PARADA NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

QUANTITATIVE RESEARCH

CLASSROOM LEARNING ENVIRONMENT: ITS CORRELATE IN THE

ACADEMIC BEHAVIOR AT SENIOR HIGH SCHOOL LEARNERS

Calimutan, Richard M.

Gonzales, Jonathan R.

Hambala, John Humphrey B.

Sabelala, Harrjay B.

Mr. Nino Frensie B. Batas

Inquiries , Investigations, and Immersion

2023
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TABLE OF CONTENTS

Chapter 1: The Problem and it’s background

Background of the study ………………………………………… 3

Theoretical Framework ………………………………………… 6

Conceptual Framework ………………………………………… 8

Statement of the problem ……………………………………….. 9

Hypothesis ……………………………………………………….. 9

Definition of Terms ……………………………………………… 9

Scope and Delimitation of the Study …………………………… 9

Significance of the study ………………………………………… 10

Review to the Related Literature ………………………………. 11

Synthesis …………………………………………………………. 13
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

According to Camella (2021) Additionally impacted was the educational industry,

which required in-person classes to adapt to distance learning. Unquestionably, both

students and educators have suffered mental health effects as a result of the extended

school closures and the ruined school year. In addition to remembering the scars the

health crisis left behind, it’s critical to appreciate the current accomplishments and

look ahead to more. The Philippine government’s approval of the limited in-person

classes in low-risk locations for the virus is one of the most recent victories in the fight

against the epidemic. President Rodrigo Duterte authorized the Department of

Education’s proposal to operate a pilot program in 100 public schools and 20 private

schools on September 20 of last year, according to the department’s official press

statement.

According to Voanews (2022) As the new school year began on Monday,

millions of kids in the Philippines went back to class, many of them sitting in a

classroom for the first time since the COVID-19 pandemic struck. One of the last

nations in the world to restore full-time, in-person instruction was the Philippines,
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which prompted warnings that the lengthy shutdown of classrooms had exacerbated

the nation’s education crisis. Children lined up for a hand sanitizer spritz and

temperature check at Pedro Guevara Elementary School in Manila, which had been

closing its classrooms since March 2020. President Ferdinand has set a timetable for

the institution to shift its approximately 6,000 students back to face-to-face classes by

November, so it has implemented a hybrid system of in-person and online learning.

Makina and Madiope (2016) The last few decades teaching strategies and delivery

methodologies have been challenged tremendously by rapidly changing social needs

and perpetually changing global realities transformed by among others innovative

technologies.

The face to face implementations are the gladness return of the students who were

in the sufferings of the online platforms due to its unconduciveness because of the

problems re-indirected. The Parada National High School is also cooperated to

conduct with full face to face study implementation organized by the Department of

Education (DepEd). The importance of this implementation is to finalize and look

outward the hard times in Distance Learning Modalities. There are some negative

common elements in the Distance Learning Modalities, one of it is the students access

into mobile devices and internet connection which caused the students to find hard and

also to identify its uncoduciveness of the students specially in the Parada National

High School as we continue to profound in the face to face classes is to provide the

conduciveness. (Headspace National Youth Mental Health Foundation LTD, 2022.) “

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Face to Face Learning is important because it is the effective way to learn knowledge

and skills because it often combines different ways of learning including writing ,

reading , discussion , presentations , projects, group works, film clips , demonstration

and practice.”. Face to Face introductions of the Department of Education (DepED),

“The preparedness of the philippines in integrated schools are in 100% in terms of the

public to private schools in country. But seemingly having the problems in terms of

the conduciveness because of the learning facilities nationwide.”. “As Philippines

opens up for School Year 2022-2023, recognizing the challeges with the

reintroduction of in-person learning , that school opening preparations have been

underway weeks before the first day of classes.” (Department of Education (DepEd),

Aug. 08 2021). The transitions of full in-classroom learning of this school year’s

curriculum is to regain the Most Learning Essential Compentencies (MELCS). To

propose and to conduciveness.

Some of the learners experienced having a problem in the preparedness and

readiness of an school for the past pilot face to face classes which lack ventilation and

access to food stores such as canteen.

Therefore the researchers want to determine if there is significant relationship of

preparedness and readiness of the school into the conducive learning of the learners.

