FACTORS AFFECTING ACADEMIC PERFORMANCE OF COLLEGE STUDENTS IN ONLINE

LEARNING AT STI COLLEGE GENERAL SANTOS CITY

A.Y. 2020-2021

____________________________

A THESIS

Presented to

The faculty of STI College -General Santos City

________________________________

In partial Fulfillment of the Requirements for Research 1

_______________________________________

By:

Bascompte Rufa Mae F.

Mahometano Grace E.

June 2021
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CERTIFICATION

This Research paper entitled “FACTORS AFFECTING ACADEMIC PERFORMANCE IN

ONLINE LEARNING OF STUDENTS IN STI COLLEGE GENERAL SANTOS CITY” Prepared and

submitted by Grace E. Mahometano, and Rufa Mae Bascompte, in partial fulfillment of the

requirements for the course has been examined and is recommended for acceptance and approval

for oral examination.

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Instructor

APPROVAL SHEET

Approved by the panel for oral Examination on ____________ for the course with the grade of

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Accepted and approved as partial fullfillment of the requirements for the course

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Date Dean
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ABSTRACT

Research Entitled “Factors Affecting Academic Performance of College Students In Online

Learning At STI College General Santos City” this study aims to determine, What is the student’s

perception towards environmental learning as factors affecting academic performance of college

students in online learning , Gathering of data was attained and aimed through Online survey, the

researchers formulate the adaptive and modified questions to collect data from 305 respondents

from different department of tertiary, researchers used 2 types categories of questionnaire, and this

questionnaire is adapted and modified questionnaire, the first category of the survey questionnaire,

used scale from 1 to 4, The over all data result, environmental factors sometimes affect the

academic performance of students in Online Learning in terms of the Lightning, Noise, and

Temperature. Lightning greatly affects the academic performance while the least is the noise.

Teaching Methods is also one of the factors that sometimes affect the academic performance of

students in Online Learning in terms of Teachers Responsibilities (considered least) and Teachers

Responsiveness in student needs that greatly affects. Whereas, the level of students’ academic

performance in online learning is considered below average. There is a significant relationship

between the factors and the academic performance of the students in online learning. The Teachers

Responsibilities yield the highest value of correlation coefficient while the noise has the lowest value

of correlation coefficient. Lastly, the overall total correlation coefficient indicates Moderately Positive

Correlation.
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ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for His showers of blessings

throughout our research completion.

We would like to express our deep and sincere gratitude to our research adviser, Mrs. Hanifa

Macadaya Undac, for allowing us to do the research and providing invaluable guidance throughout

this research. Her dynamism, vision, sincerity, and motivation have deeply inspired us. She has

taught us the methodology to study and present the research works. It was a great privilege and

honor to work and study under her guidance. We would also to thank her for her friendship,

empathy, and her patience for us.

We are also grateful to our dearest respondents from different courses for their participation,

kindness, and cooperation. If it is not because of them, this is not possible to accomplish this

research paper; we would like to express our sincere gratitude to them. We extend our heartfelt

thanks and express our deep and sincere gratitude to Engr. Ann Gilyn Premarion, the STI College

Dean, for allowing us to conduct this study at STI College General Santos city. We appreciate her

kindness for helping us accomplish and reach out to the 305 students as our respondents

We are also highly grateful to our parents/guardians for their love, financial assistance, and

moral support for their prayer, caring, and sacrifices to educate and prepare us for the future. We

are very thankful to them for their understanding and continuing support to accomplish this research

work. We also want to express our deepest thanks to our sister and brother-in-law for providing for

our needs regarding financial problems. Finally, our special thanks go to our Statistician, Mrs.

Rachel Lou Paranga. She spends a lot of time with us to accomplish this research paper well done

and to help us interpret the data.

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TABLE OF CONTENTS

PAGE

TITLE PAGE

APPROVAL SHEET i

ABSTRACT ii

ACKNOWLEDGEMENT iii

LIST OF TABLES vi

LIST OF FIRGURES vi

CHAPTER

I. INTRODUCTION 1

Background of the study 1

Statement of the problem 3

Significance of the study 4

Scope and delimitation of the study 5

II. REVIEW OF RELATED LITERATURE AND STUDIES 6

Related Literature 6

Related Studies 13

Conceptual Framework 21

Hypotheses 22
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Definition of Terms 23
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III. CHAPTER III METHODOLOGY 27

Research Design 27

Locale of the Study 30

Research Respondents 32

Research Instrument 33

Data Gathering Procedure 37

Statistical Treatment 37

IV. RESULTS AND DISCUSSION 38

V. SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS 49

Summary 49

Findings 50

Conclusions 52

Recommendations 53

REFERENCES 54

APPENDICES 57

CURRICULUM VITAE 63
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LIST OF TABLES

Tables Page

Research Respondents 33

Table 1.1 Environmental factor in terms of Lightning 38

Table 1.2 Environmental factor in terms of noise 39

Table 1.3 Environmental factor in terms of Temperature 40

Table 2.1 Teaching Methods in terms of Teachers 42

Responsibilities

Table 2.2 Teaching Methods in Terms of Teacher’s 43

Responsiveness To Student Needs

Table 3 Academic Performance of Students in terms of 44

Online Learning

Table 4 Relationship Between The Factors And TheAcademic 46

Performance Of The Students In Online Learning

LIST OF FIGURES

Figure Page

1. Shematic Diagram of Conceptual Framework 21

2. Research Design 28
 CHAPTER I

Introduction

Background of the Study

The Covid-19 has resulted in schools shut all across the world. As a result, education has

changed dramatically, with the remarkable rise of e-learning, whereby teaching is undertaken

remotely on digital platforms. The digital transformation of the education system has allowed

incorporating a new teaching-learning ecosystem called e-learning. This research study acquires the

factors that affect the academic performance of students while learning online. In this method, the

influence of online learning has not been scrutinized before; therefore, the results show a narrative

presentation for the administrators of the school who reorganized the guidelines of the system to

evaluate and make use of it for verifying the favorable utilization of online learning system (Alamri , &

Tyler-Wood, 2017).

Explore the several dimension to online learning, identifying the dimension to online learning

entails important fundamental issues which are of great relevance to educators today. The primary

question of this study is what the factors that contribute to the possible success/ failure of online

learning today are? With the wide use of technology in today's learning environment, we should not

be more concerned with finding out better, face-to-face or technology-enhanced instruction.

Researchers identified six variables that researchers consider necessary to the learning outcome

and learning experience with online learning tools from examining previous literature. These

variables affect a learner's perception of the course, a perceived learning outcome, an attitude, an

intrinsic motivation, and an extrinsic motivation (Daley et al., 2001).

 The use of technology to facilitate better learning and training is gaining momentum

worldwide, reducing the temporal and spatial problems associated with traditional learning despite

its several
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benefits, retaining students in online platforms is challenging, through a literature review of the

factors affecting adoption online learning , the continuation of technology use and learning

outcomes, this study discusses an integration of online learning with virtual communities to foster

students engagement for obtaining better learning outcomes, along shift in the technology, the

students perspective on online education is profoundly important, what shapes students perception

of quality integrate are their own sense of learning achievement, satisfaction with the support they

receive, technical proficiency of the process, intellectual and emotional stimulation , comfort with the

process and sense of learning community, the factors that students perceive as quality online

learning however has not been as straightforward as it might be for at least two reason, one of the

important to note that the overall online learning experience for students is also composed of non-

teaching factors, such as (1) Convenience (2) learner characteristics and readiness (3) antecedent

conditions that may foster teaching quality but are not directly responsible for it (Fidalgo Thormann,

2020).

Online learning enables the teacher and the students to set their own learning pace. There's

the added flexibility of setting a schedule that fits everyone's agenda. It has been studied for

decades, and effective online learning results from careful instructional design and planning

(Hodges, 2020). Wherever possible, the situation showed the strengths and weakness of the

education system facing the challenge of digitalization. There are, however, challenges to internet

access or technology struggle to participate in digital learning that leads to affecting the academic

performance of students in online learning through this. Therefore, the researchers decided to

conduct this study. This study will determine the factors affecting the academic performance of

college students in online learning. It also aims to help STI College improve its approach to dealing

with students (Adnan, & Anwar, 2020).

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Statement of the Problem

Since STI Electronic Learning Management System (eLMS) is a new way of learning online

before the pandemic happens, online learning is not unique to STI General Santos City students.

Technology is an essential source of information due to its availability, reasonable cost, and

convenience in terms of using it. Affecting the students' academic performance and its interest level

is one of the significant challenges of the students on learning online justifies their staying at home

for too long, accessible distractions and conflict to own attention span.

From the gathered information, there is no available accurate analysis of factors influencing

how students' interest impacts online learning amidst the COVID-19 pandemic; despite that, elms

were introduced in STI almost five years ago. Therefore, this research aims to evaluate the main

factors that affect the academic performance of college students during the COVID-19 pandemic. In

that respect, the following questions.

