THE IMPACT OF AVAILABILITY OF CLASSROOM AT HUMSS A

STUDENTS AT BITOON NATIONAL VOCATIONAL

HIGH SCHOOL

An undergraduate Research Paper Presented to the Senior High School Department

BITOON NATIONAL VOCATIONAL HIGH SCHOOL

Bitoon, Dumanjug, Cebu

In Partial Fulfillment of the Requirements for the Degree

Humanities and Social Sciences

Practical Research 2

By

Johnwyne Emmanuel D. Ricardel

Chenzen A. Cabuenas

Khen D. Cardenas

Mary Grace Saylanon

Chinny D. Tilar

Meryll Thea Canete

Jamaica Pasolojan

March 2023

i
 Research Abstract

The study aims to examine the impact of classroom availability on the

academic performance of HUMSS A students at Bitoon National Vocational High
School. The problem of lack of classrooms is a persistent issue that many schools in
the Philippines face, which hinders the ability of teachers to provide quality education
to their students. The study utilized a Quantitative research design to collect data
from HUMSS A students using a self-administered survey questionnaire. The results
indicated that the lack of classrooms negatively impacts the academic performance
of students, leading to low levels of concentration and comprehension of the subject
matter. The findings also revealed that students who have access to a dedicated
learning space perform better academically compared to those who do not. The
study suggests that the government must provide more classrooms to accommodate
the growing number of students in schools, particularly in HUMSS A classes. This
study highlights the need for adequate infrastructure to support quality education and
its crucial role in shaping the future of students.

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 ACKNOWLEDGMENT

We would like to express our deepest gratitude to all those who have

contributed to the completion of this research.

We would like to extend my sincere thanks to Almighty God for granting Us

the strength, patience, and wisdom to complete this research. His grace and

blessings have been my constant companions throughout this journey, and We are

deeply grateful for his unwavering support.

First and foremost, we would like to thank the principal of Bitoon National

Vocational High School (Mrs. Floredeliza B. Gabutero) for granting us permission

to conduct this research. We would also like to express our gratitude to the teachers

and students who willingly participated in our study and provided us with valuable

insights and information.

We would also like to thank our Families and Friends for their unwavering

support and encouragement throughout the research process. Their love and

support gave us the motivation to keep going despite the challenges we faced.

We would like to acknowledge the assistance of our research Subject

Teacher, Ms. Mary Grace Arnaiz for her valuable guidance and support throughout

the research process.

Lastly, we would like to thank all the People who have contributed to our

research in one way or another. We truly appreciate your time, effort, and

contributions to our study.

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 DEDICATION

We would like to dedicate this practical research project to our parents, who
have always encouraged us to pursue our dreams and never stopped believing in
us. Your unwavering support and love have been our motivation throughout this
journey.

We would also like to express Our gratitude to Ms. Mary Arnaiz and to our
former mentor Mr. Noebert Ejusa and Mr. Daniel Reyes for his and her guidance and
support throughout this project. Your insightful feedback and expertise have been
invaluable in shaping the direction of this research.

And Moreover We dedicate this research to the participants who generously

shared their time and experiences with us. Your contributions have made this study
possible, and We deeply grateful for your willingness to be a part of it.

And finally I also dedicate this research to all the individuals who contributed
to the success of this project. To my groupmates, who tirelessly worked alongside
me to gather data, conduct experiments, and analyze results. Your hard work and
dedication have made this research possible.

Greatly and Humbly Appreciate for your Efforts and cooperation.

Johnwyne Emmanuel D. Ricardel

Chenzen A. Cabuenas

Khen D. Cardenas

Mary Grace Saylanon

Chinny D. Tilar

Meryll Thea Canete

Jamaica Pasolojan

iv
 TABLE OF CONTENTS

TITLE PAGE i

ABSTRACT ii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENTS v

Chapter Page

1 THE PROBLEM AND ITS SCOPE 1

I.1 INTRODUCTION

i. Rationale of the Study 1

ii. Significance of the Study 5

iii. Statement of the Problem 6

iv. Conceptual Framework 7

v. Scope and Delimitation of the Study 9

vi. Definition of Terms 9

2 REVIEW OF RELATED LITERATURE 12

3 RESEARCH DESIGN AND METHDOLOGY 27

i. Research Design 28

ii. Respondents of the Study 29

iii. Research Instrument 30

iv. Validation of the Procedure 32

v. Data Gathering Procedure 34

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 vi. DATA PROCESSING PROCEDURE AND STATISTICAL

TREATMENT 36

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 37

i. Presentation of Data 38

ii. Data Analysis 43

iii. Interpretation of Data 46

5 SUMMARY, CONCLUSION AND RECOMMENDATION 49

i. Summary of the Research 50

ii. Discussion and Interpretation of Findings 51

iii. Conclusion 52

iv. Recommendations for Further Research 53

BIBLIOGRAPHY 57

APPENDICES 59

A. Permission to Conduct the Study 60

B. Letter to the Respondents 61

C. Survey Form 62

CURRICULUM VITAE 63

A. Researcher A 64

B. Researcher B 65

C. Researcher C 66

D. Researcher D 67

E. Researcher E 68

F. Researcher F 69

G. Researcher G 70

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 CHAPTER I

THE PROBLEM AND ITS SCOPES

INTRODUCTION

The rationale of the study

Too many students, too few classrooms. It the most common problems in

schools especially in public schools. School is a place where children spend hours a

day in different classrooms expecting to learn new ideas, information, topics and,

knowledge. It is the place where the teachers are expected to teach students history,

math, science, English, filipino, etc.

The students are expected to receive the information, and use it to decode

what it is they want to do when they got older; however how are the students meant

to learn if there’s no sufficient classroom to study that they need? All over the

Philippines, lack of classroom is one of the major issues that our country face with. It

is really hard to students and teachers to study/teach without proper classroom to do

so.

This problem is a wicked problem – a problem that has many solution but will

ultimately take a while to be solve (Rittel 1973). The wicked problem at hand is lack

of classrooms in schools. This problem affects students and teachers, which in turn

can affect the future of the children. The lack of classrooms in school can cause

stress towards students and teachers, not only are the teachers and students are in

stress but they’re unable to learn their fullest potential because they’re not being

given their proper resources which is the classrooms.

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 Overcrowded schools are a serious problem in many schools. One of these

causes of having a overcrowded school is the lack of proper facilities specially the

classrooms, and one of this school is the Bitoon National Vocational High School

which they face the same thing, and where it is the government job to provide

classroom literally. Like many different areas around the Philippines, school districts

are struggling to find enough money to spend resources in their schools such as

classrooms. As a researcher, we found this matter to some professional researcher

that the relationship between lack of classroom and student learning has been

limited, there’s some evidences researchers found particularly in poor schools that

overcrowding/lack of classroom can have adverse impact on learning. Effectiveness

on learning requires minimum input. With classroom shortages, the Philippines

cannot expect a good outcome from its school system. This is one of the reasons

why education also suffers in terms of efficiency. The emphasis on the students

excellence sacrifices equity.

Students who need most classrooms that schools require more resources are

simply neglected and ignored by the government. The effect of having room

shortages for schools, some classrooms are divided into two for they have the lack

of classrooms that their schools should have been provided. This uncertain cases

was observed by some professionals that the interaction between teacher and pupils

was not an effective due. To a large number of pupils per class and the lack of

classroom. It was observed that pupils did not get enough individual assistance from

their teachers during teaching-learning process. Base on our research, some student

complained that they did not get enough individual help from their teachers that

effects them to lack as well the interest in their classes and also which leads them to

abseenteism.

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 This is an often problem of most high schools and senior high schools. The

numbers of students become bigger while the numbers of classrooms are still the

same. Due to this situation, some students at the back are having some difficulties,

they cannot concentrate to the discussion on chat the teacher had prepared because

they barely hear the lessons. The teachers also are having a tough time in balance

provision of all students so that some of the students could not Most of the times,

especially during day and noon, students are suffering from a hot and rainy weather

because our school also needs to enhance proper ventilations and proper planning

of architecture. Due to this problem, students can't focus in the because sometimes

they feel irritated. They are not able to learn in a congested classroom. Some of the

students and teachers are pushed to study in the covered court or sometimes in the

stage, because of this, they cannot concentrate to the discussion because they are

distracted by the students who passed by and who makes noises, And it is also the

cause why students do not attend their class and just spent their time in the canteen.

As we all know because of the classroom shortage, our schedule is not well fixed.

Pointing on this situation is a problem we need to take action. They lose the chance

of the students to study comfortably without distractions and hindrances. We may get

the high quality of education if they will provide more classrooms to accommodate

new students coming from other schools. There are a few ways that you can address

a lack of classroom engagement. One way is to try and make your lessons more

interactive and engaging. Another way is to try and get to know your students better

so that you can understand what their interests are and make your lessons more

tailored to them. Finally, you can also try and create a more positive and supportive

classroom environment where students feel comfortable participating.

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 The impact of a lack of classroom on students can be significant. Studies

have shown that students who do not have a dedicated space to learn are more

likely to struggle academically. This is especially true for students who come from

low-income backgrounds or who have special needs. Without a proper classroom,

these students are at a severe disadvantage. A lack of classroom can also lead to

behavioral problems. Students who do not have a dedicated space to learn are more

likely to be disruptive in class. This can lead to them falling behind academically and

eventually dropping out of school. There are a number of ways to address the issue

of a lack of classroom. One option is to provide students with portable classrooms.

