“Learning Atmosphere” As An Influential Factor

In Encouraging Better Learning

In MAPEH

An Action Research Presented

to the Administration of

Florentino Torres High School

By

MAPEH Department

February 2, 2018

ABSTRACT

1
 INTRODUCTION

The population of Florentino Torres High School and the ratio of the facilities are not in

proportion enough with the number of students, hence MAPEH teachers are having a hard time

looking for an environment that is conducive for learning. The learning process is not only about

the relationship of the students and their teacher. Many factors affect the students’ performance

including the student attendance, their motivation to learn, and conduciveness of the classroom

to learning.

The K12 program of the Government exposes of the status of the education system in the

Philippines not only in terms of Programs and Curriculum, but also with the demand of having

21st century facilities and teachers’ techniques and strategies. In this age of change, helping

students understand better the lesson in the classroom is one of the primary concerns of every

teacher. Teachers need to motivate students how to learn. According to (Phil Schlecty1994),

when students are motivated, learning will easily take place. However, motivating students to

learn requires a lot of challenge on the part of the teacher. Although teachers are the main players

of learning and the ones that initiate all the efforts to motivate students, there are still some

factors that affect the students’ focus and comprehension of the topics in the class. Due to the

lack of facilities some classes in MAPEH settle solely in areas that are available unfortunately,

thus having a conducive atmosphere. (W. Theo Dalton, 1959) States that good classroom is

characterized by a relaxed atmosphere, by evidences of wholesome and purposeful activities, by

displays of student’s work and by the best use of available facilities. Such classroom may

2
possess in a real sense, in an atmosphere which makes itself felt even in the presence of a casual

visitor.

Through the ages, Education experts always consider the importance of learning

environment in the learning outcome of the learners. That it is why most teachers are guided and

evaluated in classroom management skills and provision of a suitable learning atmosphere. Most

MAPEH teachers teach four different components and that includes Music, Arts, Physical

Education and Health. It is common knowledge that all Physical Education classes are held

mostly in an open area where they can perform physical activities, while Music, Arts and Health

should be in an ordinary conventional usual classroom just like other subjects due to the

sensitivity of topics discussed. Examples of these are topics in Health specifically about human

sexuality and gender issues. Some students are having difficulty to open up and disclose in an

environment where everyone can see and hear by everybody. Visual technology nowadays is a

common requirement in the learning process. Projectors, laptops and tablets are provided by

schools to help teachers deliver the topics more efficiently through film viewing picture and

illustrations slides, and power point presentations. However, in open area like quadrangles, ovals

and covered courts, these equipment are useless due to the brightness and noise in the

surroundings. The researchers point out that these factors are the ones that affect the Students’

motivation to perform well in their MAPEH subjects.

Research Question

1. What factors influence students’ motivation in learning MAPEH ?

2. What is the ideal classroom atmosphere for an effective learning process?

3. How does learning atmosphere affect the motivation of students in learning MAPEH?

3
Review of Related Literature

The Department of Education of Manila listed as follows 1. Classroom Atmosphere is

conducive to learning (clean, orderly, properly, structured, good seating arrangement) as the first

criteria under the Classroom Preparation/Management Capabilities (Teachers Observation

Checklist 2018). This criteria show that classroom atmosphere is one of the vital factors that is

needed to be maintained in order to achieve the students’ attentions. This statement also

supported that the attention consequently is directed to attitudes and motivation concerning the

learning environment, more specifically the subject, and the role that peers and teachers play by

(Heitzmann, J. 2009, Dornyei 2001, Ushioda 1996). According also to (Erickson, 1978),

effective classroom depends on the teachers’ ability to maintain the interest that brought students

to the course in the first place. Not all students are motivated by the same value, needs, desires

and wants. Some are motivated by the approval of others or by overcoming challenges. This also

supported in theory of continuum of different types of motivation exists, depending on the level

of self-determination that an individual possesses (SDT, Ryan and Deci, 2002). There are two

types of motivation, one is extrinsic and the other is intrinsic, these two types vary on how each

individual pursuit on the activity. Research results indicated that students who were taught by

motivated teachers reported higher motivation, compared to those taught by less motivated

teachers. (Atkinson, 2002) Still there are teachers even with the different factors surrounds her

class manage to motivate the students to perform in class, probably because of the intrinsic

motivation possessed by the students or the extrinsic motivation of the teacher that stimulates the

interest of the students. Robert Sternberg and Todd Lubart recently addressed this possibility in

Defying the Crowd (1995). They assert that any in-depth examination of the work of highly

creative people reveals a blend of both types of motivation.

4
C. Purpose of the Study

The main thrust of this study was to find out the influence factor that affects the students’

motivation to perform in classes.

D. Methodology

The descriptive-survey method was used in this study, Descriptive means that surveys are

constructed and administered / fielded made in order to discover the factor that affects the

student motivation in performing in the MAPEH class. The researchers used questionnaires,

observations and interviews. Several categories affecting motivation were also presented in the

questionnaire. The researchers distributed the questionnaire to MAPEH classes from morning

and afternoon shift with or without classroom and label it group A for and group B.

Research Environment and Respondents

The research respondents are MAPEH class from Grade 7 to Grade 10 of the School Year

2017-2018.

Data Gathering

The researchers personally distributed the questionnaires from the different teachers that
handle the class. Each item in each category ranges from a scale of 4-1 where 4 rated as strongly
agree while 1 as strongly disagree. The questionnaires were collected and data obtained were
tallied in tables and interpreted using the simple percentage.