General Objectives.

Determine the factors affecting the academic performance of the college students in STI

college General Santos City.

1. What is the student's perception towards environmental learning as factors affecting

academic performance in terms of:

1.1 Lighting;

1.2 Noise; and

1.3 Temperature

2. What is the student's perception towards teaching method as factors affecting academic

performance in terms of:

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2.1 Teaching Responsibilities; and

2.2 Teaching Responsiveness to student needs?

3. What is the level of students' academic performance in online learning?

4. Is there a significant relationship between the factors and the academic performance of the

students in online learning?

Significance of the Study

This research study will have significance to future methods, research, and guidelines. For

example, the number of respondents in a specific course is a big help in determining the students'

interest level, knowing the percentage of students from different courses and its different

characteristics regarding interest level in academic asynchronous and synchronous class.

The students would benefit from improving and enhancing their attention span in

asynchronous and synchronous class, knowing the surroundings they are moving, help in adjusting,

and this research will keep them well informed of the new environment of learnings they are within.

The teachers, this study would benefit teachers for they are the most important person in the

school. Moreover, keeping them informed of students' interest in the synchronous class they are

teaching will help them cope, especially those who are not used to new normal education.

The researchers would benefit them to acquire more learnings that would provide the

information that could help them explore their knowledge about this study.

The administration would benefit the school, and the administration for this study will

eventually help keep the school informed of the student's academic performance in a new normal

learning environment. This will make them knowledgeable of the institution they are holding. Aside

from that, they could establish a program for the students.

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Scope and Delimitation of the study

As with other research studies, there were several primary scopes and delimitations to this

study. First, its study will be associated with the students of STI General Santos. Online survey

questionnaires will be distributed to the students through a Uniform Resource Locator (URL)

redirecting to specific questions. Second, the study will be limited to the STI General Santos City

enrolled college students and different departments. The students should be taking online classes.

Online classes are being implemented by virtual meetings such as webinars and task performances

in elms. Understanding the scope of knowledge by instructors of distance education courses can

assist higher education administrators in several areas, including curriculum assessment and

development.
 CHAPTER II

Chapter two includes a review of related literature, Related studies, definitions of terms,

Conceptual Framework, and Theoretical Framework.

Related Literature

Online learning in educational Institutions is increasingly adopting and implementing. The rapidly

expanding use of online education in K to 12, two-year colleges, and four-year university courses

has been documented by the National Center for Education Statistics (NCES,2003). Educators,

Researchers, and instructional designs are faced with understanding the pedagogical implications of

online learning. Learner participation in online learning is often related to the percentage of grade

weight assigned to a discussion, the written nature of online discussion criteria for evaluation, and

online discussion. The written nature of online discussions (Liang & creasy 2004), course design

and instructor interventions (Bullen, 1998; asides & McIsaac, 1999), and learner background

knowledge (ross 1996) can influence participation. Several researchers have examined whether

learner participation patterns differ (Jiang & Ting, 2000).

Several authors worldwide have researched the influence of COVID-19 on the academic

performance of university students. For instance, Gonzalez et al. analyzed the effects of the COVID-

19 confinement on the autonomous learning performance of students in higher education,

specifically in the Universidad Autónoma de Madrid. To perform the analysis, these authors used a

field experiment that included 458 students divided into two groups: the control group and the

experiment group. Students in the experiment group were those who took online classes as a

consequence of the confinement. As a result, Gonzalez found that this confinement had a significant

positive effect on students' academic performance, which helped to improve students' learning

strategies to a more continuous habit, improving their efficiency (PLoS ONE 2020).
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Similarly, Adnan and Anwar studied the attitudes of college students in Pakistan towards

online classes during the COVID-19 pandemic. To carry out their study, these authors surveyed

undergraduate and postgraduate students. Students' perspectives revealed that online classes

could not produce desired academic performance in underdeveloped countries like Pakistan since

most students cannot access the Internet. Moreover, these authors discovered that students face

other problems during the COVID-19 pandemic, such as response time, absence of traditional

classroom socialization, and face-to-face interaction with the instructor. In further research,

Demuyakor analyzed the satisfaction level of Ghanaian international students in higher educational

institutions in China during the COVID-19 pandemic. To collect data, this author employed an online

survey focused on the level of satisfaction with online learning and how Ghanaian international

students were coping with this new situation. Results indicated that most of the students showed a

positive attitude towards the implementation of online classes, even though they had to pay high

costs to access the Internet with very slow connectivity ( Pedagog. Social. Psychol. 2020)

This review focuses on three interconnected socio-emotional aspects of online learning:

interaction, sense of community, and identity formation. In the intangible social space of the virtual

classroom, students come together to learn through dialogic, often asynchronous, exchanges. This

creates distinctive learning environments where learning goals, interpersonal relationships, and

emotions are no less important because of their 'virtualness.' Traditional face-to-face pedagogies are

not neatly transferrable. The literature reveals consistent connections between interaction and a

sense of community. Yet, identity, which plausibly and naturally emerges from any social interaction,

is much less explored in online learning. While it is widely acknowledged that interaction increases

the potential for knowledge-building, the literature indicates that this will be enhanced when

opportunities encouraging students' emergent identities are embedded into the curriculum. This
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review seeks to raise awareness and stimulate further exploration into a currently under-researched

facet of online learning to promote informed teaching strategies.

This Literature determined the factors affecting the academic performance of college students

in BSU , the factors affecting a student's academic performance arise from several reason, in line

with this, this literature was determine the factors that affect the academic performance of the

students, which may consequently help in the improvement of the students and teacher alike, this

may benefit the students by allowing them ,to understand better the factor that can affect their

academic performance , they may be able to improve their academic performance with the findings

that are established by the researchers, in the subset of factors, feeling sleepy in class was related

to be the number one factor, and another factor is, study only where there is a quiz, was

determined to have highest impact among study habits, and the highest impact among the

elements were the teacher-related factors, conversely, personal conditions and home-related factors

are pose little effect on students' academic performance ( Sunshine Alos, Lawrence Caranto, Juan

Jose David 2015).

Motivating college students learning is a fundamental goal for teachers and educators in

higher education institutions. Motivation is an essential key for effective and successful learning.

However, this task is not straightforward nor easy as there are many factors affecting students

learning, which is only a part of their academic and social lives. This information showed the three

elements. The most critical factor was related to the teacher's personality, the second factor is a

teaching method, and the last one is classroom management (Ibtesam Halawah Education 2011).

This information determined the main factor that motivates college students to learn from student's

perspectives.
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Evidence suggests that children acquire language in culturally specific ways, supported by

the socio-cultural theory of literacy acquisition. Each student will acquire language at home in a

different manner. Teachers must consider this factor since some children will acquire language by

reading numerous books, and others will learn through oral language alone. Students' manner of

acquiring literacy will impact their interests and abilities (Meier, 2003).

Another theory supporting this study is the social constructionism theory, which states that

their environment impacts a child's identity in literacy-based events. The identity of the reader is

directly related to the experiences the child has with literacy. Therefore, the feelings of the child and

the teacher about the child will impact the literacy experience. This is where the effectiveness of the

instructor becomes a factor in student performance. When a teacher engages and motivates

students, they are more likely to participate in activities and demonstrate their abilities. Therefore,

instructor effectiveness and the role of the teacher are crucial in determining student success.

Evaluation and assessment of this component of learning will help me to go forward in my teaching

career. Student success has so many factors, but this is one that we, as educators, have control

over (Triplett, 2004).

In Hargrove's (2005) study of younger students, the same trend could be seen. The study

was motivated by one teacher's frustration when faced with high potential but underachieving

students. The importance of student interest was a key takeaway from that study, and this is an

essential factor for teachers to remember, although not just with middle school students.

When students are not invested in their learning, they are not as likely to be engaged. Lack of

student engagement impacts not only their learning but also the learning of others in the classroom.

As a teacher with over ten years of "the impact of students interest and instructor effectiveness," few

things are more frustrating than planning a lesson that fails to engage students. While it is inevitable
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that such lessons happen on occasion - and those lessons can even provide valuable opportunities

for reflection – teachers could make better use of their time by knowing the interests of their students

beforehand. In addition to being aware of the needs and interests of their students, teachers should

not overlook the importance of their relationship with their students-which does not necessarily mean

it has to be defined by students "liking" their teachers. It simply means that for optimal learning to

occur, there should be mutual respect. Based on personal experience, it is easier to reach struggling

students when a trusting relationship has been established (Skinner, Furrer, Marchand, &

Kindermann, 2008).

Academic performance can be affected by other variables different to the lighting, noise, and

temperature levels. Such variables can include the desk/table and chair design where students take

classes, or the technological devices they use (tablet, cell phone, computer) to study, and the time

they interact with this furniture and equipment. For example, if this furniture and equipment design is

not ergonomic, students may suffer from pain in different body parts such as the back, neck, arms,

and wrists. Also, these variables may increase the students' mental workload, which can cause

stress, anxiety, headache, among other effects (Acoust 2008).