These can be placed in areas where there is extra space, such as in a parking lot or

on a vacant piece of land. This allows students to have a place to learn that is away

from the main school building. Another option is to create a virtual classroom. This

can be done by using a computer lab or by setting up a computer in each classroom.

This allows students to have access to their lesson plans and materials at all times.

The best way to address the issue of a lack of classroom is to provide students with

a dedicated space.

That’s the beauty of education, kids taking lessons out of the classroom and

back into their own world where they can positively affect their family, their friends,

and their greater community. (Gruwell 2017). This saying that education is not just

about what happens in the classroom, but also about what students can learn and

apply in their own lives outside of school. When students are able to take what they

learn and use it to help others, it can have a positive impact on the community as a

whole.

The purpose of this research paper is to explore the effects of lack of

classroom to students. The paper will discuss how the lack of classroom can impact

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the students academically, emotionally, and socially. The paper will also address

how the lack of classroom can lead to problems in the future for the students. There

are many reasons why students may not have a classroom to go to. the school is

overcrowded and there are not enough classrooms, school is undergoing

construction and the classrooms are not ready yet. Whatever the reason, the lack of

a classroom can have serious consequences for the students. Academically, the lack

of a classroom can impact the students in a number of ways. First, the students will

not have a regular place to go to learn. They may have to go to the library or a coffee

shop to do their work. This can make it difficult to focus and get work done. Second,

the students will not have a regular teacher to help them with their work. They may

have to rely on a tutor or a friend to help them. This can make it difficult to

understand the material. Third, the students will not have a regular place to store

Significance of the study

The significance of this study lies in its ability to highlight the lack of classroom

space and its impact on student learning. Inadequate classroom space can lead to

overcrowding, a lack of resources, and a decrease in the quality of instruction. This

could lead to a decrease in student engagement and a decrease in academic

performance. By examining the issue of lack of classroom space, this study can

provide valuable insight into the challenges schools face in providing adequate

educational facilities. Additionally, this study can provide potential solutions to the

problems posed by inadequate classroom space through the analysis of innovative

approaches to classroom space design and management.

5
Statement of the problem

The Bitoon National Vocational High School is dedicated to provide an

environment that is conductive to learning for all students and to ensure all the

students have the opportunity to learn and succeed.

However, many school facilities are currently unavailable to use because it is

still not being renovated. Most students at Bitoon NVHS do not have access to basic

educational and physical facilities, which has a negative impact on their ability to

learn and succeed. This study is intended to determine how students are negatively

impacted by classroom shortages.

One condition that could prevent the goal of unavailability of classroom is if

the school does not have the funding to keep the classrooms open/renovation for

school purposes. Another condition that could prevent the goal is, if the

government/the school do not have the manpower to send workers to build/renovate

the classrooms that are necessary for students in order to achieve their academic

desires. The Bitoon NVHS should improve the situation in ordance to address this

issue and the school should provide more funding for classroom construction. This

would ensure that there are enough classrooms for all students. And another way to

improve the current situation is by implementing a scheduling system that would

better utilize the classroom space that is available. This could involve staggering

class times or having classes meet on alternate days.

This propose research aspires to explore options for the students to have a

better learning environment, to have a more systematic and manageable study area,

and to have to have a better interaction between the lecturers and the students. To

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do of the topic, in order to formulate the information and integrate it into the structure

of the work.

The following questions be answered:

1. What are the demographic profiles of the respondents in terms of:

1.1 Name (optional)

1.2 Sex

1.3 Age

2. To what extent does the lack of classroom space affect the academic performance

of HUMSS A students?

3. What are the effects of overcrowding in the classroom on the learning experiences

of HUMSS A students?

4. How does the availability of classroom space for HUMSS A students impact their

academic performance?

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 Conceptual framework

LACK OF CLASSROOM

DECREASE THE POOR ACADEMIC DECREASE

ABILITY TO LEARN PERFORMANCE MOTIVATION TO
AND RETAIN STUDY
INFORMATION

FEEL DISCOURAGE AND DISENGAGED IN

NOT WANT TO CONTINUE THEIR LEARNING
STUDENTS STRUGGLE
TO STUDY AND FALL BEHIND
MORE TO GET THEIR
DESIRED GRADES ACADEMICALLY

THEY’LL BE AT RISK OF
LESS LIKELY TO TAKE
DISLIKE LEARNING FALLING THEIR CLASSES ADVANTAGE OF
ALTOGETHER AVAILABLE
RESOURCES AND
OPPORTUNITIES TO
LEARN

STUDENTS BEGIN TO LEAD TO STUDENTS

FEEL OVERWHELMED
BY THEIR STUDIES AND BECOMING
LEAD TO LESS EFFORT
START TO EXPERIENCE DISENGAGED IN BEING PUT FORTH IN
STRESS AND ANXIETY THEIR EDUCATION SCHOOLWORK AND
ABOUT THEIR ABILITY CLASS AND ULTIMATELY
TO LEARN HAVING LOWER
GRADES.

8
 There are a number of potential explanations for why students might not be

learning in the classroom. Some students may not be engaged in the material, either

because they find it uninteresting or because they do not feel like it is relevant to

their lives. Other students may have difficulty understanding the material, either

because it is presented in a way that is difficult to follow or because they have a

learning disability that makes it difficult to process information in the same way as

their peers. Still other students may be disruptive in the classroom, either because

they are acting out due to personal issues or because they are trying to get attention

from the teacher. Furthermore, this research is conducted to contribute to the welfare

of our learners, to provide an effective learning environment. Through this research

we are able to identify the aspects that the school needs to improve. School is

expected to hold responsibility for the students' effective learning, without any

circumstances that might slow down the learning of the students.

Scope and delimitation

The scope of this study is limited to the problem of lack of classrooms in

schools at Bitoon National Vocational High school at HUMSS A student. It does not

include other problems such as, lack of teaching materials, and shortage of teachers.

The study only focuses on the problem of lack of classrooms and its effects on the

quality of education. The study also delimits its geographical scope in Bitoon,

Dumanjug, Cebu. Our study focuses on the following variables: the number of

classrooms, the number of students, the ratio of students to classrooms, and the

quality of education. In addition, the study did consider the impact of the

unavailability of classroom on the students' academic performance.

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Definition of terms

Absenteeism: The pattern of students missing school without prior excuse or

authorization.

Academics: is the study of a particular subject, especially at a college or university.

Classroom: it is a room in a school where classes are held.

Disruptive Behavior: When a student creates an environment of disorder that

interferes with the learning process.

Distraction: Something that takes your attention away from what you are supposed

to be doing.

Education: the process of receiving or giving systematic instruction, especially at a

school or college

Inadequate Assessment: When the teacher is not providing adequate assessment

or feedback to students.

Inattention: not paying attention in class, often due to daydreaming, boredom, or

other distractions

Inappropriate Curriculum: When the material being taught does not meet the

needs of the students.

Ineffective Instruction: When the teacher is not providing effective instruction or is

delivering content in a way that is not engaging or meaningful to students.

Inadequate Resources: When the classroom is not adequately supplied with

materials and supplies necessary for teaching and learning.

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Lack of Classroom: refer to a situation where there is no room available for

lessons to take place.

Lack of Engagement: When students are not actively participating in classroom

activities or conversations.

Lack of Motivation: When a student is not motivated to complete tasks or engage in

learning activities due to an absence of reward or incentive.

Lack of Parental Involvement: When parents are not actively engaging in their

child’s education.

Lack of Support: When students are not receiving the necessary support from the

teacher or school.

Learning: the acquisition of knowledge or skills through study, experience, or

teaching

Limited Access to Technology: When the classroom is not equipped with the

necessary technology or resources to support learning.

Limited Interaction: When students are not interacting with each other or engaging

in meaningful dialogue.

Low Academic Achievement: When students are not achieving the expected

academic standards.

Poor Attendance: When students are not showing up to class on a regular basis.

Poor Communication: When teachers are not effectively communicating and

providing feedback to students.

Student: a person who is learning in a school

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Truancy: The act of students skipping school without permission from a parent or

guardian.

Teacher: a person who teaches in a school

Unaddressed Student Concerns: When student issues and concerns are not being

addressed by the teacher or school.

Unclear Expectations: When the expectations of the teacher are not clearly

communicated to students.

Unclear Goals: When the teacher does not have clear learning objectives for the

class.

Uninspiring Teaching Style: When the teacher is not using engaging methods to

teach material.

Unmet Needs: When a student’s basic needs are not being met, such as food,

clothing, and shelter.

Unmotivated Students: When students are not motivated to learn due to a lack of

interest or incentives.

Unsatisfactory Learning Environment: When the classroom is not conducive to

learning due to distractions or a lack of resources.

Unsatisfactory Student-Teacher Relationships: When there is a lack of trust

and/or mutual respect between the teacher and students.

Unstructured Learning: When the classroom is not organized and there is no set

structure for learning.

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 CHAPTER II

LITERATURE REVIEW

Theoretical basis

This study focus on lack of classroom environment can have a significant

impact on the quality of learning and teaching. It can lead to a decrease in student

engagement, an increase in student disengagement, and a decrease in the quality of

instruction. It can also lead to a decrease in the level of collaboration among

students and teachers, a decrease in the amount of feedback provided to students,

and a decrease in the quality of assessment. In addition, the lack of a physical

classroom environment may hinder the development of social-emotional skills, such

as problem-solving and communication. Furthermore, the lack of a physical

classroom environment may make it more difficult for students to focus on their

studies and to apply their learning to real-world situations.

