rightsas members of the teaching profession were

codified. This law generated a series of rigidities associated with limitations on

teacher mobility and on teacher dismissals. In 1991, schools began to be allowed

to supplement government funding with school fees. As of 2008, 49% of the

country’s 11,905 schools were run by the municipalities, 44% were government-

subsidized private schools and 6% were private educational institutions (Ministry

of Education, 2008a). The main tool used to measure the quality of education in

Chile is the simce test, which has yielded comparable results only since 1997.

From that year on, test results were stable until 2010, when some improvement

began to be seen. The figures attest to sharp inequalities in the quality of

education. After 4, 8 or 10 years of schooling, a sizeable portion of the student

body does not have the basic skills or knowledge expected of students in the

corresponding grade (Muñoz and Weinstein, 2009).

As of 2008, 35% of all fourth-grade students were rated as having an

initial level of proficiency in reading and 41% scored at that level in

mathematics.Based on the test results for fourth-graders (9-yearolds, on

average) and eighth-graders (13-year-olds, on average) in 1999 and 2000,

Eyzaguirre and Le Foulon(2001) conclude that nearly 40% of all elementary

school students cannot understand what they read; for students in the second

year of secondary school, i.e. tenth grade(15-year-olds, on average), they put the

figure at 33%. The 1999 since test scores indicate that 32% of the students in

fourth grade had not mastered the skills and knowledge that a second-grade

student should possess; 25% were at the third-grade level; another 25% had

aninitial level of proficiency for fourth grade; and only 11% had a satisfactory

level of proficiency. Other standardized tests, such the Trends in International

Mathematics and Science Study (TIMSS),yield similar results. One out of every

two eighth-grade students is at least four years behind in mathematics. What is

more, the average score on this test for Chilean students from households

having high levels of educational attainment, who perform better than other

students in the country, is below the overall international average and is on a par

with the average score of students fromhouseholds having a low level of

educational attainment in the Republic of Korea, Slovenia, the Russian

Federation, Belgium and others. In addition to the fact that, on average, the

quality of education is low, there is also a marked degree of inequality. Of the

students who attend private schools, 1 out of 2 score over 300 points on the

sincemathematics tests, whereas only 1 out of 5 students in government-

subsidized private schools and only 1 outof 10 students in municipal schools

score at least 300 (Fontaine, 2002; Brunner and Cox, 1995; García andParedes,

2010).
 The teachers.The assertion made by Barber and Mourshed (2008)that

“the quality of an education system cannot exceed the quality of its teachers” (p.

15) has prompted many governments to focus on their faculty and on making a

teaching career more attractive. In Chile, the situation is clear. Most of the

country’s teachers were not near the top of their class when they were in school,

and only1 out of every 24 of the younger teachers who studiededucation in

universities belonging to the Chilean University Council of Rectors were in the

top 10% of their graduating class (Claro, 2009). This is corroborated by Cabezas

and others (2013), who draw attention to the need to upgrade teacher

qualifications, especially in schools with the most vulnerable students. In 2008,

Chile had 176,472 practising teachers, of whom 46% were working at municipal

schools, 43%in government-subsidized private schools and just 11% in private

schools. A majority of teachers are women (71%). Teachers’ salaries rose by

around 200% between 1990 and 2008, but that increase has not been pegged to

individual performance (Ministry of Education, 2008a). The idea that the quality of

instruction is the touchstone of learning was what underlay the decision in 2003,

in the wake of protracted negotiations with the Teachers’ Association, to begin

evaluating teachers in municipal schools on an individual basis. The design

of the teacher evaluation system was highly politicized and extensively

negotiated, which might lead one to suspect that it would not provide an accurate

evaluation of teacher performance. Contrary to expectations, however, León,

Manzi and Paredes (2008) found that the results of teacher evaluations correlate
relatively well with the learning outcomes of their students, which would appear

to indicate that the evaluation system has been well-designed.

School environment and discipline.The surrounding environment, the

way that teachersmanage their classrooms and school discipline aregenerally

regarded as crucial factors in students’ learningexperiences (see, for example,

Ritter and Hancock,2007; Nie and Lau, 2009, and references). While

theseconcepts have been defined in various ways in theliterature, generally

speaking, all of these definitionsencompass the steps taken by teachers to keep

order intheir classrooms, engage their students and elicit their cooperation

(Emmer and Stough, 2001).Kennedy (2005) suggests that the need to manage

students in the classroom often interferes with teachers’ efforts to convey ideas

to them. She contends that, out of fear of losing their students’ interest, teachers

sacrifice intellectual content in order to keep the situation under control because,

if they present material that is too intellectually challenging, some students will

back off or become distracted and disruptive because they find that following the

class requires too much intellectual exertion.

The classroom environment and discipline have also been identified as a

critical factor in teachers’ work satisfaction. Time and again, teachers mention

school discipline as one of the greatest challenges that they face (Ritter and

Hancock, 2007). Discipline problems are also frequently cited as one of the main

reasons why some teachers decide to leave the profession (Morris Rothschild

and Brassard, 2006). Given how strongly the classroom environment influences

students’ academic performance and teachers’ work satisfaction, a number of

studies have been conducted in an attempt to identify different discipline

management styles and their effectiveness. Three main styles are identified in

the literature (Lewis and others, 2008). The first is associated with the idea that

teachers should closely control their classrooms and their students’ behaviour

and with the “assertivediscipline” or “take-control” approach first developed by

Lee and Marlene Canter in 1970 (Malmgren, Trezekand Paul, 2005). This

approach calls for teachers to set out ground rules at the start of the school year

in order to make the students aware of what kind of behaviour is expected of

them and what types of consequences they can expect if they fail to comply.