A study in non-electrified areas of North Bengal on solar product effectiveness on children's

academic performance indicated that solar-based lights initially tended to increase school

attendance, which decreased later. Although the students' study hours and attendance initially

improved, their academic performance did not improve. Similarly, Choi and Suk investigated lighting

color temperature's impact on elementary students' academic performance. They experimented in a

real-life environment with prolonged exposure in which they conducted three empirical studies to

measure physiological responses as a potential mediator performance as well as to observe

cognitive and behavioral responses during academic learning and playtime tasks (Build. Environ.

2020).
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All these effects may impact students' academic performance influencing their motivation to

continue studying and learning. All these variables are detailed in the QEOC questionnaire.

However, the COVID-19 worldwide pandemic has affected university students and higher education

teaching institution staff, whose job performance may affect their sustainability. Therefore, for further

research, different analyses can be carried out on the variables mentioned in this study and include

other variables that could affect online learning and combine university students and teachers

(Sustainability 2020).

Students who engage in the effort are more likely to engage teachers positively and

accomplish academic tasks. As a teacher, it is essential to note that when there are so many other

factors that influence a child's performance in school, it is necessary to build a positive relationship

between student and teacher. Of course, there are factors outside of the school's control, but a

teacher can control certain aspects of what a child is exposed to within the classroom walls. Those

choices can have a lasting effect on the student's school performance (Swanson, Valiente, &

Lemery-Chalfant).

Similarly, Hamre and Pianta (2001) followed a group of students from kindergarten to 8th

grade. Students and teachers were given screening measures and questionnaires. Several trends

were observed: in elementary years, teachers reported fewer conflicts with girls than boys; girls

received more "positive habits" remarks than boys overall. Generally, early teacher-student

relationships were reliable predictors of student academic and behavior patterns through 8th grade.

The results of the study support Swanson, Valiente, & Lemery-Chalfant's (2012) claim that the

teacher-student relationship is essential in predicting student outcomes. Low negativity ratings in

kindergarten led to fewer behavioral issues in later years. However, students who had early

behavioral problems but could develop relationships with teachers were less likely to have

continuing behavior problems. Thus, teachers can conclude that their relationship with a student is
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an essential component in that child's success in school, even if it is not necessarily academic.

When students have a positive relationship with a teacher, they may be more invested in school,

leading to increased motivation and effort (Hamre & Pianta).

There will be times when this is a daunting task for teachers. There are many contributing

factors to the events that occur over a day. This concept was examined in a study done by Jackson

and Lunenburg (2010), who surveyed a group of middle school teachers. The teachers rated

themselves and their schools about academic excellence, developmental responsiveness, social

equity, and organizational structures. According to the results of the measures, there was variability

in teacher behaviors, principles, and methods, learning environments, services available,

instructional strategies used, resources available (Jackson and Lunenburg 2010).

Another factor in the teacher-child relationship is the parent. Since it has been established

that the relationship between the teacher and student is essential for success, the role of the"

parents in this equation should also be considered, including parent feedback in making their

determinations also conducted a study that showed how relationships among teachers, parents, and

students factor into student achievement and feelings of school-relatedness (Hughes and Kwok

(2007).

As a teacher, it is essential to note that when there are so many other factors that influence a

child's performance in school, it is necessary to build a positive relationship between student and

teacher. Some factors are outside of the school's control, but a teacher can control certain aspects

of what a child is exposed to within the classroom walls. Those choices can have a lasting effect on

the student's school performance (Swanson, Valiente, & Lemery-Chalfant).

Student performance is a vital part of their school success. Teachers must consider how best

to help students achieve that success. Determining what interests their students and how to
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motivate them is a key component in any classroom if the end goal is student achievement and

learning. Also, given that students interact with their teachers daily, the student/teacher relationship

should not be undervalued or overlooked. Establishing rapport early on can lead to success and

satisfaction for both the student and the teacher; it creates an environment in which student learning

is relevant and meaningful (Brookhart, S. & Durkin, D. 2003).

Related Studies

Online learning, a recent study performed by Sunal et al. (2003), analyzed a body of research

on best practices in synchronous or synchronous online instruction in higher education. The study

indicated that online learning is viable and result in the identification of potential best practices.

However, most studies on behavior were found to be anecdotal and are not evidence-based.

Researchers today are concerned with exploring students' behavior and attitudes towards online

learning. However, the evaluation of behavior and attitudes factor is well developed and scarce.

Motivated by the need for more concrete and accurate evaluation tools, identified six critical factors

that may be used better to understand student behavior and attitude towards online learning. These

factors, which shall refer to online dimensions, are effect, perception, course, perceived learning

outcomes, attitude, intrinsic motivation, and extrinsic motivation.

It is remarked that the COVID-19 pandemic has impacted the academic performance of

university students who take online classes in Mexico. However, this academic performance can be

affected by other variables different to the lighting, noise, and temperature levels. Such variables

can include the desk/table and chair design where students take classes, or the technological

devices they use (tablet, cell phone, computer) to study, and the time they interact with this furniture

and equipment. If this furniture and equipment design is not ergonomic, students may suffer from
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pain in different body parts such as the back, neck, arms, and wrists. Also, these variables may

increase the students' mental workload, which can cause stress, anxiety, headache, among other

effects. All these effects may impact students' academic performance influencing their motivation to

continue studying and learning. All these variables are detailed in the QEOC questionnaire.

However, the COVID-19 worldwide pandemic has affected university students and higher education

teaching institution staff, whose job performance may affect their sustainability. Therefore, for further

research, different analyses can be carried out on the variables mentioned in this study and include

other variables that could affect online learning and combine university students and teachers

(Sustainability 2020).

Affects Interest level refers to personal feelings, joy, elation, pleasure, depression,

depression, discontentment, or hatred regarding particular behavior (Triandis, 1979). In previous

studies, the student perceptions of using technology as part of the course learning process were

mixed (Piacciano, 2002, Kim, 1999). Some students were uncomfortable with the student-centered

nature of the course and were put off by the increased demands of computer-based instruction,

which reduced student engagement in the course and led to a decline in student success. Thus, the

perceived learning outcome is defined as the observed results connected with learning tools (Lowell,

2001).

The perceived learning outcome was measured with three items: 1 performance

improvement; 2. Grade's benefit; and 3. Meeting learning needs. Most online learning literature

concentrates on students' and instructors' attitudes towards online learning (Sunal et al., 2003).

Marzano and Pickering, 1997 indicated that students' attitudes would impact their learning;

researchers also studied motivational perspectives to understand behavior intention to use

(Venkatesh 1999, Vallerand, 1997). Wlodkowshi (1999) defined intrinsic motivation as an evocation,

energy called forth by circumstances that connect with a culturally significant, specific reward. From
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a student's perspective, extrinsic motivation on learning may include getting a higher grade in the

exams, getting awards, getting prizes, and so on (Venkatesh 1999, Vallerand, 1997).

Interest In online course delivery has increased in recent years, and a body of research has

emerged regarding this trend. Many of the studies compare students' performance online versus in a

traditional class. The purpose of this study is threefold, to see the careful control between online and

traditional sections can alleviate the generally lower satisfaction of online students, and preliminary

propose a set of factors that could lead to increase performance and satisfaction for online students,

and this research confirm previous work which indicates that students' performance online is no

different than performance in a traditional classroom (Driscoll, 2012)

A study on factors affecting college student's performance-focused on student's performance

in intermediate examination associated with the student's profile consisted of his attitude towards

attendance in classes, time allocation for studies, parents' level of income, mother age, and mother's

education (Hijazi, 2006).

Today's educational institutions are expected to create learning opportunities independent of

time and place and offer easily accessible learning environments and interpersonal communication

opportunities. Accordingly, higher institutions develop strategies to meet these expectations through

teaching strategies, such as E-Learning, Mobile Learning, Blended Learning, etc. Using

technologies, these new technology-based teaching strategies are mainly shaped by decision-

makers in education. This study seeks to analyze the factors that affect learner mode of teaching

and learning delivery preferences. In this study, online learning is considered a preference of

learners mode of teaching and learning delivery.

Essentially, they advised teachers to encourage students, give them a chance to work

autonomously and with peers, and be approachable, prepared, and sensitive to student needs. In
 16

addition, they should create fun and challenging educational experiences while also encouraging

diversity and providing support services (orientation, mentoring). Finally, teachers should help

students cultivate social and cultural capital to develop a sense of belonging and form relationships

with others. Teachers can adapt, modify, individualize, and expand upon these action steps in their

classroom to increase student engagement. Wand would agree that such steps will improve student

motivation, performance, and success (Wand, 2006).