According to Hanushek(2017) How do school resources affect students’

academic achievement? This chapter provides a survey of economists’ work on the

effect of expenditure and class size on student achievement using different

international student achievement tests, with a particular focus on the use of quasi-

experimental research methods to address challenges of the identification of causal

effects. Overall, the international evidence provides little confidence that quantitative

measures of expenditure and class size are a major driver of student achievement,

across and within countries. The cross-country pattern suggests that class size is a

relevant variable only in settings with low teacher quality. Among other school inputs,

13
descriptive evidence suggests that measures of the quality of inputs and, in

particular, teachers are more closely related to student outcomes.

According to Kurdziolek(2011) Classroom resources play an important role

in student learning. They can provide students with a variety of materials and

resources to help them understand concepts, practice skills, and gain knowledge.

Research suggests that classroom resources can have a positive impact on student

learning. Studies have found that having a variety of materials and resources

available in the classroom can improve student engagement and achievement. For

example, research has found that providing students with access to technology, such

as computers and tablets, can enhance their learning. Additionally, providing

materials such as textbooks, maps, and visual aids have been found to improve

student comprehension and knowledge retention. In addition to providing materials,

classroom resources can also help to create a positive learning environment. Studies

have found that providing resources such as comfortable seating, adequate lighting,

and organized workspaces can improve student motivation and engagement.

Furthermore, having a variety of materials available can help to reduce student

frustration and give them the confidence to take risks and explore new ideas.

Overall, research suggests that providing students with an appropriate range of

resources can significantly improve student learning. By providing students with

materials, technology, and an environment that is conducive to learning, teachers

can create an atmosphere that encourages exploration and success.

According to Tomul(2013) The educational resources of schools play an

important role in order to diminish the effect of socioeconomic features on academic

achievement, and create equal opportunities for students. In this sense ,it is highly

crucial to investigate the relationship between the educational resources of schools

14
and the academic achievement of students. This study aims to determine the

relationship between the academic achievement level of 7th grade students and the

educational resources of schools. The population of the study was the elementary

schools in the province of Burdur in 2007-2008 academic years. Two-stage cluster

sampling was conducted in conformity with the aim of the study. First, settlements

were chosen with geographical cluster sampling. As settlement, city centers, town

centers, small towns and villages were considered in the study. Considering the

relationship between the educational resources of the schools and the academic

achievement as a whole, there are negative and significant relationships between

the SBS scores of the students, and the average service length of the teachers, the

lack of qualified science teachers, the lack of qualified Turkish teachers, the lack of

the teachers in other courses and the lack of the laboratory technicians. It can be

said that there is a relationship between the educational resources and academic

achievement. However ,this relationship is fairly limited. It is still not possible to say

that the educational resources do not have the strength to diminish the effect of the

socioeconomic features.

In this article, David Card and Alan Krueger(1995) review the literature

examining how school resources affect students' educational attainment and

earnings. After addressing the challenges that researchers face in studying such a

connection, the authors describe the theoretical framework they used to interpret the

literature on schooling, school quality, and earnings. The framework is guided by four

propositions: that earnings rise with educational attainment; that the marginal payoff

to additional schooling is higher for those who attend quality schools; that, if the

monetary payoff to an additional year of schooling rises, some students will attend

school longer; and that a portion of the observed association between earnings and

15
education is due to unobserved factors. After an account of the empirical findings in

these studies, the authors conclude that there is some evidence that school

resources affect earnings and educational attainment, although much uncertainty

remains in the literature.

According to wallberg(2010) School resources are essential for promoting

student learning. A review of the evidence demonstrates that specific school

resources, such as physical facilities, instructional materials, and technology, are

associated with improved student achievement. Additionally, when these resources

are used in an effective manner, they can have a positive impact on student

engagement and motivation. Physical facilities, such as classrooms and laboratories,

play an important role in promoting student learning. Studies have found that

improved physical school environments are associated with better test scores and a

more positive attitude toward learning. Additionally, when physical resources are

used effectively, they can create a more conducive learning environment and help

students to focus on their studies. Instructional materials, such as textbooks and

other instructional aids, are also important for promoting student learning. Studies

have found that students who have access to high-quality instructional materials tend

to have better academic performance. Additionally, instructional materials that are

tailored to a student’s individual learning needs can improve student engagement

and motivation. Technology can be a powerful tool for promoting student learning.

Technology can provide students with access to a variety of educational resources,

such as online courses, interactive activities, and educational videos. Moreover,

technology can be used to create personalized learning experiences that are tailored

to the individual needs of students. Overall, school resources play an important role

in promoting student learning. The evidence shows that when these resources are

16
used effectively, they can have a positive impact on student achievement,

engagement, and motivation.

According to Lakes and Smith (2002), they have recognized the

significance of effective Classroom environment as the first tool to improve learning

effectiveness. These scholars have suggested that Classroom environment should

be considered as an integrated function of characteristics development in teachers,

behavioral environment across the school community, managing school environment

for effective teaching-learning, organizing and managing resources for effective

learning, and designing effective lessons for effective student learning whereby they

could show up their optimal participation and process engagement. Of course,

Classroom environment stands for managing effective teaching learning. These

scholars have claimed that effective Classroom environment has a noble reason of

doing all of the things that a teacher does to organize students, space, time and

materials so that instruction in content and student learning can take place by

fostering student involvement and cooperation in all classroom activities, and

establishing a productive working environment.

According to Smith (2007) a 2006 survey of pre-K through grade 12

teachers conducted by APA, teachers report a lack of support in implementing

Classroom environment strategies. Chaotic classroom environments are a large

issue for teachers and can contribute to high teacher stress and burnout rates.

Therefore, it is important to use effective Classroom environment strategies at the

universal level in a tiered model, as they serve as both prevention and intervention

methods that promote positive outcomes for students.

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 According to Jones (1996) emphasized the comprehensive nature of

Classroom environment by identifying five main features:

1. An understanding of current research and theory in Classroom environment and

students’ psychological and learning needs.

2. The creation of positive teacher–student and peer relationships.

3. The use of instructional methods that facilitate optimal learning by responding to

the academic needs of individual students and the classroom group.

4. The use of organizational and group environment methods that maximize on-task

behavior.

5. The ability to use a range of counseling and behavioral methods to assist students

who demonstrate persistent or serious behavior problems (p. 507).

Environment of any component in teaching learning system may have varied

purposes, but there should be a single primary reason of doing so. That is enhancing

the students’ learning. Thus, effective Classroom environment should also be

initiated with a common purpose to enhance the level of learning among the

students, at any level.

According to (Rijal, 2011; Everston, & Neal, 2006) that it has been well

said that we must show adequate love, care and compassion for our students, and in

return, they will show it towards others. This is all about chain effect in collaborative

learning and transformation system. More importantly, it is the core expected value

of education today. For this, our classrooms must be appealing, inviting and luring

enough to impart an effective collaborative learning exchange. The classroom’s

physical as well as behavioral structural sets up and overall operating system

18
applied will confirm the direction and intensity of each learner’s behavior. Effective

Classroom environment is universally considered as one of the indicator for

measuring the teacher effectiveness too. More importantly, it has been considered

as an integral function of quality school environment which includes total

participation, learner focused approaches of teaching learning, shared commitment,

system standardization and measurement, and continuous improvement of

everything that the school does.

According to Evertson and Neal (2014) have worked on learning-centered

classrooms and figured out a number of implications for Classroom environment in a

more recent working paper and have revealed the changing roles of educational

practices and policies to revamp the classrooms and schools to close the

achievement gaps and promote excellence in learning for all students. These

scholars have attempted to examine the best practices that shift Classroom

environment emphases from controlling student behavior to creating learner-

centered classrooms to foster the students’ engagement, autonomy, and sense of

being in an intact community by giving them progressively more responsibility, under

the teacher’s careful guidance. These scholars have further claimed such practices

as part of school’s instructional strategies aimed at helping students achieve high

academic, moral, and social goals.

According Morris (2013) Classroom environment is crucial because it

supports the proper execution of curriculum development, developing best teaching

practices, and putting them into action. Classroom environment can be explained as

the actions and directions that teachers use to create a successful learning

environment; indeed, having a positive impact on students achieving given learning

requirements and goals (Soheili, Alizadeh, Murphy, Bajestani, Ferguson and

19
Dreikurs) 2016. In an effort to ensure all students receive the best education it would

seem beneficial for educator programs to spend more time and effort in ensuring

educators and instructors are well versed in Classroom environment.

According to Ella Hendrix Research has found that learning environments

play a crucial role in student success. Several factors can affect learning ability,

including seating, light, noise, and even colour. Students who study in a positive

learning environment have been shown to be more motivated, engaged, and have a

higher overall learning ability. On the other hand, students learning in poor

environments – those that are uncomfortable, loud, or full of distractions – will find it

far more difficult to absorb information and stay engaged. With this in mind, let’s look

at how your surroundings affect the way you study, and consider some of the best

ways to create your ideal learning environment

According to Allen and Könings (2013). This study examines the impact of

classroom environment on student learning, looking at the physical and

psychological aspects of classroom environment. The authors find that the

classroom environment has a significant impact on student learning outcomes, and

suggest that educators should take steps to create an environment that is conducive

to learning.

