LEARNING ENVIRONMENT ON EDUCATIONAL PRODUCTIVITY AMONG

PRIMARY LEVEL LEARNERS

A Quantitative Research Content

Presented to
Professor Hayden G. Lu
UM Tagum College, Tagum City

In Partial Fulfilment
Of the Course Requirements for
GE 2: Purposive Communication with
Interactive Learning Code: 319

Ayala, Mary Mae B.

Borag, Shyra H.
Cañada, Jia
Desales, Cyrene C.
Laput, Maria Liza
Mamolo, Clemente G.
Orquial, Andrea Joyce E.
Rabe, Jesel Jehn
Tahinay, Shella Mae

December 2022
 CHAPTER 1

INTRODUCTION
Rationale

Students’ educational productivity depends on the learning

environment they belong. It has to do with one's educational productivity,

which includes things like student performance. The aforementioned element

in some way has an impact on the student and their productivity. The

researchers firmly believe that both a pleasant learning environment and its

opposite will result in good educational output on the part of a student.

In San Francisco, California, USA, Siegfried, and Fels (1979) found

that a pupil's aptitude is the key factor influencing how much they learn. In

Malaysia, Bosque and Dore (1998) came to the conclusion that the learning

and teaching environment should carry out the following six tasks: inform,

communicate, cooperate, produce, scaffold, and manage. Numerous

complaints have been made about the quality of public school education in

the Philippines (Yas 2005). The two factors that are most frequently

mentioned as being important to pupils' daily learning are the teachers'

competence and the learning environment's quality. More than 3,000

superintendents, assistant superintendents, school heads, and teacher-

leaders throughout the Davao Region, according to Mendoza (2018),

emphasized the value of leadership abilities to produce excellent graduates in

basic education.
 Despite evidence of multiple factors that affect academic achievement

and productivity, it is not impossible to achieve. Schools, families, and

classrooms may all need to consider how to create inclusive, and effective

learning environments. It is important to acknowledge that pupils, like

teachers and parents, face stress and difficulties. Society can only progress

toward greater academic performance and boundless productivity if it is

founded on understanding and open learning (Johanson, 2021).

The researchers are sure that this study will be helpful in surveying the

abilities of all primary levels. This study will be significant and valuable to the

students, parents, teachers, and school. To the student, this study is primarily

important to students, so they become motivated for what they’re doing and

improve their educational productivity. To the parents, this study will help

parents to identify the effects of their children’s educational productivity

improvements. To the teacher and school, this study will help them to identify

the effects of the learning environment of the students on educational

productivity.

The focus of this study is concerned with the pupils in the Magugpo

Pilot Elementary School. It is to determine the situation of pupils on how it

affects the learning environment and educational productivity. However, we

consider the weaknesses which may not allow the research to achieve the

expected generalizability of this study. We cannot guarantee the perfect

database or detail regarding their experiences for it depends upon the answer

of respondents.
 The study addresses how a certain learning environment affects and

influences the student’s academic performance and productivity. The

importance of this study is to determine the relationship between the said

variables and to prove that the student’s productivity may get affected by the

environment he/she belongs. The purpose of this study is to determine how a

student’s productivity depends on the learning environment he/she belongs to.

Problem

This study seeks to determine the relationship between the learning

environment and educational productivity of the primary-level learners of

Magugpo Pilot Central Elementary School, S.y. 2022-2023.

Research Objectives

The study investigates how the learning environment affects the educational

productivity of a student at Magugpo Pilot Central Elementary School

1. What is the ideal learning environment for the students?

1.1 School Facilities

1.2 Classroom Environment

1.3 Evaluation Activities

2. What factors of the learning environment most affect the educational

productivity of a student?
 2.1 Study Habits

2.2 Interest

3. How does the learning environment affect the educational productivity of a

student?