Pianta and Stuhlman (2004) agree that teachers influence the classroom environment and its

impact on students. Their study found a correlation between teachers' rating of conflict and

closeness with students' academic skills. Based on surveys and observations, they determined that

students who had negative relationships in preschool liked school less by first grade, based on the

established patterns from data analysis. Negative feelings led to less engagement in the classroom.

Nichols (2006) and Martin (2007) agree that teachers need to be aware that their thoughts, feelings,

and interaction with students are all factors in students' engagement and, ultimately, student

success. Additionally, closer monitoring and observation of teacher-student relationships could

afford more opportunities for student success (Pianta and Stuhlman, 2004).

The individual factors discussed in this research are cognitive and motivation. According to

the study, there is a correlation between the preferences of the learning environment and the

construct of self-efficacy online motivation and task value. Therefore, it can be said that the

motivational variables are more effective in the learning environment preferences. The students with

high task value, e-learning motivation, self-efficacy, preferred studying in the online learning

environment, cognitive strategies, self-directed learning, learner control, and test anxiety factors

independent of the learners' learning delivery preferences ( Sinan Keskin EURODL, 2019).
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The literature presents several studies that deal with environmental conditions (lighting, noise,

temperature) impacting students' academic performance. In several studies, data has been collected

through a questionnaire. For example, applied a questionnaire divided into three different sections.

The first section addressed the general students' welfare in and out of school. The second section

included eight questions about indoor environment perceptions from the classroom (temperature, air

sensation, air quality, noise, lighting). Finally, the third section asked students to rate their

motivation: headache, concentration difficulty, fatigue, effort, and well-being. Similarly, Singh et al.

applied a questionnaire divided into eight sections, where three belonged to the indoor temperature,

noise, and lighting perception by students (Sustainability, 2020).

The results obtained in this research make it clear that the academic performance of

university students can be affected by the environmental conditions, which they are exposed at

home during the COVID-19 pandemic, and previous studies support this. In the specific case of

lighting, these results are like those obtained by other authors. For example, Oselumese et al.

highlight that the level of lighting directly affects students' academic performance. These authors

mentioned that students could not study unless the level of lighting is adequate. This also applies to

students who take classes online (Acoust, 2011).

Three hypotheses were statistically tested to analyze the relationship among three

environmental variables (lighting, noise, and temperature) and the academic performance of

university students who take online classes during the COVID-19 pandemic in Mexico. The present

study analysis and results show that the three environmental variables have an essential role in the

academic performance of university students who take online classes in Mexico, implying these

variables influence students' academic performance, concentration, and comfort. Consequently,

their grades and learning process can be affected. In turn, their motivation to continue with their

studies can be impacted as well. Similarly, sustainability in its socioeconomic dimension implies that
 18

human well-being conditions (such as study area design) must be provided to use the human

resources, such as university students efficiently. Therefore, a study area design in which

environmental variables are uncomfortable and cannot be controlled tends to affect effective human

resource sustainability negatively. In this particular case, the academic performance of university

students is the aspect that is involved (Sustainability, 2020).

Several examples that support this idea are explicitly based on interest in literature, although

some studies can be generalized across content areas. Several studies have been done that

positively correlate student interest with academic performance. For example, a two-year study of

middle school students found that self-selected texts increased the readers' positive feelings about

reading and improved (Moss et al., 2002).

The socio-cultural theory defines the student as an active member of a continuously changing

community of learners in which knowledge constructs and is constructed by larger cultural systems

(Larson & Marsh, 2005). In terms of its significance for teachers, their classroom becomes that

community when they are in school. Children want to relate and connect to what they are learning

and to one another and to the larger world, which is especially important for teachers to consider

when choosing appropriate and relevant texts for their students. They want to be able to make

connections to what they read. They may need guidance in doing this, particularly struggling

readers. The socio-cultural theory shifts the focus in the classroom from being teacher-centered to

being student-centered. When teachers select texts with little to no student input or consideration,

they are six students as individuals. As a community, they are putting their students at a

disadvantage and not mining their full potential. By gaining insight into the factors that motivate

students, teachers can use that knowledge to guide, foster, and encourage a community of focused

and successful learners (Larson & Marsh, 2005).

 19

The following action research study will explore student interest and motivation on

performance in school. Student school performance is an area widely researched and documented.

It spans age, grade level, ability, and geography. Countless research has been done to determine

factors that influence student success; much has also been done to establish why students fail and

what can be done to remedy the situation, the researchers found that when students saw value and

relevance in what they were learning and how it could help achieve their goals, they were more likely

to have increased interest, put forth the effort, and graduate–going on to post-secondary

opportunities (Hardr, Sullivan & Crowson). In addition, the more competent they felt about their

abilities, the more likely they were to commit to continued study and education. Therefore, the

interest these students felt in their learning had a significant impact on their feelings of success and,

ultimately, their performance. Students must view their learning experiences as authentic and

meaningful. Students are far more likely to put forth effort when they understand why they are doing

a task. In the case of the noise variable, the discussion is similar. For example, in their study, the

noise was distracting for students when performing cognitive tasks. This also applies to Mexican

students who take online classes since they are exposed to a higher level of noise at home, and

therefore, a higher level of distraction when taking online classes from home. This comes to support

the result obtained in this investigation.

On the other hand, the study carried out by Batho et al. makes it clear that variations in noise

level impact students' reading and writing, which in turn ends up impacting their academic

performance—mentioned that a healthy school climate favors the academic development of

students. So, noise pollution negatively impacts their learning. Finally, the results of this research

coincide with those obtained by both in the sense that in both studies, the results indicated that the

noise level impacts students' academic performance (Ergonomics 2016).

 20

Research showed that when complex cognitive tasks, such as studying for a test, reading, or

writing, were performed, about 38% of the students were distracted by the noise and speech

background in the open study environment. In another research, Batho et al. examined the impact of

ambient noises (speech and white noise) on the academic performance and difficulty scores tasks of

youth with attention deficit hyperactivity disorder to observe and grade the reading performance, the

oral count technique (reading precision) was required to register the time that was spent when

reading tasks were done. Likewise, students' writing performance was assessed considering well-

structured writing sequences (accuracy), and the total words that were written in an essay were

considered. It was shown that white noise seems to improve students' reading time performance and

writing competence, but their writing accuracy did not differ or improve (Appl. Behav. Anal 2014).

Regarding temperature, the results obtained in this research also coincide with those

obtained in previous studies because this variable influences students' academic performance. Proof

of this is found in a recent survey, where Baafi detected that the temperature of the classrooms had

an impact on academic performance. These results also coincide with those obtained by López-

Chao. These authors detected that low temperature and hot environments negatively appreciate

students' academic performance compared to thermally neutral environments. Similarly, as in this

research, Phan detected a correlation between thermal perception and academic performance. This

coincides with what was obtained by Wargocki, Wyon, and Haverinen-Shaughnessy et al., who

found that student performance improves if the temperature drops from 25 to 20 ◦C (77 ◦F to 68 ◦F).

Earthman found that temperature levels between 20 to 24 ◦C (68 ◦F to 74 ◦F) are ideal for improving

student comfort and academic performance so that temperature levels outside this range have a

negative impact on their performance (Acad, 2020).

21
 22

Conceptual Framework

This study aimed to determine the factors affecting the academic performance of college

students of STI College Gensan.  Figure 1 shows the relationship between the independent variable

and the dependent variable. The independent variable pertains to the two different factors:

environmental factors in lighting, noise, and temperature. The dependent variable is the level of

students' academic performance in online learning. The intervening variable pertains to different

courses taken by the students of STI College Gensan.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Environmental Factors

a. Lighting Students’ academic

b. Noise
performance in online
c. Temperature
learning
Teaching Methods
a. Teaching
Responsibilities
b. Teaching
Responsiveness to
student needs

INTERVENING VARIABLE
Figure 1. Schematic Diagram of Conceptual Framework

Course taken by the students

 BMMA
 BSBAOM
 Computer
 Tourism
Science
 IT
 TEM
 BTLEd
 ASCT
 BSHM
 BSA
 BSHRM
 23

Hypotheses of the Study

The following hypotheses were tested at a 0.05 significance level.

There is no significant relationship between the factors and the student's academic

performance in online classes.

Theoretical Framework

A theory that can provide further support for this study is the social constructionism theory,

which states that a student's identity in literacy-based events is impacted by their environment

(Triplett, 2004). A Theory of Responsvie Practive defined responsiveness as an ability of the

students to listen to, interpret, and requests given by the teachers, has emerged as a critical, but

widely studied concept in strategic transformation and performance management (Jacobs, 2003).