According Miller (2014). This paper examines the effects of classroom

environment on student learning, focusing on the use of physical and psychological

elements in the classroom. The author finds that creating an environment that is

conducive to learning is essential for student success. He also suggests that

educators should be aware of the effects of classroom environment on student

20
learning and should strive to create an environment that is motivating, engaging, and

inspiring.

According to by L.M. West (2020): This article examines the impact of

classroom environment on student motivation. It explores the effects of physical

space on engagement, the use of technology, the role of teacher-student interaction,

and the impact of socioemotional factors. It provides evidence that the environment

of the classroom can have a powerful influence on student motivation and learning.

According to D.B. Schunk and J.M. Meece (2016): This article explores the

importance of creating a positive classroom environment. It examines the role of the

teacher in creating a supportive learning environment, the use of positive

reinforcement, the importance of clear expectations, and the impact of student

engagement. It provides evidence that a positive classroom environment can have a

significant impact on student achievement.

According to R.C. Ervin and J.E. Ervin (2018): This article discusses the

impact of inadequate resources in the classroom. It examines the effects of lack of

technology, materials, and instructional support on student learning. It provides

evidence that resource-poor classrooms can have a negative effect on student

engagement and achievement.

According to Kaye (2020) In recent years, the debate over the effects of

classroom size on student achievement has been a topic of much discussion in

educational circles. Research has indicated that larger class sizes can lead to poorer

academic performance, increased disciplinary issues, and decreased student

engagement. This review of the literature provides an overview of the evidence

surrounding the impact of classroom size on student achievement. It examines the

21
available research on the subject, its implications for educational policy, and the

potential for improvement in student performance through the reduction of classroom

size. The review begins by looking at how classroom size can affect student

achievement, followed by a discussion of the implications of classroom size on

student engagement and discipline. It then looks at research into the impact of

classroom size on teacher effectiveness, before concluding with a discussion of

potential improvements that can occur through the reduction of classroom size. The

evidence suggests that reducing classroom size can have a positive impact on

student achievement, and that this improvement can be sustained over the long-

term. It is important for educators and policymakers to consider the implications of

classroom size on student performance when making decisions about classroom

size.

According to Hayness (2019) This systematic review examines the effects

of classroom size on student achievement. The review draws on both quantitative

and qualitative research studies to uncover the key findings in the literature. The

review begins by discussing the implications of classroom size on student

engagement and discipline, before reviewing the evidence regarding the impact of

classroom size on student achievement. The review then looks at the implications of

classroom size on teacher effectiveness, before concluding with a discussion of

potential improvements that can occur through the reduction of classroom size. The

evidence suggests that reducing classroom size can have a positive impact on

student achievement, and can be sustained over the long-term. The review

concludes by highlighting the need for further research in this area to understand the

full implications of classroom size on student achievement.

22
 According to the authors of this article Grisham and Theobald (2017)

investigated the effect of teacher-student relationships on the academic and social

outcomes of low-income middle and high school students. Through a review of the

literature, Grisham and Theobald concluded that teacher-student relationships have

a significant impact on student achievement, motivation, and classroom behavior.

They found that positive relationships between teachers and students were

associated with increased student achievement, improved motivation, and better

classroom behavior. Conversely, negative relationships between teachers and

students were associated with decreased student achievement, lower motivation,

and disruptive behavior. The authors noted that the lack of classroom engagement in

low-income classrooms can lead to a decrease in student academic performance

and motivation. They further suggested that teacher-student relationships should be

strengthened in order to improve student outcomes.

According to Brown, Dukes and Lee (2017) the relationship between

student-teacher relationships and the achievement gap in education. Through a

review of the literature, Brown, Dukes, and Lee concluded that student-teacher

relationships are essential for creating positive learning environments and reducing

the achievement gap. They found that positive relationships between teachers and

students can promote student engagement, motivation, and academic success.

Conversely, negative relationships between teachers and students can lead to

decreased engagement and academic performance. The authors argued that the

lack of classroom engagement in low-income classrooms can widen the

achievement gap. They further suggested that teachers need to create positive

relationships with their students in order to reduce the achievement gap.

23
 According to Kember, Leung, and Yuen (2002). They investigated the effects

of a lack of classroom engagement on student performance in both the short-term

and long-term. Through the use of surveys and interviews, the researchers found

that students who had low levels of classroom engagement performed worse on

tests and assignments than those with higher engagement levels. They also found

that this effect was more pronounced in the long-term, indicating that a lack of

classroom engagement can have a cumulative negative impact on student learning.

According to Brown and Scharmann (2017) sought to further explore the

relationship between classroom engagement and student achievement. Through the

use of questionnaires and data collected from student assessments, the researchers

found that there was a significant correlation between classroom engagement and

student achievement. They also found that the relationship between the two

variables was stronger for students who had higher levels of engagement. This

finding suggests that a lack of classroom engagement can have a negative effect on

student performance, even when other factors are taken into account.

Davis (2015) a professor of educational psychology at the University of

Kansas, published a paper entitled "The Potential Impact of the Lack of Classroom

Structure on Student Learning Outcomes". In her paper, Davis found that the lack of

classroom structure, such as clear expectations and consistent routines, had a

negative impact on student learning outcomes. Davis argued that students who

experienced a lack of structure were more likely to engage in disruptive behavior,

resulting in decreased engagement and motivation. Davis also found that a lack of

structure led to a decrease in student learning, with students displaying decreased

knowledge and skills in areas such as reading, math, and science. Additionally,

Davis highlighted that students in classrooms with a lack of structure had lower

24
scores on standardized tests, suggesting that the lack of structure significantly

impacted student achievement in the classroom.

According to Dede and Sparks (2018) two Harvard University professors,

published a paper entitled "The Impact of the Lack of Classroom Structure on

Student Engagement and Achievement". In their paper, Dede and Sparks argued

that the lack of classroom structure had a detrimental effect on student engagement

and achievement. They found that students in classrooms with a lack of structure

had lower levels of motivation, leading to decreased engagement in classroom tasks.

Furthermore, they argued that the lack of structure also led to lower levels of student

achievement, with students displaying decreased knowledge and skills in areas such

as reading, math, and science. Additionally, Dede and Sparks noted that the lack of

structure had a negative impact on students' perceptions of the classroom, leading to

a decrease in enjoyment of the learning process and decreased overall satisfaction

with the classroom.

A study conducted by Marzano and Debra (2008) looked at the issue of

student engagement in the classroom. Their study found that the majority of students

in their sample reported low levels of engagement in their classes. They identified

several key factors that contribute to this lack of engagement, including a lack of

student input in the learning process, a lack of meaningful activities, a lack of

teacher-student interaction, and a lack of feedback from the teacher. The authors

suggested several strategies for increasing student engagement in the classroom,

including providing meaningful activities, promoting student-centered learning, and

encouraging teachers to provide frequent feedback.

25
 In a study conducted by Spector and Sprague (2006) the authors explored

the relationship between student engagement and academic achievement. They

surveyed a large number of students and asked them to rate their level of

engagement in the classroom. They found that students who reported higher levels

of engagement in the classroom had higher grades and were more likely to be

successful in their classes. The authors concluded that student engagement is an

important factor in predicting academic achievement, suggesting that teachers need

to work to create an environment that encourages students to be engaged in the

learning process.

According to Balfanz and Byrnes (2015) conducted a study to investigate

the impact of providing students with basic classroom supplies on academic

performance. They found that providing students with the necessary resources had a

positive effect on student engagement and achievement. Specifically, students who

had access to the necessary classroom supplies had higher grades, more frequent

attendance, and higher test scores. Additionally, the study found that providing these

resources resulted in a decrease in disciplinary issues and an increase in student

motivation.

Smith (2010) examines the causes of student disengagement in the

classroom, and suggests several strategies for improving student engagement in the

classroom. Smith begins by noting that regardless of the subject area, student

disengagement is a common problem in the classroom. He identifies several

potential causes of this disengagement, including a lack of motivation, a lack of

relevance or interest in the material, and a lack of trust in the teacher. He then goes

on to discuss the importance of developing a positive classroom environment, and

suggests several strategies for doing so, such as developing a sense of community,

26
providing clear expectations and structure, and incorporating student feedback into

the curriculum. Finally, Smith emphasizes the need for teachers to be conscious of

their own behavior and attitudes, and to make sure that they are leading by example.

In a study by Jackson and Crockett (2015), the authors examined the

classroom management strategies used by teachers in primary and secondary

schools. They found that many teachers used ineffective strategies or relied on

punitive measures such as reprimands. Furthermore, the teachers lacked knowledge

of alternative strategies that could be used to support student engagement, such as

positive reinforcement and social-emotional learning. The authors concluded that

teachers must be better equipped with the skills and strategies necessary to create a

positive and effective learning environment.

In a study by Wu and Chow (2018), the authors investigated the impact of

teacher-student relationships on classroom management. They found that a positive

relationship between teachers and students was essential for effective classroom

management. Furthermore, teachers who had strong relationships with their

students were more likely to use positive reinforcement and problem-solving

strategies to manage the classroom. The authors concluded that teachers must take

the time to build positive relationships with their students in order to create an

effective learning environment.

27
 CHAPTER III

METHODOLOGY

Methodology is the systematic approach used to investigate a specific

research question or problem. In this case, the research question is focused on the

impact of the availability of classrooms on the Humanities and Social Sciences

(HUMSS A) students at Bitoon National Vocational High School (NVHS). The aim of

this research is to investigate how the availability of classrooms affects the academic

performance and overall educational experience of HUMSS A students at Bitoon

NVHS.