Theory

Walberg’s theory of educational productivity Walberg’s (1981)theory of

educational productivity, is one of the few empirically tested theories of school

learning based on an extensive review and integration of over 3,000 studies

(DiPema, Volpe & Stephen, 2002). "Wang, Haertel, and Walberg (1997)

analyzed the content of 179 handbook chapters and reviews and 91 research

syntheses and surveyed educational researchers in an effort to achieve some

consensus regarding the most significant influences on learning" (Greenberg

et al., 2003, p.470). Using a variety of methods, Wang, et al. (1977 identified

28 categories of learning influence. Of the 11 most influential domains of

variables, 8 involved social emotional influences: classroom management,

parental support, student-teacher interactions social behavioral attributes,

motivational-effective attributes, the peer group school culture, and classroom

climate (Greenberg et al., 2003). Distant background influences (eg., state,

district, or school policies, organizational characteristics, curriculum, and

instruction) were less influential. Wang et al. (1997) concluded that "the direct

intervention in the psychological determinants of learning promise the most

effective avenues for reform" (p.210) Wang et al.s research review targeted
students learning characteristics, (i.e., social, behavioral, motivational,

affective, cognitive, and metacognitive) as the set of variables with the most

potential for modification that could, in tum, significantly and positively affect

student outcomes (DiPema et all., 2002).

Andragogy theory (Malcolm Knowles) Knowles' theory of andragogy is

an attempt to develop a theory specifically for adult learning. Knowles

emphasizes that adults are self-directed and expect to take responsibility for

decisions. Adult learning programs must accommodate this fundamental

aspect. Andragogy makes the following assumptions about the design of

learning: (1) Adults need to know why they need to learn something (2) Adults

need to learn experientially, (3) Adults approach learning as problem-solving,

and (4) Adults learn best when the topic is of immediate value. In practical

terms, andragogy means that instruction for adults needs to focus more on

the process and less on the content being taught. Strategies such as case

studies, role-playing, simulations, and self-evaluation are most useful.

Instructors adopt the role of facilitator or resource rather than lecturer or

grader.

Learning Environment theory the learning environment theories focus

on different constructs within the educational system that include the student,

society, and the content being taught. These theories flow from the

psychological theories of learning, which include cognitive theories, social

cognitive theories, and instructional system design theories (Bertrand, 2003).

The first of these is purely cognitive, but can be thought of as internal

processes of the mind. . . [or] a development of learning abilities and

strategies" (p.13). Cognitive theories are difficult to examine separately from

other issues going on for the student, especially in nursing education. The

overall nursing curriculum is intended to build internal processes for thinking

through increasingly complex clinical situations, as the student moves from

course to course. Cognitive theories seem to encompass to be thought of as

teaching theories; rather, they seem to be a way of thinking about curriculum.

Significance of the Study

This study will be able to give research-based data on how a learning

environment might improve the educational productivity of elementary school

students. The following people will benefit from this research:

Students. They might help them build a happy learning environment

and increase their educational productivity.

Teachers. It can help them in their discussions about how to create a

more engaging learning environment for their students.

Future Researchers. This study will serve as a beneficial and useful

resource for scholars who wish to perform more studies on the topic.

CHAPTER 2
 REVIEW OF RELATED LITERATURE

Learning environment is the diverse physical locations, contexts, and

cultures in which students learn. Leaning environment includes the following:

Classroom Environment is the environment that is present inside the

classroom where the learning between the teacher and the students takes

place. This factor plays a vital role in the educational productivity of a student.

This factor also includes classroom climate and physical and emotional

aspects of the classroom.

A learning environment is a broad term that refers to the various

contexts, cultures, and physical locations in which students learn. Students

learn in a variety of ways and in a variety of contexts, and a productive

learning environment aims to create an environment that improves students'

learning abilities (Birt, 2022).