Responsibility, on the other hand, refers to the governing role of groups that entails acting  a sense

of duty and legal obligation whre in this study shows the bounds of accepted practice and adhering

to known administrative and regulatory rules and practices including the standards set forth in the

institution of STI College of General Santos City to provide. According to to Mair's theory, the

developing conflict between responsibility and responsiveness, is the indication of two sets of

circumstances. The first information involves changes in working environment of

leading entities working environments. The second group of problems relates to faculties and

their interaction with learners. Because students' interest level is affected with the online learning

method, responsiveness decreases. The failure of students to respond to system preferences is

accompanied by an incapacity to inspire students to align behind the school’s policies (Lefkofridi et

al., 2020).

The theory correlates with the statement of the problem where academic performances and

perception of the students is the responsiveness that have shown level of interest towards the
 24

responsibilities and meeting the queries provided by the teachers and the environment factor such

as lighting, noise and temperature of surroundings during the online learning method.

Definition of Terms

For clarity purposes, the following terms were given their conceptual and operational meaning:

Academic Performance – Conceptually, it relates to education, especially at the college or

university level, and performance is performing something successfully using knowledge as

distinguished from merely possessing it (UKESSAY 2015).

Academic Performance- Operationally, referring to students' Academic performance in online

Learning at STI college and what factors affect it.

Asynchronous Online learning – Conceptually, when learners participate in an online learning

course at different times, it is known as asynchronous learning. This might also be called eLearning

or web-based training (WBT). Asynchronous Learning allows learners to go through a course at their

own pace and on their schedule (the best school.org 2021).

Asynchronous Online learning – Operationally, it is used by college students in today's pandemic

studies, and it's a great instrument for their learning.

College students – conceptually, a person engaged in the study; one who is devoted to learning; a

learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from

professional teachers or books; as, the students of an academy, a college, or a university; a medical

student; a hard student. The student is looking around the room, talking with other students, staring

out the window, playing with items, and/or resting his/her head on the desk (Ward et al., 2012).
 25

College students- operationally, someone who is learning at school or any teaching environment. In

this study, college refers to the college students and as the researcher's respondents from different

courses such as BS tourism, BS Computer science, BS information Technology, Bachelor of

Technology Livelihood education, BS Multimedia Arts, BS Accountancy, BS hospitality

management, BS Hotel, and Restaurant Management, ASCT, TEM, and BS Business

Administrations.

Environmental factors- Conceptually, Cognitive abilities were examined across the lifespan for a

Chinese sample, considering gender, education, and environmental factors (KW Schaie 2001).

stands for political, social, legislative, economic, cultural, and natural environmental factors that

significantly affect the implementation of any cooperation (RF Subotnik 2019).

Environmental factors – operationally, refers to the study of researchers where it is used as one of

the independent variables that need to identify if it correlates with dependent variables. It includes

lighting, noise, and temperature.

Lighting- Conceptually, lighting is the expressed desired character of space; the inclusion of lighting

design during the conceptual phases will enable the lighting to enhance the perception of space,

reinforce the activity within a space or highlight prominent areas (Ahvaz 2008).

Lighting – operationally, it's one of the independent variables that need to identify if it correlates with

the study's dependent variable.

Noise- Conceptually, noise is well known to have an impact on human performance Noise

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

noise make it hard to focus on the task being performed (Zannin 2009)
 26

Noise- operationally one of the independent variables of research study that needs to identify if it is

considered one factor affecting students' academic performance.

Online Learning- Conceptually, education takes place over the Internet. Therefore, it is often

referred to as "e-learning," among other terms. However, online learning is just one type of "distance

learning" - the umbrella term for learning across distance and not in a traditional classroom. (Manoj

k, 2019). A learning system based on formalized teaching but with the help of electronic resources is

known as E-learning. While teaching can be based in or out of the classrooms, computers and the

Internet form the major component of E-learning. (Rogers and Donna, 2003).

Online Learning – operationally, online learning refers to virtual learning used by the students in STI

College. This is one of the essential parts of the research that needs to identify by the researchers'

what factors affect it when used by the researchers' students.

Teaching Methodology - conceptually, when a teacher designs lessons that focus on concepts

instead of individual facts, she is teaching conceptually. Concepts can be understood as categories

that can contain smaller facts or ideas but are simultaneously part of larger categories. (Hugh

Gourgeon 2013).

Teaching Methodology – operationally, it's part of the independent variable and needs to determine

if it's correlated with the dependent variable. For example, it includes teachers' responsibilities,

teacher's responsiveness to student needs.

Teaching Responsibility - Conceptually, this paper aims to determine what kind of learning

responsibility has been formed on the learner when a teacher performs (Gunduz 2016).

Teaching Responsibility - operationally, researchers considered the teacher responsibility as one of

the independent variables and correlation between dependent variables.

 27

Teaching Responsiveness – Conceptually, Responsiveness is specific to each encounter that a

teacher has with a student and suggests a moral responsibility to the well-being of the students

inherent in each act, a responsibility that is always oriented to the personal development of the child

(Sherman 2004).

Teaching Responsiveness – operationally, it's one of the independent variables of research study

that needs to identify if it correlates with dependent variables.

Temperature – Conceptually, the conditions around learning, such as students' emotional

experience, are often invisible to instructors and sometimes even to students themselves. This type

of feedback can be understood as effective feedback (Hardiman 2002).

Temperature – operationally, it's part of the research study and one of the independent variables

that need to identify if it correlates with the dependent variable of the research study.
28
 CHAPTER III

Research Methodology

Chapter three Includes (1) research design (2) Locale of the study (3) Research Respondents (4)

Research Instrument (5) Data Gathering Procedure (6) Statistical Treatment.

Research Design

In this study, the researchers used a correlational research design. First, the data were

gathered through methods of an online survey. Then, the researchers formulated the research

design to determine the different factors affecting students' academic performance in terms of

Environmental Learning, such as noise, temperature and lighting, and teaching methodology,

including teacher responsiveness and teacher responsibility, in STI College General Santos City.
 28

FACTORS AFFECTING ACADEMIC PERFORMANCE OF COLLEGE

STUDENTS IN ONLINE LEARNING AT STI COLLEGE GENERAL SANTOS
CITY

Research Locale

Environmental Factors General Santos City

 Lighting
 Noise
 Temperature Respondents of the study

Teaching Methodology
 Teachers College Students of STI
Responsibilities GSC with 11 different
courses
 Teachers Response to
student needs

Sampling Method
 Proportionate
Stratified & Random
Sampling
Students’ Academic
Performance
Research Instrument

Modified Questionnaires

Statistical Treatment
 Mean
 Pearson- r correlation

Promoting Progressive Academic Performance in Online Learning

Figure 2: Research Design

 29

The research figure composed of different component of the study that will ensure effectively

address the research problem, it includes the research locale, where the study can be conducted,

and respondents of the survey which is college students of STI college General Santos City, with

composed of 11 different courses, such as, BMMA, BSBA, BTLEd, Computer Science , IT, BSHM,

BSHRM , BST, BSA,, TEM , ASCT, and to get the proper number of respondents researchers used

sampling method to get appropriate respondents for every department, researchers composed

SOP to identify which factors affects the environmental aspect, and teaching methodology, the

researcher's used 2 category of questionnaires the first category is using the scale from 1-4 to

identify the leading factors affecting the students interest online learning, and the 2 nd category is

identify the factors affecting academic performance of students, the questionnaires was used in this

study is adapted and modified questionnaires, and statistical treatment of this study, determine the

Mean which was utilized to determine how frequently the experience the situation using a 4 point-

Likert scale and Pearson Correlation is refers to measure and to determine the relationship between

two quantitative variables and the degree, which one the two variables with one another that is the

extent to which two variables are linearly related.

 30

Locale of the Study

STI college General Santos is an institution accredited by TESDA that offers Technical and

Vocational Education training programs (TVET) under the technical Authority (TESDA) and the

commission on higher education (CHED). STI College is the largest network of for-profit information

technology based colleges in the Philippines. This private college system offers a curriculum under

senior high school including, Accountancy Business Management, Science technology Engineering,

and Mathematics, humanities and social science, General Academic, IT in Mobile app and web

development Computer and communications Technology, Tourism Operations, and culinary arts.

For the tertiary courses, STI college offers Bachelor of Science in Computer Science ( BSCS),

Bachelor of Science in Information technology ( BSIT), Bachelor of Science in Business

Administration ( BSBA), Bachelor of Science in Accountancy ( BSA), Bachelor of Science in

Hospitality Management ( BSHM), Bachelor of Science in Hospitality Management, Bachelor of

Science in Hotel and restaurant management, (BSHRM) ( BMMA), Bachelor of Technology

Livelihood Education ( BTLEd ), and 2- yr. Associate in Computer Technology ( ACT).

The STI College started when four visionaries conceptualized setting up a training center to

fill particular workforce needs. In the early '80s, Augusto C. Lagman, Herman T. Gamboa, Benjamin

A. Santos, and Edgar H. Sarte, four entrepreneurs, set up the Systems Technology Institute (STI).

This training center delivers primary programming education to professionals and students who want

to learn this new skill. Systems Technology Institute's name came from countless brainstorming

sessions among the founders, perhaps from Sarte's penchant for three-letter acronyms from the

companies he managed at the time.