5
 E. RESULTS AND DISCUSSION/FINDINGS AND ANALYSIS

Table 1: STUDENTS PREFERENCE

90

80

70

60

50 1 Most Like
2 Least Like
40 3 Difficulty Coping

30

20

10

Table 1 result shows that student preference in MAPEH components that Physical Education is the

most like components both in Group A and B, while Music ranked the least like and most difficult to

understand by the students.

Table 2:

Learners Behaviour
70

60
Laziness
50 Participation
Talkativeness
40
Tardiness
30 Absences

20

10

6
The results of table 2 significantly shows that students disagree that their behaviour towards the

subjects affects their motivation to perform in the class, but one indicator noticeably high which is

students tardiness from group A which compose most the of respondents administered from first

period class.

Table 3: LEARNING ATMOSPHERE IN MAPEH CLASS

LEARNING ATMOSPHERE
78
80
68
70
58 59
60 Noisy Surrounding
44 46 44 Temperature
50
40 Conduciveness
37
40 31 32 Facilities and Equipment
28
30 25
21 21
20 12
10
0

Table 3 results showed that 74.3 or 231 Respondent agreed that noisy surrounding is a factor

that affected their motivation and 185 or 59% of respondents agreed that the conduciveness of the

learning affect their motivation to learn.

TABLE 4: FREQUENCY DISTRIBUTION OF STUDENTS THAT AFFECTED THEIR MOTIVATION

7
 41; 13%

43; 14% 118; 38%

110; 35%

Table 4 shows that 73% of 322 respondents agrees that the different factor presented in table 2 and 3

affected their motivation towards their MAPEH subject.

TABLE 5: PERCENTILE RANK OF STUDENTS AFFECTED

Chart Title
47; 15% 46; 15%

33; 11%
48; 15%

28; 9%

46; 15%
36; 11%
30; 10%

Table 5 showed 20% of the respondent s believed that Physical Education is the least component

affected their motivation while music got 30% and both arts and health got 25% of the 322 respondents.

8
 TABLE 6:

Learners Behaviour
96
100
90
78 78
80 73
67 66 Excited
65
70 fun
60 hate
don’t like
50 44
love
40
30
18
20 10 13 11 12
3 3 6
10
0

Table 6 revealed that students motivation toward their MAPEH subject are still high both from group A

and Group B, 174 students agrees that they were excited to attend their MAPEH class while151 out of

322 respondents they disagree that they hate their MAPEH class. This table 6 showed that despite there

are factor affecting their motivation toward MAPEH subject they still find the subject are important to

them.

9
 TABLE7

Learners Participation
80
70 64
Prepared
60
48 participate
50 projects
40 40
practical
40
bored
30 23 25
18
20
10
0

Table 7 Showed that 75% of 322 the respondent agreed came to class prepared and 68.5% of

respondent participate actively on their MAPEH class. Furthermore the Researcher also noticed that 250

out of 322 or 80.5% of respondent disagree that they got bored during their MAPEH subjects.

Table 8:

10
 Learning Atmosphere
80
67
70
56 relaxed
60 51
48 Fac and Equip
50 cool and quite
38 conducive
40
free from distraction
26
30
16 17
20
10
0

Table 8 showed that 212 or 68.2% 322 respondents agrees that the learning area in MAPEH class is

relaxed and 64.4% or 200 respondents agrees they like the subject because they have complete facilities

and equipment 87 of this 200 are from group B which is a group consist of respondent from grade 7 and

grade 10 who both held the classes inside the classroom. The 209 or 67.2% respondent believed that

they loved their learning area because it is cool and quiet. The group B is slightly higher than the group A

probably because of the area where they held the class, 65% or 203 respondents agrees that the

learning area where they held their class are conducive to learning and 71.4 % agrees that it is free from

distraction.

TABLE 9:

11
 GRAPHICAL PRESENTATION OF TEST RESULTS PER QUARTER
80
70
60 55.2 GRADE7
51.47 51.67
50 43.25 45.49 GRADE 8
44.41
GRADE 9
40 GRADE 10
30
20
10
0
1st quarter 2nd quarter 3rd quarter 4th quarter

Table 9 showed the graphical presentation of test result in three quarters in MAPEH, grade 10 showed

the highest percentage mean scores on three quarters followed by grade 7 who both held their classes

inside the classroom while grade 8 and 9 mean score has slightly low result from the three different

quarters.

F. CONCLUSION

Based on the findings there are component in MAPEH subject that needs to be held on a conventional

classroom just like the other subjects, although not all students are affected by these factors still there

are needs of the students that must addressed. The study also showed that the Intrinsic motivation of

the Students help them to overcome the external influence that affects them based on their attitude

towards the subject. Base also on the data intrinsic motivation alone cannot help them to achieve their

goals they also need extrinsic motivation coming from their peers and the classroom atmosphere.

G. Recommendation

12
To the administration the subject MAPEH is compose of four different components and we

recommending at least a lecture room that to be provided to us. This, in addition can be used as a

viewing room and discussion area in teaching the other three components. In the meantime, teaches

must exert greater efforts in teaching the subjects amidst the difficult situation. Further trainings must

be undergone and best strategies should be used to facilitate effective learning in this case.

H. References

Atkinson, E. S. (2000). An investigation into the relationship between teacher motivation and pupil motivation.
Educational Psychology, 20, 45–57.

Teacher Motivational Strategies and Student Self-Determination in Physical Education

Ian M. Taylor and Nikos Ntoumanis(2007). Journal of Educational Psychology Copyright 2007 by the American
Psychological Association 2007, Vol. 99, No. 4, 747–760

Judit Heitzmann (2009).The Influence of the Classroom Climate on Students’ Motivation

M. Barberos, A. Gozalo, E. PadayogdogTHE EFFECT OF THE TEACHER'S TEACHING STYLE ON STUDENTS'

MOTIVATION

13