The availability of classrooms is an important factor that can affect the

educational experience of students. It is particularly important for HUMSS A

students, who require specialized classroom environments to facilitate their learning.

The impact of classroom availability on HUMSS A students is a significant area of

study because it has the potential to affect the quality of education and the

performance of students.

In this study, a quantitative research approach will be use to collect and

analyze data. A collection of data through a survey of HUMSS A students at Bitoon

NVHS. The survey will be designed to gather information on the availability of

classrooms, the quality of the classroom environment, and the students' academic

performance.

The data collected from this research will be analyzed using statistical

methods to determine the relationship between the availability of classrooms and the

academic performance of HUMSS A students. The findings of this research can

provide valuable insights for school administrators and policymakers to improve the
28
quality of education and ensure that students have the necessary resources to

achieve academic success.

Research Design

The appropriate research design for this study on the impact of availability

of classrooms on HUMSS A students at Bitoon NVHS is a quantitative research

design using a survey method. This research design is suitable for gathering

numerical data that can be analyzed statistically to establish the relationship

between classroom availability and the academic performance of HUMSS A

students.

The survey method involves collecting data through a standardized

questionnaire that will be administered to a sample of HUMSS A students at Bitoon

NVHS. The survey will be designed to gather information on the availability of

classrooms, the quality of the classroom environment, and the academic

performance of students. The questionnaire will be structured to ensure that all

participants respond to the same set of questions, which will allow for reliable and

valid data to be collected.

The sampling method will be probability sampling, specifically convenience

sampling, to ensure that the sample of students surveyed is representative of the

entire population of HUMSS A students at Bitoon NVHS. The sample size will be

determined using statistical calculations based on the population size and desired

level of precision. The survey will be administered to the sample of students using a

paper-based or electronic format

29
Respondents of the study:

The study on the impact of availability of classroom at HUMSS A students at

Bitoon NVHS aims to determine the relationship between the availability of

classroom space and the academic performance of students in the HUMSS A

strand. The study will provide insights on how the lack of classroom space affects

the learning environment of students and the potential implications on their academic

performance.

The respondents of the study are the HUMSS A students at Bitoon NVHS.

The study will utilize a survey method to gather information on the availability of

classroom space, the frequency of sharing classrooms with other classes, the

number of students per classroom, and the overall satisfaction level of students with

their learning environment. In addition, the academic performance of students will be

measured using their grades in their respective subjects.

Table 1: Respondents

SECTION POPULATION

HUMSS A 50

50
MEAN PIPULATION:

The data collected from the survey will be analyzed using descriptive and

inferential statistics. Descriptive statistics will be used to summarize and describe the

data, while inferential statistics will be used to test the research hypotheses and

30
establish the relationship between classroom availability and academic performance.

The statistical software package, such as SPSS, will be used to analyze the data.

Research Instrument

The research instrument that will be used for this study on the impact of

availability of classrooms on HUMSS A students at Bitoon NVHS is a self-

administered survey method. The survey questionnaire will be designed to gather

data on the availability of classrooms, the quality of the classroom environment, and

the academic performance of HUMSS A students.

The survey questionnaire will consist of closed-ended questions that will

require participants to select responses from a set of predetermined choices. The

questionnaire will be divided into two sections:

Section 1: Classroom Availability and Quality

This section will gather data on the availability of classrooms and the quality

of the classroom environment at Bitoon NVHS. The questions in this section

will cover topics such as classroom size, availability of equipment and

materials, and cleanliness of the classroom environment.

Section 2: Academic Performance

This section will gather data on the academic performance of HUMSS A

students at Bitoon NVHS. The questions in this section will cover topics such

as academic achievement, academic motivation, and perceived quality of

education.

31
 The survey questionnaire will be pre-tested to ensure that the questions are

clear and unambiguous, and to ensure that the responses obtained are reliable and

valid. The survey questionnaire will be administered to a sample of HUMSS students

at Bitoon NVHS using a paper-based or electronic format, depending on the

preference of the participants.

The qualifications of the respondents for this study are HUMSS A students at

Bitoon NVHS. The sample size will be determined using statistical calculations

based on the population size and desired level of precision. The sampling method

will be stratified random sampling to ensure that the sample of students surveyed is

representative of the entire population of HUMSS students at Bitoon NVHS. The

participants will be selected based on their willingness to participate in the study and

their availability during the data collection period.

The survey questionnaire is a suitable research instrument for this study on

the impact of availability of classrooms on HUMSS students at Bitoon NVHS. The

questionnaire will allow for reliable and valid data to be collected, and will provide

valuable insights into the relationship between classroom availability and academic

performance.

Validation of the procedure

To validate the research procedure and ensure the validity and reliability of

the data collected in the study on the impact of classroom availability on HUMSS A

students at Bitoon NVHS,

the following steps can be taken:

32
 Establishing face validity: This involves reviewing the research questions

and making sure they are relevant to the study's objectives. A panel of experts

can review the questions to ensure they are appropriate and relevant.

Content validity: This involves checking whether the survey questions are

representative of the construct they intend to measure. It can be established

by comparing the survey questions to the relevant literature and consulting

experts in the field.

Construct validity: This involves examining whether the questions used in

the survey accurately measure the constructs they are intended to measure.

This can be established by performing statistical analyses on the data

collected to determine whether the relationships between the variables are

consistent with the hypothesized relationships.

Criterion validity: This involves comparing the results of the survey to an

external criterion that is already established. In the case of this study, this

could involve comparing the results of the survey to academic performance

data of HUMSS A students at Bitoon NVHS.

Reliability: This refers to the consistency of the research instrument or

procedure. In the case of the survey, the internal consistency of the questions

can be established by using statistical methods. The survey can also be pilot-

tested with a sample of HUMSS A students at Bitoon NVHS to determine the

consistency of the responses.

In terms of the level of reliability, the standard criterion for reliability is a

coefficient alpha of at least 0.70. This means that the survey questions are
33
consistent and reliable in measuring the construct they are intended to measure.

However, it is important to note that the level of reliability may vary depending on the

nature of the research question, the type of survey questions, and the population

being surveyed.

Data-gathering Procedure

The population of interest is all HUMSS A students at Bitoon NVHS. The

sample size will depend on the size of the population, and the desired level of

accuracy and precision of the results. A larger sample size will generally yield more

reliable and accurate results, but may be more time-consuming and expensive to

gather. For example, if the population size is 100 and the desired level of precision is

+/- 5%, then a sample size of 80 students may be sufficient.

The sampling method will depend on the research question and the

population of interest. If the population is small and easily accessible, a simple

random sampling method may be used. If the population is large or geographically

dispersed, a stratified or cluster sampling method may be more appropriate. The

data collection instrument for this study will be a survey questionnaire. The

questionnaire will be designed to elicit information about the impact of classroom

availability on students' academic performance, attendance, and overall satisfaction

with their learning experience. The questionnaire will also collect data on other

relevant factors, such as demographic characteristics. Before administering the

questionnaire to the target population, a pre-test should be conducted on a small

sample of students to ensure that the questions are clear, concise, and easily

understood. This can help identify any potential problems with the instrument and

improve the quality of the data. The questionnaire may be administered through

34
various means, such as paper-based surveys. The method of administration will

depend on the nature of the population of interest, the desired level of response rate,

and the availability of resources. For example, if the population is small and easily

accessible, the questionnaire may be administered in-person during class time. If the

population is large or geographically dispersed, an online survey may be more

appropriate. Once the data has been collected, it will need to be cleaned, coded, and

analyzed. Descriptive statistics may be used to summarize the data, such as means,

standard deviations, and frequencies. Inferential statistics may also be used to test

hypotheses and make predictions based on the data. The final step is to interpret the

findings of the study and draw conclusions about the impact of classroom availability

on HUMSS A students at Bitoon NVHS. The results can be used to inform policies

and practices that may improve students' academic outcomes and overall

satisfaction with their learning experience.

Data Processing Procedure and Statistical Treatment

The research question is focused on studying the impact of classroom

availability on HUMSS A students at Bitoon NVHS. The population of interest is all

HUMSS A students at Bitoon NVHS. The sample size will depend on the size of the

population, and the desired level of accuracy and precision of the results The

sampling method will depend on the research question and the population of

interest. If the population is small and easily accessible, a simple random sampling

method may be used. If the population is large or geographically dispersed, a

stratified or cluster sampling method may be more appropriate. The data collection

instrument for this study may be a survey questionnaire. The questionnaire may be

designed to elicit information about the impact of classroom availability on students'

academic performance, attendance, and overall satisfaction with their learning

35
experience. The questionnaire may also collect data on other relevant factors, such

as students' socio-economic status, prior academic achievement, and demographic

characteristics.

Table 3: Point Scale

Strongly Agree Niether Disagree Strongly

Agree Disagree

5 4 3 2 1

Table 4: Point Scale and its Corresponding Verbal interpretation

Legend Scale Interpretation

Points Interpretation Scale

5 HSL 4.21 – 5.0

4 HHSL 3.41 – 4.20

3 N 2.61 – 3.40

2 SSL 1.81 – 2.60

1 LSL 1.0 – 1.80

Table 5: Verbal Interpretation and its Corresponding meaning

WHERE:

HSL Highest Significance Level

HHSL Higher Significance Level

N Neutral

SSL Slight Significance Level

36
 LSL Lowest Significance Level

The questionnaire may be administered through paper-based surveys. The

responses to the questionnaire by HUMSS A students were statistically analyzed

with the data requirements of the study. The method of administration will depend on

the nature of the population of interest, the desired level of response rate, and the

availability of resources.