This research considers whether all lecturers have appropriate readiness to conduct

online classes. As a practical benefit, this research contributes as stakeholders’

information as one of the bases to implement tactical policies that improve teaching
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staff readiness for Face to face learning. The researchers chose this topic because want

to know how PNHS was prepared and ready for the full implementation of face-to-

face learning. Because right now we experiencing difficulties with my academic

performance in implementing face-to-face this time. By having an observation in the

Parada National High Schoo if itl is not ready for the full implementation of face-to-

face classes. There are classroom conditions that need to be improved to make learning

more conducive.

Theoretical Framework

Bandura’s theory provides us with four ideologies to show how to create the ideal

conditions for positive social learning to take place—attention, retention, reproduction,

and motivation. If all four conditions are enabled, students can act as both educators

and learners.

The concept also encourages positive reinforcement and negates unfavourable

behaviour through the responses of others. This holistic approach means that students

are continuously learning in all environments. 1.) Attention: Students enjoy novel or

different concepts and scenarios. This newness captures the imagination. Social

contexts support the idea of engaging with the new. 2.) Retention is seen when the

behaviour modelled is recalled. Normally this takes place when students are placed in
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similar situations to when the behaviour was first learnt. This is because the scenario

and the reactions align to the moment it was first witnessed 3.)Reproduction refers to

behaviour that is repeated. Although it can often be done easily, mental and physical

rehearsal will improve the responses. 4.) Motivation, Students are motivated by the

outcome of the behaviour. A good response from others will motivate them to learn,

repeat and reproduce. Similarly, they will avoid behaviour if the outcome is

unfavourable.

Conceptual Framework

An

Uncomfortable

Learning

Environment
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Learning
Academic
Infrastructure
Performance

Teacher-Student

Ratio

Figure 2 Illustrates the procedures on how the Bamdora’s theory is use.

First, the researchers sought on the target respondents which are the

junior high school student- respondents and the related reason, classroom env

ironment.
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Statement of the Problem

This study aims to determine the preparedness and readiness into the learning

conduciveness of the Parada National High School. Therefore, this research sought

answer the following problems.

1.) What is the effect of Classroom Learning Environment in Demographics

interms of (age , gender and ethnicity)

2.) What does affect the Classroom Learning Environment in the Academic

Behaviour of the students.

3.) Is there a significant relationship between Classroom Learning

Environment and Academic behavior in the Parada National High School Senior

Highschool learners?

Hypothesis

There is no significant relationship between Classroom learning environment and

Academic behavior of the Parada National High School Senior High school learners.
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Definition of Terms

Asserting - state a fact or belief confidently and forcefully.

Conduciveness -providing the right conditions for something good to happen or

exist.

Preparedness – the quality or state of being prepared

Readiness – the state of being fully prepared for something

Administrator – a person responsible for running a business, organization, etc

Learning Facilities - Educational facilities means a public or private school

or educational or training institution.

Scope and Delimitation of the Study

The scope of this study is to deliver and to assess the preparedness and readiness

and how it will results in the grade 10 students in the Parada National High School,
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however this study is only with use for junior high school students in order to identify

the target respondents.

Significance of the Study

This research will benefit several sectors of the academic community, particularly

students, teachers/counselors, administrators, parents, and ultimately future

researchers. Students can see the impact of their actions and know the results of Parada

National High School preparation and preparation. Following this, teachers and school

administrators will have the opportunity to create a learning facilitation diary and

change existing concerns. Teachers, on the other hand, are given different views of

learners' ability to facilitate learning when it comes to the motivation of learning

institutions. Parents of all learners may have knowledge of the factors that influence a
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student's learning aptitude. Finally, future researchers may be guided by the readiness

and willingness factors of the learning facility to which students may commit. This

may help develop other interventions and find preventive measures that may be needed

in future use.

REVIEW OF RELATED LITERATURE AND STUDIES

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Related Literature and Studies

African countries have launched information and communication technology

projects to address their lack of connectivity to the Internet and other global

communications networks (Holmner & Britz, 2011). Nevertheless, the Information

and Communication Technology Development Index (IDI) score is still very low

(Ponelis & Holmner, 2015). As a result, most universities in sub-Saharan Africa

primarily use face-to-face teaching and learning modes. Kotouaa, Ilkana, and Kilicb

(2015) found that, despite the general global trend of increasing student enrollment in

online courses over the past 15 years, the rate of online education at universities in

sub-Saharan Africa has increased. They argue that the proportion is still very low

(Watson, Pape, Murin, Gemin, Vashaw, 2014).