During class, teachers are encouraged to reward and recognize good behaviour

and punish misbehaviour. Along these same lines, the “interventionist style” is

based on the idea that students learn to behave appropriately in the classroom

when good conduct is rewarded and bad conduct is punished and that teachers

should therefore maintain strict control over the students’ activities in the

classroom (Ritter and Hancock, 2007).

A second approach places greater emphasis on students’ self-control and

less on teachers’ authority. This discipline management style is associated with

the “teacher effectiveness training” model developed by Thomas Gordon, also in

the 1970s. This style is based on the idea that students’ self-control is key to their

goodbehaviour in class and that it should be achieved through negotiation and

conversations with them (Malmgren, Trezek and Paul, 2005). In this non-

interventionist style, students are expected to play an influential role in the

classroom. Teachers are not supposed to worry about bringing students’

behaviour into line with what they consider suitable because students will tend to

behave more appropriately on their own (Ritter and Hancock, 2007). The third

style places emphasis on participation and group decision-making. In this

approach, which is based on the “control theory” model developed by William

Glasser, students should take responsibility for the behaviour of their classmates

and make sure that they conduct themselves properly. This style of

disciplinecalls for frequent course meetings to discuss various behavioural issues

and to build consensus around them (Edwards and Mullis, 2003). In developing

countries and in Chile, in particular, few systematic studies have been

conducted, although Eyzaguirre and Fontaine suggest that teachers in high

performing schools devote more classroom time to instruction by planning out

classroom activities more thoroughly and by managing disciplinary issues and

remediation policies more effectively (Eyzaguirre and Fontaine, 2008).

 Chapter 3

METHODOLOGY

This chapter presents the research design, research locale, research

respondents, research instrument, procedure of the research, sampling

technique, and statistical treatment of the data.

Research Design

The research method used in the study was the Descriptive Correlation

Method;this was used because this study mainly investigated the relationship

between the classroom environment and academic performance of HUMSS-D

Senior High School students of Ramon Magsaysay Memorial Colleges.

According to (Kowalczyk, 2015) a descriptivecorrelation is simply defined as a

relationship between two variables. The whole purpose of using correlations in

research is to figure out which variables are connected.Correlation research is

looking for variables that seem to interact with each other, so that when you can

see one changing, you have an idea of how the other will change. This is the

appropriate to be used to determine if there exists relationship between the two

elements or variables.

Research Locale

The locale of the study will be the Ramon Magsaysay Memorial Colleges,

Corner, Lucban Street, Pioneer Avenue, General Santos City, school year 2017.

Located at the front of the beautiful Plaza Heneral.Ramon Magsaysay Memorial

Colleges (RMMC) derived itsname from one of the most love Philippine

Presidents and was founded on August 3, 1978, it was the school’s late
President. It offers 13 courses in College Department and 4 Academic Tracks in

Senior High School Department. Ramon Magsaysay Memorial Colleges is an

ISO Certified school and The Federation of Accrediting Agencies of the

Philippines Association of Colleges and Universities Commission and

Accreditation (PACUCOA), was served as an educational institution of General

Santos City community for more than 50 years.

Research Instruments

The instrument used in the study was a survey questionnaire which

determine the classroom environment and academic performance. This

questionnaire was made by the researchers, and was validated by

, to ensure the gathering of reliable and valid data.

Procedure of the Research

The researcher employed the following steps in data gathering:

A letter was forwarded to HUMSS-D Senior High School students,

informing them and letting them understand about the purpose of involving them

in the study.

When, they were informed, they gladly accepted the answering of the

questionnaire. The researcher set an appointment to each of them and let them

answer the questionnaire at their most convenient time; and immediately after

they accomplish, it was retrieved right away.

Sampling Technique

The method that we will be using in choosing the respondents is

theSimple Random Sampling (SRS). The researchers use this considering that
the study is all about the random selection of respondents in HUMSS-D Senior

High School in Ramon Magsaysay Memorial Colleges to ensure that all members

of the group of interest have an equal chance of being selected to participate in

the study.

Statistical Treatment

In analysis of the data of the study, the researchers will employ the

following statistical tools.

T-test. This will be used to test the significant difference between the 2 variables.

Multiple Correlation. This will be used to determine if the independent variable

which is the Classroom Environment have influence on the dependent variable

which is the Academic Performance.

CLASSROOM ENVIRONMENT AND ACADEMIC PERFORMANCE

Name (Optional):

Direction: Check the number that corresponds to your answer.

Scale: Description Interpretation

4– Highly agree - observed all the time

3– Agree - observed most of the time

2– Moderately agree - rarely observed

1– Highly Disagree - never observed

Indicators 4 3 2 1

1.) Physical appearance or the paint/colour of

the classroom makes me feel comfortable.
2.) Chairs and tables are in good condition

3.) The cleanliness of floor is maintained

4.) The electric or ceiling fan is functioning well.

5.) The fluorescent lamp is illuminated.

6.) Classroom behaviour of classmates are

controllable
7.) The white board is properly maintained that
is keeping it clean and free of scotch tapes and
etc.
8.) Size of the classroom is according to right
specifications
9.) The classroom temperature is satisfying

10.) The seating arrangement with the use of

seat plan is followed.