CHAPTER IV

Presentation, Analysis, and Interpretation of Data

37
This chapter presents the results, the analysis and interpretation of data gathered

from the answers to the questionnaires distributed to the field. The said data were

presented in tabular form in accordance with the specific questions posited on the

statement of the problem.

Presentation of the data

Diagram 1: Demographic Profile of Respondents (SEX)

DEMOGRAPHIC PROFILE: SEX

34%

66%

MALE FEMALE

Diagram 2: Demographic Profile of Respondents (AGE)

Demographic Profile: Age

2% 2%

8% 10%

78%

17 18 19 20 21 22

38
According to diagram 1, 2% of the respondent has the age of 22 answered the

questionnaire, 2% from the age of 20, 8% from the age of 19, 10% from the age of

17 and 78% from the age of 18. Therefore most of our respondent came from 18 of

age and answered our questionnaire.

Diagram 3: Percentage of Satisfaction with the lack of classroom

Satisfactory Rate
35%

30%

25%

20%

15% 32%

10% 20% 22%

14% 12%
5%

0%
STRONGLY AGREE NIETHER DISAGREE STRONGLY
AGREE DISAGREE

Diagram 4: Percentage of HUMSS A students who feel being overcrowded in the

classroom.

35%

30% 30%
30%
26%
25%

20%

15%

10% 8%

5% 4%

0%
STRONGLY AGREE NIETHER DISAGREE STRONGLY
AGREE DISAGREE

39
Diagram 5: Percentage of Students who feel that the classroom lacks enough space

for learning.

Chart Title
40% 38%

35% 32%
30%

25%

20%
16% 16%
15% 12%
10%

5%

0%
STRONGLY AGREE NIETHER DISAGREE STRONGLY
AGREE DISAGREE

Diagram 6: Data comparison of HUMSS A students who feel that the classroom

space affects their learning, concentration, motivation to study and academic

performance.

Data comparison: affects due to lack of classroom

40% 38%
36%
35% 34% 34%
32%
30%
25% 24%
22% 22%
20% 20% 20%
20% 18%
16% 16%
15% 14%
12%
10%
10%
5% 4% 4% 4%

0%
STRONGLY AGREE NIETHER DISAGREE STRONGLY
AGREE DISAGREE

learning Concentration
Motivation to Study Academic Performance

Diagram 6: Percentage of HUMSS A students who feel that the lack of classroom

has restricted their learning opportunities.

40
 40%
36%
35%
32%
30%

25%

20%

15% 14%
12%
10%
6%
5%

0%
STRONGLY AGREE NIETHER DISAGREE STRONGLY
AGREE DISAGREE

Diagram 7: Data percentage of HUMSS A students think that the lack of classroom

is negatively impacting student’s learning experiences.

Chart Title
50%
46%
45%
40%
35%
30%
25% 24%

20%
16%
15%
10%
10%
5% 4%

0%
STRONGLY AGREE NIETHER DISAGREE STRONGLY
AGREE DISAGREE

Diagram 8: Data Percentage of HUMSS A students who think that lack of classroom

is a major issue in our education system.

41
 Lack of classroom is a Major issue
2%

98%

YES NO

Diagram 9: Data Percentage of HUMSS A students who think that it’s important for

school to prioritize allocating resources for additional classroom.

Prioritize Additional classroom

2%

Table 6:

98%

YES NO
Frequency Based on the items in the research instrument.

42
 ITEMS 5 4 3 2 1 TOTAL

I.
Q.1. 7 6 10 11 16 50

Q.2. 13 15 15 4 2 50

Q.3. 8 6 19 16 8 50

Q.4. 11 10 17 7 5 50

Q.5. 8 11 19 10 2 50

Q.6. 9 5 27 9 0 50

Q.7. 7 6 16 18 3 50

Q.8. 9 6 17 16 2 50

Q.9. 8 10 18 12 2 50

Q.10. 5 12 23 8 2 50

II.
Q.1. 44 6 50

Q.2. 49 1 50

The researchers included the frequency of the availability of classroom of

HUMSS A students in their research instrument, which measured the availability of

classrooms on a scale of one to five. The majority of the students reported that the

availability of classrooms was three or four on the scale. A small percentage of the

students reported that the availability of classrooms was either one or two on the

scale.

43
Data Analysis

In this section, we will be conducting a thorough data analysis to uncover

meaningful insights and patterns in our research data. By analyzing and interpreting

the data, we aim to draw valid and reliable conclusions that will help us answer our

research questions and achieve our research objectives. Our analysis will be based

on a range of statistical and visual techniques to ensure that our findings are robust

and comprehensive. Through this process, we hope to shed light on important

aspects of the phenomenon under investigation and contribute to the existing body

of knowledge in the field.

Table 7: Mean Score Ranking of the Level of Significance of Learning,

Concentration, Motivation to Study, and Academic Performance Regarding the

affects of the Availability of Classroom to students.

INDICATORS WEIGTHED VERBAL RANK

MEAN INTERPRETATION

1. Learning 3.06 Neutral 3

2. Concentration 3.22 Neutral 1

3. Motivation to study 3.02 Neutral 4

4. Academic Performance 3.14 Neutral 2

Table 8: Percentage Ranking of Learning, Concentration, Motivation to Study, and

Academic Performance Regarding the affects of the Availability of Classroom to

students.

Percentage Ranking

44
1. Learning 33.00% 1

2. Concentration 32.60% 2

3. Motivation to study 18.80% 4

4. Academic Performance 19.80% 3

Table 9: Data Comparison determining the significance of demographic profile to the

data gathered.

Table 9.1: Data Comparison.

Sex of the Respondents to their Response

Male Female
(17) (17)

Learnings 2.59 N Learnings 2.94 N

Concentratio 2.71 N Concentration 3.29 N

n

Motivation 2.94 N Motivation 2.65 N

To Learn To Learn
Academic 3.00 N Academic 3.00 N
Performance Performance
Overall Mean: 2.81 Overall Mean: 2.97

Table 9.2: Data Comparison

RESPONDENT’S SATISFACTORY RATE DUE TO LACK OF CLASSROOM.

ITEMS 5 4 3 2 1 Mean Score Interpretation

45
I.
Q.1. 7 6 10 11 16 2.44 SSL

Q.2. 13 15 15 4 2 3.44 HHSL

n
Q.3. 8 6 19 16 8 3.02 N

Q.4. 11 10 17 7 5 3.06 N

Q.5. 8 11 19 10 2 3.22 N

Q.6. 9 5 27 9 0 3.22 N

Q.7. 7 6 16 18 3 2.88 N

Q.8. 9 6 17 16 2 3.02 N

Q.9. 8 10 18 12 2 3.14 N

Q.10. 5 12 23 8 2 3.04 N

Interpretation of Data

In recent years, the demand for education has significantly increased,

resulting in a surge of students enrolling in higher education institutions. One such

program is the Humanities and Social Sciences (HUMSS), which offers a wide range

of courses in areas such as history, literature, and philosophy. However, despite the

growing demand for HUMSS A, there seems to be a persistent issue of a lack of

classrooms for these students. This issue has become a significant concern for both

educators and students alike, as it hinders the learning process and limits the

46
potential for academic growth. In this section, we will interpret the data gathered on

this issue and shed light on the severity of this problem.

It was found out that the availability of classrooms at HUMSS A was

significantly affected by the condition of the building, the number of students

in a room, and the number of classes held in a day. With the higher

significance level from 5 point scale in BNVHS during the school year 2022-

2023 it was observed that the condition of overcrowded classroom had a

major impact on the availability of classrooms towards students with the mean

score of 3.44, while the satisfaction of the lack of the classroom gathered the

lowest significance level with the mean score of 2.44. It was also observed

that the number of students who feel that the lack of classroom space affects

academic performance gathered neutral with the significance level of 3.14.

Based on the data presented in the diagrams, it can be inferred that a

significant portion of HUMSS A students are dissatisfied with the lack of

classroom space with 30% disagree. Diagram 3 shows that only a small

percentage (14%) of students are satisfied with the current situation. while

Diagram 4 indicates that fewer students feel overcrowded in the classroom

gathered 26% of the population. Diagram 5 further supports this, with a small

percentage of students feeling that there is not enough space for learning,

16% scored who are strongly agree while 32% disagree.

Diagram 6 provides a more detailed view of the impact that the lack of

classroom space has on students. A significant number of HUMSS A students

feel that the lack of space affects their learning, concentration, motivation to

47
study, and academic performance. Additionally, Diagram 6 shows that the

lack of classroom has restricted learning opportunities for a substantial

percentage of students.

Diagram 7 and Diagram 8 further highlight the negative impact that the

lack of classroom space has on HUMSS A students. 27% of students feel that

it is negatively impacting their learning experiences and consider it to be a

major issue in our education system.

Diagram 9 shows that there is a strong belief among HUMSS A

students that schools should prioritize allocating resources for additional

classrooms with 98% of students say “yes”.