The first two schools were inaugurated on August 21, 1983, in Buendia, Makati, and España,

Manila, and offered introductory computer programming courses. With a unique and superior
 31

product on their hands, it was not difficult to expand the franchise through the founders' business

contacts. Thus, a year after the first two schools opened, the franchise grew to include STI Binondo,

Cubao, and Taft.

A unique value proposition spelled the difference for the STI brand then: "First We'll Teach

You, Then We'll Hire You." Through its unique Guaranteed Hire Program (GHP), all qualified

graduates were offered jobs by one of the founders' companies. Then, through their contacts in the

industry, the schools' 1st batch of graduates, all 11 of them, were hired by Systems Resources

Incorporated. And through GHP, more qualified STI graduates found themselves working in their

field of interest straight out of school.

No one among the four founders imagined that the Systems Technology Institute would

become a college or grow to have over 100 schools across the country. But it did, all because of its

unique value proposition, the synergy between the founders and their personnel, and the

management's faithfulness to quality. A long way since its birth, STI's thrust has permeated right into

the core of the globally competitive market — it has transcended beyond ICT and beyond education,

addressing the need for job-ready graduates.

The chosen respondents of the survey also belong to STI College, General Santos City. The

researchers choose STI as a locale of the study because this place was selected for conducting

study among colleges in different department. The advantage of conducting this study in STI College

is it can be accessible to the researchers to reach out to the students through online learning

system.
32
 33

Research Respondents

The Research respondents of this study are the College students of STI College General

Santos City. Students' respondents are from different department of STI tertiary which from,

Bachelor of Science in Information Technology, Bachelor of Science in Computer Science, Bachelor

of Technology Livelihood Education, Bachelor of Science in tourism, Bachelor of Science in

Business Administration, Bachelor of Science In multimedia Arts, Bachelor of Science in

Accountancy, Bachelor of Science in Hospitality managements, Bachelor of Science in Hotel and

Restaurant Management, Associate In Computer Technology ( ASCT), TEM.

n= Sample size = 1,179

N = population Size = 1, 279

e= Margin of Error

Confidence level 95% (100%- 95% = 5% 0r 0.05)

Margin of Error (e) = 0.05 N=1279

1279
n= =304.7=305
1+(1279 ( 0.05 )2)

Courses Population Sample size

Bachelor of Science in Computer Science 76 76 ˣ 305 =19

(BSCS) 1279

Bachelor of Science in Information 298 ˣ 305= 71

 34

technology (BSIT) 298 1279

Bachelor of Science in Business 171 ˣ 305 = 40

Administration (BSBAOM) 171 1279

Bachelor of Science in Accountancy (BSA) 44 ˣ 305 =10

44 1279
Bachelor of Science in Hospitality 287 ˣ 305 =68

Management (BSHM) 287 1279

Bachelor of Science in Hotel and restaurant 12 ˣ305= 2

and Management (BSHRM) 12 1,279

Bachelor of Science in Multimedia Arts 43 ˣ 305 =11

(BMMA) 43 1279

Bachelor of Technology Livelihood 21 ˣ 305 = 5

Education 21 1279

Associate in Computer Technology (ASCT) 7 7 ˣ 305 =2

1,279
312 ˣ 305=74

Bachelor of Science in Tourism 312 1,279

8 ˣ 305= 3

TEM 8 1,279

Total 1279 305

 35

Research Instrument

The research instrument has two categories. This questionnaire is adapted and modified. The

first category of the survey questionnaire used a scale from 1 to 4, to identify the leading factors

affecting the student's interest in online learning in terms of environmental factors and teaching

methodology, including teachers responsibilities, and teachers.

The second category of questionnaire form pertains to academic performance. This survey

determines the common factors that act on the interests of the college students from different

courses during online learning, and this is like a profile survey to identify the reason or common

factors that affect their interest. It will be given to the respondents who are purposively chosen from

different courses who state their opinion (Carrillo-Gutiérrez, T. & Hernández-Escobedo, G. 2020).

The instrument was rated using a four-point response scale shown below.

Scale Description Verbal Interpretation

4 Always The student experience it with a frequency level of

76%-100%
 36

3 Often The student experience it with a frequency level of

51%-75%

2 Sometimes The student experience it with a frequency level of

26%-50%

1 Never The student experience it with a frequency level of

1%-25%

Original questionnaires used a five-point scale, but the current study modified it into a four-

point Likert-type scale to avoid true neutral responses.

Data Gathering Procedure

The researchers conferred and discussed the significance of the study. Researchers decided

to consult their study with the statistician for the study's excellent study outcome and proper conduct.

Researchers sent letters to ask permission from the academic head to conduct the study. To find out

the correct number of total populations and get the valid number of tertiary students at STI College
 37

General Santos, the researcher's asked permission from the admin by sending an email. The

researchers conducted this study with honesty to have the desired data results. Researchers made

sure to avoid misinterpretation of data. Researchers also avoided careless action and errors to

prevent discrimination against colleagues or fellow students based on sex, race, ethnicity.

Statistical treatment

The following were the different statistical treatments employed in the study:

Mean was utilized to determine how frequently the respondents experience the situation

using a four point-Likert scale described as follows:

Mean Range Description

3.26-4.00 Always

2.51-3.25 Often

1.76-2.50 Sometimes

1.00-1.75 Never

Pearson correlation is used to measure and determine the relationship between the

quantitative variables. The level of students' academic performance in online learning will be used to

identify the statistical measures of relationship. All tests were done at the 0.05 level of significance.
 CHAPTER IV

This chapter presents, analyzes, and interprets the data gathered in this study. The

various results on the college students' academic performance are presented in the succeeding

tables.

Environmental learning factors affecting academic performance as Perceived by the College

students.

This study determined the importance of environmental factors in affecting the academic

performance of the students.

Table 1.1 Environmental factor in terms of Lightning

Statements Mean Description

1) The level of lighting in my study area allows me to see 2.45 Sometimes

clearly what is around, as well as to concentrate when

taking online classes.

2) I can control the lighting level in my study area when 2.42 Sometimes

taking online classes (for example, opening/closing

blinds, curtains; having a table lamp; dimmers within

reach).
3) The lighting level (from lamps, computer screen) in my 2.40 Sometimes

study area allows me to have visual comfort when

taking online classes.

Mean 2.42 Sometimes
Legend: 3.26-4.00 Always 1.76–2.50 Sometimes

                2.51-3.25 Often 1.00-1.75 Never

 39

As perceived by the College students, sometimes the level of lighting in their study area

allows them to see clearly what is around, as well as to concentrate when taking online classes

(M=2.45). They can also sometimes control the level of lighting in their study area when taking

online classes (for example, opening/closing blinds, curtains, having a table lamp, dimmers within

reach) (M=2.42). Most importantly, the level of lighting (from lamps, computer screen) in their study

area allows them sometimes to have visual comfort when taking online classes (M=2.40). Overall

mean (M=2.42) shows that lightning as an environmental factor can sometimes affect online

learning.

The students felt cared and motivated to learn when their teachers possess good classroom

management skills. This indicates that good classroom management helps students focus on

learning due to reduced poor behavior and distractions. It decreases bullying and promotes

emotional and social development. 

This result is supported by Charles (2011), who stated that students have the right to learn in

a calm, organized classroom, and teachers have the right to teach in a school free of interruption

and misbehavior. In addition, emphatic teachers display classroom expectations positively and

consistently.
 40

Table 1.2

Environmental Factor In Terms of Noise

Statements Mean Description

1) I have privacy in my study area when taking classes 2.23 Sometimes

online.
2) The noise level (coming from devices, people's talks, 2.04 Sometimes

external sources) in my study area allows me to

concentrate, take the class, and clearly hear my

teacher and classmates.

3) I can control the noise level in my study area (example: 2.16 Sometimes

opening/closing doors/windows).
Mean 2.14 Sometimes

Legend: 3.26-4.00 Always 1.76–2.50 Sometimes

                2.51-3.25 Often 1.00-1.75 Never

As perceived by the College students, sometimes they have privacy in their study area when

taking classes online (M=2.23). On the other hand, the noise level (coming from devices, people's

talks, external sources) in their study area allows them sometimes to concentrate, take the class,

and hear their teacher and classmates. (M=2.04). Most importantly, they can sometimes control the

noise level in their study area (example: opening/closing doors/windows) (M=2.16). Overall mean

(M=2.14) shows that noise as an environmental factor can sometimes affect online learning.

In the case of the noise variable, the discussion is similar. For example, their study found that

noise was distracting for students when they were performing cognitive tasks. This also applies to

Mexican students who take online classes since they are exposed to a higher level of noise at home,

and therefore, a higher level of distraction when taking online classes from home. This comes to
 41

support the result obtained in this investigation. On the other hand, the study carried out by Batho. It

is clear that variations in noise level impact students' reading and writing, impacting their academic

performance (Ergonomics 2016).