Classroom characteristics, such as class composition, student and

teacher characteristics, student interactions with peers and teachers,

classroom values, and classroom beliefs all influence student academic

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

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

may influence student academic futures, it is important to understand the

classroom pathways that underlie student academic achievement

Fraser's article on Classroom Climate (see Classroom Climate) in this

Encyclopedia, together with a recent literature review of four decades of

classroom-level environment research (Fraser, 2012), shows that a major

thrust has been the development, validity, and use of various questionnaires.

These publications review several lines of past classroom climate research,

including evaluation of educational innovations, associations between student

outcomes and classroom climate, and teachers' action–research attempts to

improve their classroom climates.

Temperature and ventilation systems inside the classroom are crucial

factors that affect the classroom learning environment. Classrooms too cold or

too hot negatively affect students’ performance and concentration as they feel

uncomfortable in such conditions. According to Halstead (1974), it is generally

accepted that high temperature and humidity create physiological and

psychological problems which expedite fatigue, cause people to work more

slowly, apply many efforts, and cause them to make more mistakes and

errors. The classroom climate should be cautiously managed not only to

provide physical comfort but also to serve as a positive factor in the learning

process by stimulating attentiveness and concentration. To maintain such a

climate, the atmosphere must be treated to a simultaneously controlled

temperature, humidity, cleanliness, and circulation. Earthman (2004)

established that temperature, heating, and air quality are the fundamental

elements for the educational attainment of students. Phillips (1992) noted that

lighting is one of the most important physical characteristics of a classroom.

He further stated that the visual environment can affect the capability of

students to perceive visual stimuli and also affect their mental attitude.

Consequently, their academic performance is affected negatively. Culp (2006)

found that success can be ensured by using visual displays in the classroom.

According to Winter Bottom and Wilkins (2009), there are numerous aspects

of lighting to be kept in mind while taking into account this environmental

characteristic of the classroom. Classroom lighting consists of undetectable

light, illumination at a student’s desk, and lighting from projection screens and

windows. Improper lighting negatively affects academic achievement and

promotes distress and obstruction for students in the classroom.

Classroom climate plays a remarkable role in making the instructional

process more effective and establishes an atmosphere favorable and

encouraging to learning. The quality of the physical classroom setting

significantly affects the academic achievement of the students. Physical

facilities in classrooms ensure an effective and successful teaching-learning

process. Without these facilities, an effective and fruitful teaching-learning

process is not possible. Students get more information from their teachers in

well-facilitated classrooms and consequently, they show good performance.

On the other hand, if students feel uncomfortable in the classroom then they

will fail to get more information from their teachers. Lyons (2001) stated that

poor school facilities adversely impact teachers’ effectiveness and also their

performance. Consequently, it negatively affects student achievement.

MacAulay (1990) and Walker et al (1995) found that a well-structured

classroom can enhance students’ academic and behavioral outcomes.

Haertel, et al (1981) concluded that students’ perceptions of the classroom

environment an important factors that show some aspects of students’

outcomes i.e., achievement, motivation, and satisfaction. They further

concluded that achievement in cognitive and affective learning outcomes was

repeatedly associated with the classroom environment, which was perceived

as having greater cohesiveness, satisfaction, goal direction, organization, and

less friction.

Conducive environment has a positive effect on a student because it

can determine how and what the person is learning. Conducive environment

is defined as favorable surroundings or conditions. One would make the

environment conducive to learning to start within. Students should be and are

motivated internally as well as externally. Built-in instructions found within our

genetics drive the behavior of the student. Meaning that students should have

an excellent base on to build their education. The student, especially an

online learner, must learn to control the environment in which they have

chosen to complete class work, homework, and study/reading time. The

student must also develop the ability to absorb or ignore the surroundings

available to him/her. Success and failure are attributable to forces outside of

themselves. (Sullo, 2007) The student should have a clean and comfortable

environment free from foul odors and/or overbearing scents or loud noises

including friends and family. The student’s environment is a secluded area of

sorts.
Chapter 3

RESULTS
 Chapter 4

DISCUSSION, CONCLUSION, AND REFERENCES

Discussion
Conclusion
References

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