Table 7 presents the mean score ranking of the level of significance of

learning, concentration, motivation to study, and academic performance

regarding the availability of classroom to students. The weighted mean scores

range from 3.02 to 3.22, indicating a neutral stance on the effects of

classroom availability on the four indicators. However, the percentage ranking

in Table 8 reveals that learning and concentration have the highest

percentage ranking, with 33.00% and 32.60%, respectively, suggesting that

they are the most significant indicators affected by classroom availability.

Table 9 provides a comparison of data to determine the significance of

demographic profiles on the gathered data. Table 9.1 shows the comparison

between the sex of the respondents and their responses. The overall mean

for both male and female respondents falls under a neutral interpretation for

48
all four indicators, with female respondents having a slightly higher overall

mean compared to male respondents.

Table 9.2 compares the respondent's satisfactory rate due to the lack

of classroom. The mean scores for all items range from 2.44 to 3.44, with item

2 having the highest mean score, indicating that a significant percentage of

respondents are highly satisfied with the availability of the classroom, while

item 1 has the lowest mean score, indicating a low satisfactory rate.

CHAPTER V

Summary, Conclusion, and Recommendation

49
 In this chapter, we have examined the issue of lack of classroom in the

context of HUMSS A students. The data gathered from surveys and analysis of the

responses have revealed a concerning picture of the situation, with students

expressing dissatisfaction and concerns about the impacts of the lack of classroom

on their learning experiences, concentration, motivation to study, and academic

performance. This issue is not just limited to HUMSS A students, but it is a problem

that affects many other students across different levels of education. In this chapter,

we will summarize the key findings from our research, draw conclusions based on

the data, and provide recommendations for addressing the lack of classroom issue in

our education system.

Summary of Research

This study aims to investigate the availability of classroom space and its

effects on the learning experiences of HUMSS A students at Bitoon National

Vocational High School. The study utilized method research design, which involved

quantitative data collection method. The quantitative data were collected through a

survey questionnaire distributed to 50 HUMSS A students.

The results of the study revealed that the lack of classroom space has a

negative impact on the learning experiences of HUMSS A students. Specifically, the

students reported feeling overcrowded in the classroom, which affected their

concentration and motivation to study. They also reported that the lack of classroom

space limited their opportunities for learning and negatively impacted their academic

performance.

50
 Moreover, the study found that the availability of classroom space was not

equitable across all subjects, with some subjects having better access to classrooms

than others. The study also revealed that the demographic profile of the students,

such as their gender, did not significantly affect their responses to the survey

questionnaire.

The study highlights the need for schools to prioritize the allocation of

resources for additional classrooms to ensure equitable access to learning

opportunities for all students. It also suggests that schools should consider

implementing flexible classroom scheduling to maximize the use of available space.

Finally, the study recommends further research to explore the impact of classroom

design and layout on student learning experiences.

Discussion and Interpretation of Findings

The findings of this study reveal that the availability of classrooms at HUMSS

A is significantly affected by several factors such as the condition of the building, the

number of students enrolled, and the number of classes held in a day. The results

also suggest that overcrowded classrooms have a major impact on the availability of

classrooms towards students, which can ultimately affect their academic

performance. This is supported by the high mean score of 3.44 for the condition of

overcrowded classroom as compared to the low mean score of 2.44 for the

satisfaction of the lack of the classroom.

Furthermore, the data presented in diagrams show that a significant portion of

HUMSS A students are dissatisfied with the lack of classroom space. This is

reflected in diagram 3, where only a small percentage (14%) of students are satisfied

51
with the current situation. The negative impact of the lack of classroom space is also

evident in diagrams 6, 7, and 8, where a significant number of students feel that the

lack of space affects their learning, concentration, motivation to study, and academic

performance.

In addition, table 7 provides a mean score ranking of the level of significance

of learning, concentration, motivation to study, and academic performance regarding

the availability of classrooms to students. The results show that although the

weighted mean scores range from 3.02 to 3.22, indicating a neutral stance on the

effects of classroom availability on the four indicators, learning and concentration

have the highest percentage ranking, with 33.00% and 32.60%, respectively. This

suggests that they are the most significant indicators affected by classroom

availability.

Table 9 provides a comparison of data to determine the significance of

demographic profiles on the gathered data. The results show that there is no

significant difference in the overall mean between male and female respondents.

However, the higher overall mean for female respondents indicates that they are

slightly more affected by the lack of classroom space than male respondents. The

results also show that a significant percentage of respondents are highly satisfied

with the availability of classrooms, while the low satisfactory rate for item 1 indicates

a need for improvement in this area.

Based on these findings, it can be concluded that the lack of classroom space

is a major issue that affects the academic performance of HUMSS A students. It is

recommended that the school administration should prioritize allocating resources for

additional classrooms to address this issue. This is supported by the strong belief

52
among HUMSS A students that schools should prioritize allocating resources for

additional classrooms, as reflected in diagram 9. The findings of this study can be

used as a basis for further research and development of solutions to improve the

availability of classrooms for students.

Conclusion

In conclusion, the study shows that the availability of classrooms at HUMSS A

is significantly affected by various factors, such as building conditions, student

enrollment, and the number of classes held in a day. Overcrowding in classrooms is

a major issue that affects the availability of classrooms and ultimately impacts the

academic performance of students. The data presented in the study highlights the

dissatisfaction of students with the lack of classroom space, and the negative impact

it has on their learning, concentration, motivation to study, and academic

performance.

The study also indicates that learning and concentration are the most

significant indicators affected by classroom availability, and that there is no

significant difference between male and female respondents in their perception of

this issue. It is recommended that the school administration prioritize allocating

resources for additional classrooms to address this issue, as reflected in the strong

belief of HUMSS A students. The findings of this study can serve as a basis for

further research and development of solutions to improve the availability of

classrooms for students.

Recommendation for Further Research

Based on the findings of the study on the availability of classrooms to HUMSS

A students at Bitoon National Vocational High School, there are several

53
recommendations for further research that can be pursued to improve the availability

of classrooms and address the issues identified in this study.

1. it is recommended that a study be conducted on the effectiveness of

alternative classroom arrangements such as modular classrooms, outdoor

classrooms, and virtual classrooms. This study can explore the feasibility,

acceptability, and impact of these alternative classroom arrangements on

student academic performance, learning outcomes, and overall satisfaction.

This research can provide insights into innovative solutions to address

classroom shortage and overcrowding.

2. a comparative study on the availability of classrooms across different

schools and districts can be conducted to identify best practices and

successful models for addressing classroom shortage and overcrowding. This

study can explore the factors that contribute to the availability of classrooms,

such as school policies, funding allocation, and community involvement. The

findings of this study can inform policymakers and school administrators on

effective strategies for addressing classroom shortage and improving the

quality of education.

3. a longitudinal study on the impact of classroom availability on

student academic performance and learning outcomes can be conducted.

This study can track the academic performance of students over time and

analyze the relationship between classroom availability and academic

performance. This research can provide evidence-based insights into the

long-term impact of classroom availability on student academic achievement.

54
 4. a qualitative study on the perceptions and experiences of HUMSS A

students on classroom availability can be conducted. This study can explore

the subjective experiences of students regarding classroom availability,

including the impact of overcrowding on their learning, concentration, and

motivation to study. The findings of this study can provide insights into the

lived experiences of students and inform policy and practice in addressing

classroom shortage and overcrowding.

5. it is recommended that a follow-up study be conducted to evaluate

the impact of the school administration's response to the findings of this study.

This study can assess the effectiveness of the measures implemented to

address classroom shortage and overcrowding, such as the allocation of

additional classrooms, renovation of existing classrooms, and implementation

of alternative classroom arrangements. The findings of this study can provide

feedback to the school administration and inform continuous improvement in

addressing classroom availability issues.

The recommendations for further research on the availability of classrooms to

HUMSS A students at Bitoon National Vocational High School include exploring the

effectiveness of alternative classroom arrangements, conducting a comparative

study on classroom availability, conducting a longitudinal study on the impact of

classroom availability on academic performance, conducting a qualitative study on

the perceptions and experiences of students, and conducting a follow-up study to

evaluate the impact of the school administration's response to the findings of this

study. These recommendations can provide valuable insights into addressing

classroom availability issues and improving the quality of education for students.

55
BIBLIOGRAPHY

https://research.library.kutztown.edu/wickedproblems/38/

56
files.eric.ed.gov

https://files.eric.ed.gov › fullt...PDF

Effect of Classroom Learning Environment on Students' Academic ...

https://medium.com/@alynnamarieapolinar/lack-of-classrooms-80629222edcd

stonybrook.edu

https://www.stonybrook.edu › about

What's a Wicked Problem? - Stony Brook

http://www.picturequotes.com/thats-the-beauty-of-education-kids-taking-lessons-out-

of-the-classroom-and-back-into-their-own-quote-919833

https://www.studocu.com/ph/document/university-of-batangas/practical-research/

chapter-iv/10645651

https://www.gmanetwork.com/news/topstories/nation/842342/lack-of-classrooms-

teachers-among-challenges-faced-on-school-opening-day/story/

https://www.philstar.com/headlines/2023/01/30/2241298/commissioned-poll-lack-

classrooms-must-be-depeds-top-priority-filipinos-say#:~:text=Based%20on%20the

%202019%20National,around%20P420%20billion%20to%20fill.

https://www.scribd.com/document/259630272/research-paper-lack-of-classroom

https://www.coursehero.com/file/p63tclt/STATEMENT-OF-THE-PROBLEM-LACK-

OF-CLASSROOMS-AND-CHAIRS-DURING-CLASS-TIME-In-any/

https://pia.gov.ph/news/2022/08/19/p87b-funds-to-address-classroom-shortage-in-

2023-deped

57
APPENDICES

58
 APPENDIX A

Republic of the Philippines

Department of Education
Bitoon National vocational High School
Bitoon, Dumanjug, Cebu

59
MRS. FLORDELIZA B. GABUTERO
Principal
Bitoon National Vocational High Scool

Dear Principal of Bitoon NVHS,

I hope this letter finds you well. I am writing to seek your permission to conduct a research
study at your school. The study aims to investigate the impact of classroom availability on
the academic performance of HUMSS A students.