Table 1.3

Environmental factor in terms of temperature

Statements Mean Description

1) The temperature in my study area allows me to be 2.17 Sometimes

comfortable and concentrate when taking online

classes.
2) I can control the temperature in my study area (for 2.22 Sometimes

example opening/closing windows, turning ventilators

on/off) when taking online classes.

3) The air quality in my study area is appropriate for 2.22 Sometimes

taking the classes online.

Mean 2.20 Sometimes

Legend: 3.26-4.00 Always 1.76–2.50 Sometimes

                2.51-3.25 Often 1.00-1.75 Never

As perceived by the College students, sometimes, the temperature in their study area allows

them to be comfortable and concentrate when taking online classes (M=2.17) and can control the

temperature in their study area (for example, opening/closing windows, turning ventilators on/off)

when taking online classes (M=2.22). In addition, sometimes, the air quality in their study area is

appropriate for taking the classes online (M=2.22). Overall mean (M=2.20) shows that the

temperature as an environmental factor can sometimes affect online learning.

 42

Proof of this is found in a recent study, where Baafi detected that the temperature of the

classrooms had an impact on academic performance. These results also coincide with those

obtained by López-Chao. This is since these authors detected those low levels of temperature and

hot environments, negatively appreciating students' academic performance, compared to thermally

neutral environments (Carol Jr.2020).

The literature presents several studies that deal with environmental conditions (lighting, noise,

temperature) impacting students' academic performance. In several studies, data has been collected

through a questionnaire. Similarly, Singh et al. applied a questionnaire divided into eight sections,

where three belonged to the indoor temperature, noise, and lighting perception by students

(Sustainability 2020, 12, 1994).

The first section addressed the general students' welfare in and out of school. The second

section included eight questions about indoor environment perceptions from the classroom

(temperature, air sensation, air quality, noise, lighting). Finally, the third section asked students to

rate their motivation considering headache, concentration difficulty, fatigue, effort, and well-being.

Teaching Methods As A Factor Affecting Academic Performance As Perceived By The

College Students

Table 2.1
 43

Teaching Methods in terms of Teachers Responsibilities

Statements Mean Description

1) are prepared for class 2.69 Often

2) gave clear directions 2.37 Sometimes

3) the instruction made learning interesting 2.36 Sometimes

4) demonstrate enthusiasm 2.24 Sometimes

Mean 2.41 Sometimes

Legend: 3.26-4.00 Always 1.76–2.50 Sometimes

                2.51-3.25 Often 1.00-1.75 Never

As rated by the College students, their teachers are often prepared (M=2.69). In addition,

their teachers sometimes gave clear directions (M=2.37), and sometimes instruction made learning

interesting (M=2.36). Sometimes, their teacher also demonstrates enthusiasm (M=2.24). Overall

mean (M=2.41) shows that the Teachers Responsibility as one of the Teaching Method factors can

sometimes affect online learning.

As a teacher, it is essential to note that when there are so many other factors that influence a

child's performance in school, it is necessary to build a positive relationship between student and

teacher. Some factors are outside of the school's control, but a teacher can control certain aspects

of what a child is exposed to within the classroom walls. Those choices can have a lasting effect on

the student's school performance (Swanson, Valiente, & Lemery-Chalfant).

Table 2.3

Teaching Methods in Terms of Teacher’s Responsiveness To Student Needs

Statements Mean Description

 44

1) are available and helpful 2.35 Sometimes

2) provide feedback on student work 2.21 Sometimes

3) respect students' ideas 2.76 Often

4) show concern for student learning 2.64 Often

Mean 2.49 Sometimes

Legend: 3.26-4.00 Always 1.76–2.50 Sometimes

                2.51-3.25 Often 1.00-1.75 Never

As rated by the College students, their teachers are sometimes available and helpful

(M=2.35) and provide feedback on student work (M=2.21). In addition, their teachers often respect

students' ideas (M=2.76) and show concern for student learning (M=2.64). Overall mean (M=2.49),

the teachers' responsiveness to student needs as one of the Teaching Method factors can

sometimes affect online learning.

Student performance is a vital part of their school success, and teachers must consider how

best to help students achieve that success. Determining what interests their students and motivating

them is a key component in any classroom if the end goal is student achievement and learning.

Also, given that students interact with their teachers daily, the student/teacher relationship should

not be undervalued or overlooked. Establishing rapport early on can lead to success and satisfaction

for both the student and the teacher; it creates an environment in which student learning is relevant

and meaningful (Brookhart, S. & Durkin, D. 2003).

Table 3

Academic Performance of Students in terms of Online Learning

Statements Mean Description

 45

1) I can do all my activities successfully. 2.37 Sometimes

2) I can organize my time to do everything the teachers ask 2.17 Sometimes

me to do.

3) My grades improve. 2.17 Sometimes

4) I have acquired more knowledge. 2.02 Sometimes

5) I have improved my communication skills. 1.99 Sometimes

6) I have improved my teamwork skills. 2.23 Sometimes

7) My creativity improved. 2.31 Sometimes

8) I am satisfied with the results that I have obtained. 2.30 Sometimes

Mean 2.20 Sometimes

Legend: 3.26-4.00 Always 1.76–2.50 Sometimes

                2.51-3.25 Often 1.01-1.75 Never

The College students rated sometimes as they experience all the statements about their

academic performance in terms of Online Learning. Specifically, with the highest mean (M=2.37),

sometimes the students can do all their activities successfully. The students also rated sometimes

but with the lowest mean of 2.72, that they have improved their communication skills. Overall,

(M=2.20) shows that the Academic Performance of Students in terms of Online Learning is below

average.

The perceived learning outcome was measured with three items: 1 performance improvement,

2. Grade's benefit: 3. Meeting learning needs. Most online learning literature concentrates on

students' and instructor attitudes towards online Learning (Sunal 2003). Marzano and Pickering,

1997 indicated that student's attitudes would impact the learning they achieve. Researchers also

studied motivational perspectives to understand behavior intention to use (Venkatesh 1999,

Vallerand, 1997).
 46

Table 4
 47

Relationship Between The Factors And The Academic Performance Of The Students In

Online Learning

Academic performance of the students in

Factors that can affect Online Learning Online Learning

Correlation

Coefficient p-value Remarks

Lightning 0.516 0.000 Significant
Noise 0.490 0.000 Significant

Temperature 0.507 0.000 Significant

Teachers Responsibilities 0.601 0.000 Significant

Teachers Responsiveness to student 0.576 0.000 Significant

needs
Overall 0.703 0.000 Significant

Legend: 1 (-1) Perfect Positive (Negative) Correlation

0.71 to 0.99 (-0.71 to -0.99) Strong Positive (Negative) Correlation

0.51 to 0.70 (-0.51 to -0.70) Moderately Positive (Negative) Correlation

0.31 to 0.50 (-0.31 to -0.50) Weak Positive (Negative) Correlation

0.01 to 0.30 (-0.01 to -0.30) Negligible Positive (Negative) Correlation

0 No correlation

            The table showed that the p-values are less than 0.05, which means that all the factors

significantly influence the students' academic performance in Online Learning. However, the

Teachers Responsibilities yield the highest value of correlation coefficient (r=0.601, p=0.000), which

showed Moderately Positive Correlation. Moreover, the overall total correlation of (r=0.703, p=0.000)

also indicates a Moderately Positive Correlation.

 48

Essentially, they advised teachers to encourage students, give them a chance to work

autonomously and with peers, and be approachable, prepared, and sensitive to student needs. In

addition, they should create fun and challenging educational experiences while also encouraging

diversity and providing support services (orientation, mentoring). Finally, teachers should help

students cultivate social and cultural capital to develop a sense of belonging and form relationships

with others. Teachers can adapt, modify, individualize, and expand upon these action steps in their

classroom to increase student engagement. Dai and Wand (2006) would agree that such steps will

increase student motivation, performance, and success.

The individual factors discussed in this research are cognitive and motivation. According to

the study, there is a correlation between the preferences of the learning environment and the

construct of self-efficacy online motivation and task value. It can be said that the motivational

variables are more effective in the learning environment preferences, the students with high task

value, e-learning motivation, and self-efficacy, preferred studying in an online learning environment,

cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent

of the learners learning delivery preferences ( Sinan Keskin EURODL 2019).

 CHAPTER V

This chapter presents the summary, findings, conclusion, and corresponding

recommendation of the study.

Summary

The study is conducted to determine the factors affecting the academic performance of college

students in STI college General Santos City. The main goal of this study is to determined the leading

factor affecting their academic performance during online learning. Data was collected from the

survey composed of 305 respondents from the eleven different courses: BSBAOM, BBMA, ASCT,

BTLEd (ICT/ HE), Tourism, BSHRM, BSHM, BSIT, BSCS, TEM. The researchers determined the

study samples, which has purposively chosen from different courses, the researchers surveyed in

every course but only to the students who are available and willing to answer the survey. The

researchers completely got 305 respondents during the survey.

