School Environment

(Survey Report)GROUP 3

25
School Environment Report
No. Of Respondents

20
15
10
5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

PARTICIPANTS
Participants in this study include 25 Ramon Duterte Memorial National High School,
11- STEM C students. All participants in this study were volunteered; age ranges 16-18 years
old.

CONCLUSIONS:
Personally, What do these survey questions mean to you?

This survey means a lot, especially to the students at Ramon Duterte Memorial National
High School. the survey is all about the school environment the Survey focused on how schools
are managed, designed and built and provide learning and teaching, pastoral care and discipline.
There is evidence for the potential of school environment interventions addressing these to
promote academic, physical and social services to the student but the evidence is far from
definitive
the outcome of the evaluations examined interventions encouraging staff/students to build a
stronger sense of community and/or better interpersonal relations in a range of 25 students.
These evaluations generally reported benefits, including for measures related to academic,
physical and social services to the student for these 25 respondents. School environments and
empowering students' involvement in this, reporting benefits for students' interaction in the class
measures the capability to sustain the needs of every student. Process evaluations positively
reported on the feasibility, fidelity, reach and acceptability of interventions. To develop a fuller
picture of the effects of school environment interventions, the results of our own review should
be read in conjunction, which includes the school environment alongside curriculum and
parent/community components.
Outcome and process evaluations were subject to methodological limitations and were not
informed by nor aimed at testing any of our review theories. Most of the interventions employed
multiple components addressing different aspects of schools' facility and the interactivity
happened inside the classroom and practice so they do not lend themselves to testing specific
hypotheses. (regarding the importance of social boundaries between staff and students, and that
more student-centered framing of activities will enable them to improve their academic, physical
and social services to the student ).

RECOMENDATIONS:

Based on your answers to the survey questions, what can you recommend to the school
administration to improve their academic, physical and social services to the student as a whole?

Based on our gathered data from the survey, Teachers matter, but they do not work in a
vacuum. Their ability to elevate students’ academic, physical and social services depends on the
schools' facilities and experience in dealing with the different types of students. The
recommendations below are intended to address the issues identified in the conclusions with
particular attention to the ways on how they should intensify the academic, physical and social
services that needed for the students.
Here, we focus on how schools and school systems (such as districts or charter networks) can
improve the learning opportunities and interactivity for the students. Focusing on this level of the
system is essential, given the important roles played by principals and teacher leaders in
connecting the rhetoric of visions to the realities of how teachers and students spend their time.
Below we offer some specific recommendations for practices and policies we view as necessary
to enhance ongoing teacher learning. Because the research base in this area is so uneven, often
lacking interactions between a student and a teacher, related to the issues raised in this report, we
think that these recommendations go hand-in-hand with research needs,

In an ideal world, all these recommendations would be implemented. But in the real and complex
world of schooling, it is important to start with one recommendation, building momentum, and
with a long term goal of acting on the full set. Equally important is that acting on these
recommendations will require additional resources (money, material, time, and personnel) or
significant shifts in priorities. Such trade-offs are inevitable, but investing in the individual and
collective capacity of the workforce is essential to the improvement of academic, physical and
social services for the students in the Ramon Duterte Memorial National High School.