The study will be conducted using a convenience sampling method, where a subset of the
population will be selected to participate in the study. The selected population will be
composed of HUMSS A students who are currently enrolled at Bitoon NVHS. The research
will use a survey questionnaire to gather data on the availability of classroom space, the
frequency of sharing classrooms with other classes, the number of students per classroom,
and the overall satisfaction level of students with their learning environment. In addition,
the academic performance of students will be measured using their grades in their
respective subjects.

The purpose of this study is to provide insights on how the availability of classroom space
affects the learning environment of students and the potential implications on their
academic performance. The findings of the study will help identify the pressing issue of
classroom availability, which has been a major concern for many schools, particularly those
in underprivileged communities. The results of the study will be used to provide evidence-
based recommendations that can address the problem.

I would like to request your approval to conduct this study at Bitoon NVHS. Rest assured
that all data collected during the research will be kept confidential and will only be used for
the purpose of this study. I am also willing to comply with any rules and regulations set by
the school regarding research activities.
Thank you for your time and consideration. I look forward to your response.

Respectfully Yours:
Emmanuel Ricardel
Meryll Thea Canete
Chenzen Cabuenas,
Khen Cardernas
Mary Grace Saylanon
Chinny Tilar
Jamaica Pasolohan

Recomending Approval:

Ms. Mary Grace Arnaiz

60
 Subject Teacher

Approve or Disapprove by

Mrs. Flordeliza B. Gabutero

School Principal

APPENDIX B

Republic of the Philippines

Department of Education
Bitoon National vocational High School

61
 Bitoon, Dumanjug, Cebu

Dear Respondents,
Greetings!

I am writing to inform you that I will be conducting a research study on the availability of
classrooms for the Humanities and Social Sciences (HUMSS) A program.

The purpose of this study is to investigate the current situation of classroom availability for
HUMSS A students in order to identify any potential issues or challenges that may arise.
Your participation in this study is crucial to helping us gather accurate and reliable data,
which will be used to inform future decisions and improvements in classroom allocation.

The study will involve a brief survey, which will take approximately 10-15 minutes to
complete. Your responses will remain completely anonymous and confidential, and will only
be used for research purposes.

I kindly request your participation in this study as your valuable input will contribute to the
success of this research. Your willingness to participate is highly appreciated and will help
improve the learning environment for HUMSS A students.

Thank you for your time and cooperation.

Sincerely,

The Researchers

APPENDIX C

Data-gathering Survey Form

NAME: (OPTIONAL)_______________________GENDER:____AGE_____
GRADE&SECTION/STRAND:_______________

62
DIRECTIONS: Fill out the research questionnaires by providing a rating on a scale of 1 to 5 for each of
the questions and take your time to carefully read through each research questions and provide a
thoughtful response for each one.

NO QUESTIONS SCALE/RATE 1-5

1. How satisfied are you with the lack of classroom space?
2. How often do you feel overcrowded in the classroom?
3. How often do you feel that the classroom lacks enough space for learning?
4. How often do you feel that the lack of classroom space affects your
learning?
5. How often do you feel that the lack of classroom space affects your
concentration?
6. How often do you feel uncomfortable due to the lack of classroom space?
7. How often do you feel that the lack of classroom has restricted your
learning opportunities?
8. How often do you feel that a lack of classroom space affects your
motivation?
9. How often they feel that a lack of classroom space affects your academic
performance?
10. How often do you feel like that lack of classroom is negatively impacting
students learning experiences?

II. Yes/No
______1. Do you think lack of classroom is a major issue in our education system?
______2. Do you think it is important for schools to prioritize allocating resources for
additional classrooms

CURRICULUM VITAE

63
 REASEARCHER A

PERSONAL BACKGROUND

64
Name : CHENZEN CABUENAS

Age : 17

Date of Birth : October 25, 2005

Place of Birth : Lagtang, Talisay, Cebu City

Sex : Male

Citizenship : Filipino

Civil Status : Single

Occupation : Student

Address : Minolos, Barili, Cebu

Religion : Seventh Day Adventist

Language Spoken : Cebuano, Filipino, and English

Name of Father : Jose L. Cabuenas Jr.

Name of Mother : Christina Cabuenas

EDUCATIONAL BACKGROUND

Secondary : Bitoon National Vocational High School

Bitoon, Dumanjug, Cebu

Elementary : Minolos Integrated School

Minolos, Barili, Cebu

RESEARCHER B

65
PERSONAL BACKGROUND

Name : KHEN DONNEC D.

CARDENAS

Age : 22

Date of Birth : March 28, 2000

Place of Birth : Korondal City, Mindanao

Sex : Male

Citizenship : Filipino

Civil Status : Single

Occupation : Student

Address : Pobalcion, Barili, Cebu

Religion : Roman Catholic

Language Spoken : Cebuano, Filipino, and English

Name of Father : Donato Cardenas

Name of Mother : Emelia D. Cardenas

EDUCATIONAL BACKGROUND

Secondary : B&m Panares MNHS

Ylaya, Gunting, Barili, Cebue

Elementary : Santa Ana Parochial School

Poblacion, Barili, Cebu

RESEARCHER C

66
PERSONAL BACKGROUND

Name : JOHNWYNE EMMANUEL D.

RICARDEL

Age : 18

Date of Birth : December 25, 2004

Place of Birth : Poblacion, Barili, Cebu

Sex : Male

Citizenship : Filipino

Civil Status : Single

Occupation : Student

Address : Sayaw, Barili, Cebu

Religion : Roman Catholic

Language Spoken : Cebuano, English, Filipino, Spanish, And French

Name of Father : Marlou R. Ricardel

Name of Mother : Maria Pamela D. Ricardel

EDUCATIONAL BACKGROUND

Secondary : Bitoon National Vocational High School

Bitoon, Dumanjug, Cebu

Elementary : Sayaw Elementary School

Sayaw, Barili, Cebu

RESEARCHER D

67
PERSONAL BACKGROUND

Name : MERYLL THEA CANETE

Age : 17

Date of Birth : April 25, 2005

Place of Birth : Santa Ana, Barili, Cebu

Sex : Female

Citizenship : Filipino

Civil Status : Single

Occupation : Student

Address : Santa Ana, Barili, Cebu

Religion : Roman Catholic

Language Spoken : Cebuano, Filipino, and English

Name of Father : Ronald T. Canete

Name of Mother : Lerma G. Canete

EDUCATIONAL BACKGROUND

Secondary : Bitoon National Vocational High School

Bitoon, Dumanjug, Cebu

Elementary : Barili, Central, School

Poblacion, Barili, Cebu

RESEARCHER E

68
PERSONAL BACKGROUND

Name : JAMAICA A. PASOLOJAN

Age : 19

Date of Birth : October 01, 2002

Place of Birth : Bolocboloc, Barili, Cebu

Sex : Female

Citizenship : Filipino

Civil Status : Single

Occupation : Student

Address : Guiwanon, Barili, Cebu

Religion : Roman Catholic

Language Spoken : Cebuano, Tagalog, and English

Name of Father : Rosalio Pasolojan

Name of Mother :

EDUCATIONAL BACKGROUND

Secondary : Bitoon National Vocational High School

Bitoon, Dumanjug, Cebu

Elementary : Barili, Central, School

Poblacion, Barili, Cebu

RESEARCHER F

69
PERSONAL BACKGROUND

Name : MARY GRACE A.

SAYLANON

Age : 18

Date of Birth : November 28, 2004

Place of Birth : Pancil, Barili, Cebu

Sex : Female

Citizenship : Filipino

Civil Status : Single

Occupation : Student

Address : Pancil, Barili, Cebu

Religion : Evangelical Free Church of the Philippines

Language Spoken : Cebuano, Filipino, English

Name of Father : Amado C. Saylanon

Name of Mother : Imelda R. Saylanon

EDUCATIONAL BACKGROUND

Secondary : Bitoon National Vocational High School

Bitoon, Dumanjug, Cebu

Elementary : Kanghumaod Elementary School

Kanghumaod, Dumanjug, Cebu

RESEARCHER G

70
PERSONAL BACKGROUND

Name : CHINNY D. TILAR

Age : 18

Date of Birth : September 10, 2004

Place of Birth : Sayaw, Barili, Cebu

Sex : Female

Citizenship : Filipino

Civil Status : Single

Occupation : Student

Address : Sayaw, Barili, Cebu

Religion : Roman Catholic

Language Spoken : Cebuano, Filipino, and English

Name of Father : John Regie Tilar

Name of Mother : Margie Tilar

EDUCATIONAL BACKGROUND

Secondary : Bitoon National Vocational High School

Bitoon, Dumanjug, Cebu

Elementary : Sayaw Elementary School

Sayaw, Barili Cebu

71