Toure (2013) contends that, with the power of technology, every African citizen

across the continent can have access to education. With the advent of Covid-19, many

countries have recommended working from home (Bates, 2020), as well as the abrupt

closure of universities and other institutions of learning to prevent the transmission of

Covid-19 and the shift to online learning. migrated (Monash University, 2020). This

aims to ensure continuity of education and is commonly referred to as “emergency

distance learning” and is seen as an obligation practiced in various forms of provision

(Bozkurt et al., 2020). ). Hodges et al. (2020) define this as a temporary shift in

instructional delivery to an alternative delivery method due to a crisis. A clear

observation is that this was done hastily and without preparation (Bates, 2020).
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Against the backdrop of many colleges relying on in-person events, this study answers

the following questions: -19 -19?Are teachers and learners generally ready for this

kind of online learning?Are there enough study materials? Do learners and teachers

have the skills to embrace online learning? Where do teachers and learners access

internet connectivity? Is internet connectivity sufficient to support online learning?

Current research seeks to assess the readiness of trainers and learners for online

learning . Some research has been done on online learning, but much of the focus has

not been on the sudden changes caused by Covid-19.

According to (Department of Education (DepEd) 2022). “Regardless of the alert

level, They will move or go on with the face-to-face classes. However, we will now leave it

to the Interagency Task Force for the Management of Infectious diseases, that if there is

such a surge, and the Department of Health would eventually recommend that we go to a,

that we cease to do the face-to-face class because of a surge, we will just follow, the

decision of the IATF,”.

Synthesis

Online learning continues to grow rapidly, however it is still in its early stages of

development. Therefore a need for online learning developers and providers to better

understand how students perceive and respond to elements of blended learning. To

investigate perceptions of Indonesian Open University students towards the course.

More specifically, the purpose of this study was to examine student perceptions of

online and face-to-face courses in terms of social presence, social interaction, and
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satisfaction. In addition, the study also examines differences in perceptions of online

learning and face-to-face learning among students at various levels.

In the study of Mozes-Carmel and Gold , compared the effectiveness of online vs.

traditional instruction in an environmental studies class. Using a single indicator, we

attempted to see if student performance was effected by instructional medium. This

study sought to compare online and F2F teaching on three levels—pure modality,

gender, and class rank. Through these comparisons, we investigated whether one

teaching modality was significantly more effective than the other. Although there were

limitations to the study, this examination was conducted to provide us with additional

measures to determine if students performed better in one environment over another.

In Claudia S. Salcedo study, In teacher-centered or passive learning, teachers

typically control classroom dynamics. Teachers lecture and comment while students

listen, take notes, and ask questions. In student-centered or active learning, students

typically set the dynamics of the classroom by independently analyzing information,

formulating questions, and seeking clarification from teachers. In this scenario, the

teacher listens, formulates, and responds, not the student.

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Chapter 2

METHODS

This chapter describes the research methodology and other steps necessary to

conduct the research. In particular, it describes study methods and design, sampling,

study participants, equipment, data collection procedures, and data analysis.

Research Design

The Researchers used a descriptive study design. A type of research design

that describes or explains a situation, action, or phenomenon. Researchers used it to

identify factors of the school preparedness and its learning conduciveness.

Sampling and Participants

Researchers used a purposive sampling technique. This is a type of research

technique in which the researcher either becomes a participant in the study or becomes

the researcher and the researcher becomes the respondent, based on the researcher's

judgment. For example, by using targeted sampling techniques, it is possible that the

number of students from his 11th grade to his 12th grade as respondents to the
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researcher's study without ascertaining the criteria of who should be given as a

respondent. It may be possible to recruit some students.

The respondents of this survey are students of Parada National High School.

Researchers selected several of her 12th graders from her 11th grade to participate in

the study. Researchers were able to obtain student respondents by asking each class

leader for help. Researchers asked learners if they felt comfortable in the learning area

of the class because they could identify them. Respondents who may be able to

participate in your research.

