Theoretical Framework

Access to adequate sanitation facilities, including comfortable and clean comfort rooms,
is essential for maintaining good hygiene and preventing the spread of diseases.
Inadequate access to comfort rooms can have various negative impacts on the health,
well-being, and academic performance of students. This theoretical framework aims to
explore the effects of insufficient comfort rooms on students, drawing on theories
related to health, sanitation, and education.
The Health Belief Model (HBM) proposes that individual beliefs and perceptions about
health risks and the benefits of taking action to prevent them influence health-related
behaviors. In the case of insufficient comfort rooms in schools, students may perceive
the risk of contracting diseases or infections due to poor sanitation as low, resulting in a
lack of motivation to take preventative measures such as washing their hands and using
toilets frequently. This can lead to increased rates of illness and absenteeism among
students, negatively impacting their academic performance.
Moreover, “The Social Learning Theory” (SLT) posits that individuals learn behaviors
through observation, modeling, and reinforcement. In the context of comfort rooms,
students may observe poor hygiene practices, such as not flushing toilets, leaving
tissue paper on the floor, and not washing hands, which can become normalized and
perpetuated among peers. Thus, the lack of adequate comfort rooms and poor hygiene
practices can create a negative cycle where students continue to reinforce and model
unhealthy behaviors.
In addition, “The Capability-Opportunity-Motivation” (COM-B) Model suggests that
behavior change is influenced by three factors: capability, opportunity, and motivation.
In the case of insufficient comfort rooms, students may lack the capability to maintain
good hygiene due to the lack of adequate facilities, such as handwashing stations and
clean toilets. Additionally, limited opportunities to use clean and comfortable comfort
rooms may result in students avoiding using the facilities altogether, leading to negative
health outcomes. Finally, students may lack motivation to maintain good hygiene and
use available facilities due to the negative stigma associated with using poorly-
maintained or unclean comfort rooms.
In conclusion, the lack of sufficient comfort rooms in schools can have various negative
impacts on the health, well-being, and academic performance of students. The Health
Belief Model, Social Learning Theory, and Capability-Opportunity-Motivation Model can
provide a useful framework for understanding the individual, social, and environmental
factors that influence student behavior related to hygiene and comfort rooms. Improving
access to clean and comfortable comfort rooms can have positive impacts on student
health, attendance, and academic performance, ultimately contributing to better
educational outcomes.
Conceptual Framework
Strong conceptual framework can help researchers and practitioners understand the
complex and dynamic relationships (D.A. Schmidt-Crawford, 2018), develop them a
hypotheses, identify research questions, and select appropriate research methods
( Seyed, A. M.& Seyed Reza Mazhari, 2018). To Increase students and the future
researcher’s comprehension, Here are the brief explanation of Independent variable
and Dependent Variable of this research.

Independent Variable Dependent Variable

Effects of Insufficient
comfort rooms

The purpose of this conceptual framework is to ascertain the independent variable and
the dependent variable in this research. The framework shows, the dependent variable,
the Situation of Toilet Sanitation, is represented by the second box on the right side,
while the independent variable, Students attitude and Perception, is represented by the
first box on the left.