After collecting data, the results of the students' respondents from the survey, the researchers

processed the data in a quantitative form to arrive in the interpretation. It was categorized and

tabulated. We manually tally asked how many students answered in different factors affecting their

academic performance in online learning. It was stat by statistician to have a clear interpretation and

good data results. With these, the researchers could formulate their conclusions and

recommendations.
 50

Findings

1. What is the student's perception towards environmental learning as a factor affecting academic

performance in terms of:

Lighting

The student's perception towards Environmental Learning, sometimes the level of lighting in

their study area allows them to see clearly what is around and concentrate when taking online

classes as the average mean of 2.42. Most importantly, the level of lighting (from lamps, computer

screen) in their study area allows them sometimes to have visual comfort when taking online classes

(M=2.40). However, the overall mean (M=2.42) shows that lightning as an environmental factor can

sometimes affect online learning.

1.1 Noise

The student's perception towards environmental learning as a factor affecting academic

performance in terms of Noise level, overall mean with an average of 2.14 shows that noise as an

environmental factor can sometimes affect online learning.

1.2 Temperature

Students' perception of environmental learning as factors affecting academic performance in

terms of temperature, sometimes the air quality in their study area is appropriate for taking online

classes. Overall mean (M=2.20) shows that the temperature as an environmental factor can

sometimes affect online learning.

2. What is the student's perception towards teaching method as factors affecting academic

performance in terms of:

2.1 Teaching Responsibilities

 51

The student's perception towards environmental learning as a factor affecting academic

performance in terms of teaching responsibility with an overall average mean of 2.41 shows that the

Teachers Responsibility as one of the Teaching Method factors can sometimes affect online

learning.

2.2 Teaching Responsiveness to student needs?

The student's perception towards environmental learning as a factor affecting academic

performance in terms of teaching Responsiveness to student needs with an overall average mean of

(M=2.49) shows that the Teachers responsiveness to student needs as one of the Teaching Method

factors can sometimes affect the online learning.

What is the level of students' academic performance in online learning?

The level of students' academic performance in online learning with an overall average of

(M=2.20) shows that students' Academic Performance in terms of Online Learning is below average.

Is there a significant relationship between the factors and the academic performance of the students

in online classes?

The result showed that the p-values are less than 0.05, which means that all the factors

significantly influence the students' academic performance in Online Learning. However, the

Teachers Responsibilities yield the highest value of correlation coefficient (r=0.601, p=0.000), which

showed Moderately Positive Correlation. Moreover, the overall total correlation of (r=0.703, p=0.000)

also indicates a Moderately Positive Correlation.

 52

Conclusion

Based on the findings, the following conclusions were derived:

1. Environmental factors sometimes affect students' academic performance in Online

Learning in terms of Lightning, Noise, and Temperature.

2. Lightning significantly affects academic performance, while the least is the noise.

3. Teaching Methods is also one factor that sometimes affects students' academic

performance in Online Learning in terms of Teachers Responsibilities (considered least) and

Teachers Responsiveness in student needs that significantly affect them.

4. Whereas the level of students' academic performance in online learning is considered

below average. There is a significant relationship between the factors and the academic

performance of the students in online learning.

5. The Teachers Responsibilities yield the highest correlation coefficient value while the

noise has the lowest correlation coefficient value.

6. Lastly, the overall total correlation coefficient indicates a Moderately Positive Correlation.
 53

Recommendation

Since the data were only gathered from the students, the data relied on the

respondents' honesty. Based on the result and findings of the data, since there is a significant

correlation between the factors and academic performance in online learning. Lightning

significantly affects the academic performance of the students based on the result of the

respondents. Since light is the most available factor in life, attention to its learning and best

use increases the quality of educational space necessary to work when it comes to online

learning. Therefore, it is recommended that students' lightning be provided through natural

light ( window, valves, etc.) to focus more on their learning environment.

When it comes to teaching methods, it is also one factor that sometimes affects

students' academic performance in Online Learning in terms of Teachers Responsibilities

(considered least) and Teachers Responsiveness to student needs. Researchers also

recommend that teachers encourage students, be sensitive to students' needs, approach

students first, and recognize students in a class to feel welcome. Teachers should create fun

and challenges that could make students comfortable in class, enhance their communication

skills, improve their approach to synchronous class, improve academic performance in online

learning and boost their confidence.

The Researchers also recommend this to students for being attentive, active in online

learning, being responsible for its academic performance, and doing their best to reach out to

every teacher for their needs and enhance communication skills regarding their demands to

online learning. With these recommendations, the researchers would like to encourage fellow
 54

researchers to take these recommendations and guide this research paper to acquire better

results.
 55

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 58

APPENDICES

Appendix A (Transmittal Letter)

 59

Appendix B ( Survey Questionnaire )

Part I-Survey items

 60

Directions: Using the scale from 1 to 4 (1 NEVER, 2 SOMETIMES, 3 OFTEN and 4 ALWAYS), rate

base on your experience.

I. Environmental factors:

A. Lighting 4 3 2 1
4) The level of lighting in my study area allows me to see clearly

what is around, as well as to concentrate when taking online

classes.
5) I can control the level of lighting in my study area when taking

online classes (for example: opening/closing blinds, curtains;

having a table lamp; dimmers within reach).

6) The level of lighting (from lamps, computer screen) in my study

area allows me to have visual comfort when taking online

classes.
B. Noise 4 3 2 1
5) I have privacy in my study area when taking classes online.

6) The noise level (coming from devices, people’s talks, external

sources) in my study area allows me to concentrate, take the

class, and clearly hear my teacher and classmates.

7) I can control the noise level in my study area (example:

opening/closing doors/windows).
C. Temperature 4 3 2 1
4) The temperature in my study area allows me to be comfortable

and concentrate when taking online classes.

5) I can control the temperature in my study area (for example:

opening/closing windows, turning ventilators on/off) when taking

online classes.
6) The air quality in my study area is appropriate for taking the

classes online.
 61

Realyvásquez-Vargas, A., Maldonado-Macías, A., Arredondo-Soto, K., Baez-Lopez, Y., Carrillo-

Gutiérrez, T. & Hernández-Escobedo, G. (2020). The Impact of Environmental Factors on Academic

Performance of University Students Taking Online Classes during the COVID-19 Pandemic in

Mexico

II. Teaching Methods

The teachers:

Teachers Responsibilities 4 3 2 1
4) are prepared for class
5) gave clear directions
6) instruction made learning interesting
8) demonstrate enthusiasm
Teachers Responsiveness to student needs
5) are available and helpful
6) provide feedback on student work
7) respect students’ ideas
8) show concern for student learning

Sauer, K. (2012), "The Impact of Student Interest and Instructor Effectiveness on Student

Performance". Education Masters. Paper 243.

Part I-Survey items

Directions: Using the scale from 1 to 4 (1 NEVER, 2 SOMETIMES, 3 OFTEN and 4 ALWAYS), rate

base on your experience.

By taking online classes:

A. Academic Performance 4 3 2 1
 62

2 I can do all my activities successfully.

3 I can organize my time to do everything the teachers ask me to do.

4 my grades improve.
5 I have acquired more knowledge.
6 I have improved my communication skills.
7 I have improved my teamwork skills.
8 improve my creativity.

9 I am satisfied with the results that I have obtained.

APPENDIX C. (Statistician Certification)

 63

APPENDIX D. (Grammarian Certification)

64
 65

Curriculum Vitae

RUFA F. BASCOMPTE

Brgy siguil Bawing, General Cantos City

Rufabascompte@gmail.com

December 15, 1999

21 years old

EDUCATIONAL BACKGROUND

College

Bachelor of Technology Livelihood Education (BTLEd- HE) at STI College General Santos City (S.Y.

2020-2021)

Senior High school

Humanities and Social Sciences (HUMMS) at STI College General Santos City (S.Y. 2016-2017

High School

Bawing National Highschool General Santos City

Elementary

Bawing Elementary School General Santos City

Awards

Leadership awards

With honor
 66

GRACE E. MAHOMETANO

Brgy.West Purok Sampaloc General Santos City

Mahometanograce039@gmail.com

August 31, 1999

21 years old

EDUCATIONAL BACKGROUND

College

Bachelor of Technology Livelihood Education (BTLEd- ICT) at STI College General Santos City

(S.Y. 2020-2021)

Senior Highschool

Science Technology Engineering Mathematics (STEM) at Libertad National Highschool at Surallah

South Cotabato (S.Y. 2016-2017)

Junior Highschool

Lake Sebu National High School South Cotabato (S.Y. 2012-2016)

Elementary

Jose P. Laurel Elementary School General Santos City (S.Y 2005- 2012).

Awards

With honor

Leadership awards