Instrument

These items are corrections and additional articles developed to create an initial

article pool for pilot testing. two students. Focus groups were held to gather input from

various students and draft proposals were circulated to various stakeholders.

Faculty and offices serving underrepresented minorities and students with

disabilities. Of The final pool contained 24 endpoints. 2 points to give an overall rating

for the course. Eleven 'General' items assessing attitudes and behaviors observed or

experienced by students. and 11"personal" items. It refers to an attitude or behavior

directed specifically at that person. Both Positive and negative words are written for

each of the three evaluation items. Item pool also included seven of her items asking
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students for their views on diversity issues, and three of her other items. Effort

required and trainer perceptions, in terms of her 8 demographics according to purpose.

Analyze responses by group membership.

Data Gathering Procedure

The researchers sought permission from the Principal, Vice Principal, and

Central Personnel of Parada National High School to allow the conduct, collection,

and collection of data. Researchers used a questionnaire purchased from Loren Murcia

(2015). Participants in this study answered several questions about factors that

influence school preparedness and the senior highschool academic performance

Data Analysis
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The researchers employed the following statistical treatment/ test to

effectively interpret and analyze the data.

1. Weighted Mean

This refers to the average of the data that will gathered, the formula applied is:

Where:

= mean N = number of respondents

= sum of scores

2. Frequency

This was used to determine how many are the respondents.

3. Percentage

This was used to get the distribution of the student-respondents.

where:

p = percentage

f = frequency, number of respondents to the item

n = number of respondents
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CHAPTER 3

RESULTS AND DISCUSSION

In this section of this paper, we will organize the results of our research

questions/hypotheses. For each research question/hypothesis, we should present any

descriptive statistic results first and then our inferential statistics results. We do not

make any interpretation of what our results mean or why we think we got the results.

ITEM RESPONSE #POSITIVE #NEGATIVE

VALUE SCALE
Evaluative 1=Strongly
items disagree; 5=Strongly
Agree; N/A 2 0
Curriculum 10 1
General 6 5
Personal

Values and 1=Strongly

beliefs disagree; 5=Strongly
Agree; N/A
Effort 1=Much Less;
3=Much More; D/K
Other 1=Yes; 2=No;
D/K
Demographic --

TABLE 1 SHOWS THE ITEM VALUE OF THE QUESTIONNAIRE

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These items are corrections and additional articles developed to create an initial

article pool for pilot testing. two students focus groups were held to gather input from

various students and draft proposals were circulated to various stakeholders.

Faculty and offices serving underrepresented minorities and students with

disabilities.The final pool contained 24 endpoints. Eleven 'General' items assessing

attitudes and behaviors observed or experienced by students. The pool also included

seven of her items asking students for their views on diversity issues, and three of her

other items. Effort required and trainer perceptions, in terms of their demographics

according to purpose analyze responses by group membership.

GRADE AND SECTION FREQUENCY

GRADE 11 – JOSHUA 19
GRADE 11 – ISAIAH 8
GRADE 11 – EZEKIEL 11
GRADE 11 – JEREMIAH 20
GRADE 11 – DANIEL 18
GRADE 12 – ARISTOTLE 8
GRADE 12 – SOCRATES 5
GRADE 12 – PLATO 11
TOTAL: 100
TABLE 2 SHOWS THE FREQUENCY OF THE RESPONDENTS
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Approximately half (54.6%) of the respondents were 20 years of age or younger,

and most (88.1%) spoke English as their primary language. Juniors and seniors were

slightly over‐represented, as were women (46.2%). The majority (30.8%) of students

identified themselves as questionning their gender and as not having a disability

(92.3%).

Respondents could indicate ethnicity by selecting from ten options. They were

instructed to check all of the options that applied to them. Among those 100 students

in their ethnicity choice their as pure Filipino (86.8%).

Component and Item SD Valid inter-

rater
reliability
1.) This class provides 1.1 100 .97
an environment for the free
and open
2.) Learning about 1.1 100 .93
different cultures or
perspectives is an essential
part of my college education.
3.) Sometimes I am 1.0 100 .85
singled out in this class
because I am different from
most of the other students
4.) Grades are assigned 9 100 .95
fairly and impartially in this
class.
5.) I enjoy taking 1.3 100 .94
courses that challenge my
beliefs and values.
6.) I am often ignored in 1.2 100 .86
this class even when I
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attempt to participate.
7.) The classroom 1.4 100 .93
environment is comfortable
and accessible for students
with any type of disability.
7.) The classroom 1.2 100 .93
environment is comfortable
and accessible for students
with any type of disability.
8.) The instructor 1.4 100 .82
encourages equal
participation of all students
in this class.
9.) I feel isolated in this 1.3 100 .73
class.
10.) enjoy talking with 1.2 100 .82
people who have values
different from mine.
11.) The instructor 1.6 100 81
makes me feel welcome in
this class.
Table 3 shows the valid respondents of the research questionnaire

The selection process produced four new scales. The statistical properties of these

new scales were examined using the existing data. As shown in Table 5, each of the

new, reduced scales was highly internally consistent: alpha coefficients ranged from α

= .75 to .91. Furthermore, the same pattern.

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CHAPTER 4

Discussion of the Research Findings

Analyses, hold implications for assessment of classroom climate beyond the

specific items used here. In developing the initial item set, we attempted to create

items that were representative of the range of content suggested by literature and/or

addressed by other instruments. To the extent that we were successful in this, the

factor structure identified here speaks not only to the Parada National High School

itself, but to the way classroom climate is currently conceptualized. Based on our

analyzes, we were able to create four scales that showed good internal consistency as

well as interpretable relationships to one another. The high ratings on the Classroom

Positiveitems indicate that students were generally pleased with their classroom

environments. Likewise, students gave very little endorsement overall to statements

that spoke of feeling isolated within the classroom. It was gratifying to observe that —

although significant— the correlation between Classroom Positive and Personal

Negative was only a modest one. This provides some validation for the argumentthat

those scales are tapping into distinct constructs. Many group differences were

observed for Personal Negatives, but only one for Classroom Positives.also speaks to

its uniqueness.

The only group effect on Classroom Positive occurred between native and native

speakers.Non-native English speakers, the latter group reporting significantly lower

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agreement classroom characteristics that welcome or respect all students equally. But

this is

One group of students did not report feeling more isolated or isolated in class than

native speakers.

colleague speaking. Rather, underrepresented minority newcomers and

underrepresented minority men donated the highest rating on a personal minus scale.

Taken together, these two scales are simply not universal It is an indicator of student

opinion of the classroom environment, but also provides an opportunity for students to

voice their opinion.Describe the special or unique nature of the negative experience.

For example, something you don't like including only negative personal elements will

ignore the input from non-native speakers.

The purpose of this quantitative study was to survey how does the Classroom

environment perceive the efficacy of the students learning conduciveness on the

climate of civility in the classroom at one specific public middle school. Three

research questions guided this study, 1) How seriously do teachers view the classroom

learning environment 2) How often do teachers talk to students about appropriate

classroom learning environment And, 3) Do Teachers and facilitators been effective in

cultivating civility in the classroom and within the school?

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Discussion of the Research Results

The discussion of the findings will be first addressed in a relationship to the

theoretical framework followed by its relationship to the literature, limitations,

implications for practice and further research. The findings in this study are

similar to the literature and well suited for the theoretical framework.

Albert Bandura's social learning theory suggests that observation and

modeling play a primary role in how and why people learn. Bandura's theory

goes beyond the perception of learning being the result of direct experience

with the environment. Learning, according to Bandura, can occur simply by

observing others' behavior.

He explains in his 1977 book Social Learning Theory,  "most human behavior

is learned observationally through modeling: from observing others one forms

an idea of how new behaviors are performed, and on later occasions, this

coded information serves as a guide for action."

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Implications of the Research Findings for Future Research

Further research on the effectiveness of Classroom Learning Environment conferences

would be an extension into understanding the mesosystem and its connection to the

microsystem in the overall interaction with the school’s climate. Understanding the role

of the teacher/student relationship is vital to the development of a positive school

environment. Extending further outward, a study to understand the influences of the

exosystem (e.g., parents workplace) even though the child is not directly involved

would provide knowledge in understanding the relationship between teacher, student,

and school. Additionally, schools have become diverse and the classrooms are filled

with students from various cultures bringing with them different customs. Further

research is needed to understand if the international students’ needs are being met and

gage their sense of belongingness.