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Chapter 1

THE PROBLEM AND ITS SCOPE

The fundamental objective of the Department of Education (DepEd)

is to provide a school which belongs to a community that is safe and free

from harm, wherein students feel secured and self-assured. At the same

time each school is obliged to provide a favorable learning environment

and maintain the healthy physical condition of the classroom for the

students’ well-being.

One of the pre-requisites in teaching to be effective and efficient is a

classroom or learning environment that is conducive to learning. It plays a

vital role in making your objectives possible and attainable. It is the place

where teaching-learning process happen in a most efficient and productive

manner. For a learning environment to be conducive to learning does not

only depend simply on the arrangement of furniture. However, it is

undeniably true that most of the teachers are just contented simply on the

arrangement of furniture or the agreeable physical condition of the

classroom. They didn’t take into account on the possible impression and/or

expectations of the students. Physical environment plays a central role in

any activity and makes it more conducive, successful and achievable.

Physical facilities are one of the stimulating factors that play a fundamental

role in improving academic achievement in the school system. These

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include; school buildings, accommodation, classrooms, libraries, furniture,

laboratories, recreational equipment, apparatus and other instructional

materials. Furthermore, their availability, relevancy and sufficiency affect

academic achievement positively. On the other hand, poor school buildings

and overcrowded classrooms affect academic achievement negatively.

Thus, it must consist of the physical as well as the psychological

environment. In addition, it’s also important to consider the emotional

environment that surrounds the learners and that influences his/her

learning. Furthermore, a classroom environment is composed of all

instructional features and a non-threatening classroom atmosphere. It is

where interactions and/or exchange of ideas and thoughts take place. In

other words, communication is at its highest, and it is where meaningful

learning occurs. As future educators, we must not limit ourselves in

creating a learning environment that is conductive to learning. We must

broaden our horizons, employ creativity and resourcefulness, and

anticipate possible circumstance to overcome those narrow parameters.

Inquiries concerning with the classroom environment and its

influence on the students’ productivity have been the focus of study in

numerous countries. Since educators are aware of its massive effects on

the students’ academic performance and learning productivity.

Thus, this study seeks to examine the classroom environment of the

senior high school students in order to assess their classrooms whether it

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needs improvement or total modification with regards to the new DepEd

School building standards design.

THEORETICAL FRAMEWORK

This study will be anchored on the following theories: 1.) Albert

Gagne’s Theory of Cognitivism 2.) Theory of Student’s Directed

Learning; 3.) Brofenbrenner’s Ecological System Theory

Teachers’ management in their classrooms is an important part of

achieving an effective learning environment. Thus the following theories

served as the foundation of this study.

Cognitivism
According to (Gagne, 1984) Learning environment created around

this paradigm encourage curiosity, provide inquiry-oriented projects and

present knowledge in staged scaffolding. Similar to behaviorism,

cognitivism presents knowledge as absolute and objective. Schools build

on the philosophy of cognitivist were typically laid out like campuses and

were not often fenced in. They were usually single or two story buildings

connected by various walkways, which provided opportunities for the

students to interact with the outdoors periodically, supporting the

explorative approach of the learning theory. The classroom buildings

housed students according to their grades, usually with several classes of

one grade occupying a floor or building. A response to the enrolment

explosion brought on by the baby-boomers. The classroom buildings were

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sequentially arranged and consisted of long corridors, flanked of both size

by classroom. The internal layout of the classroom did not change much,

however. The teacher’s desk was still located at the head of the class and

the students still sat in rows and faced the teaching wall.

Khon’s Student Directed Learning

Khon maintains that societies based on extrinsic motivation always

become inefficient overtime. He questions the hierarchical structures at

work in mainstream education. Positions of authority are “unnatural

scarce”, and such systems assume that all people have a competitive

nature. He argues that positive enforcement only encourages students to

seek out more positive enforcement, rather than truly learn. Kohn believes

that the ideal classroom emphasizes curiosity and cooperation above all,

and that the students’ curiosity should determine what is taught.

Furthermore, Khon believes in classrooms where student is at the center

of everything. Khons approaches are more consistent with those used in

elementary classrooms. The key element is a “shift from a quiet, well-

managed classroom to one that is lively and features an emphasis on

student learning”.

Urie Brofenbrenner’s Ecological Sytems Theory

Brofenbrenner’s work on ecological contexts secured a place in

educational research for studies of classroom environment. His Ecological

Sytems Theory (Brofenbrenner, 1997) encompasses the layered

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environmental system which human development takes place and

emphasizes the importance of family, teachers, schools, and the larger

sociocultural environment on the development process. Over the years this

research has evolved from examining purely physical elements of the

environment to more complex models of psychosocial relationships

between students in the classrooms as well as between the teacher and

the students. Thus, this theory is significant in our study.

CONCEPTUAL FRAMEWORK

The classroom environment is where learning takes place; hence it

must be conducive enough to promote effective and efficient teaching-

learning process. Figure 1 is the schematic diagram of the study which

identifies the relationship between the two variables which is characterized

into independent and dependent variables.

The independent variables include the student’s profile such as

gender, age, and parent’s educational attainment. On the other hand, the

dependent variables are the 2016 DepEd Building Standard.

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Independent Dependent Output

R
PROFILE OF 2016 DepED
BUILDING E
STUDENTS: STANDARD
C

1.1 Gender 2.1 Corridor O

M
1.2 Age 2.2 Door
M
1.3 Parent’s 2.3 Lighting E

Educational 2.4 Ventilation N

D
Qualification 2.5 Room Size
A
2.6 Windows T

2.7 Wall Color I

O
2.8 Chalkboard
N

Figure 1. Schematic Diagram Showing the Interplay of Variables of

the Study
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STATEMENT OF THE PROBLEM

This study was conducted to compare the classroom environment of

the senior high school students of St. Peter’s College with the standard

school design of the Department of Education (DepED) Memorandum

2016 on buildings and buildings design.

Specifically, the study sought to answer the following questions:

1. What is the profile of the students in terms of:

1.1 age,

1.2 gender,

1.3 parent’s educational attainment and,

1.4 parent’s income?

2. What are the parameters of the classroom environment of the

Senior High School students in terms of?

2.1 corridors,

2.2 doors,

2.3 lighting,

2.4 ventilation,

2.5 room size,

2.6 windows,

2.7 wall color, and

2.8 chalkboard?
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3. Do the Senior High School’s classrooms comply with the DepEd

standards for school building design in terms of:

3.1 Corridor

3.2 doors,

3.3 lighting,

3.4 ventilation,

3.5 room size,

3.6 windows,

3.7 wall color, and

3.8 chalkboard?

` 4. What is the perception of students on the classroom they are

using in terms of:

4.1 corridor

4.2 doors,

4.3 lighting,

4.4 ventilation,

4.5 room size,

4.6 windows,

4.7 wall color, and

4.8 chalkboard?

5. What recommendations can be made to the SPC administration

based on the results of the study?

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ASSUMPTIONS

Guided by foregoing statement of questions sought and objective

set, this study assumed the following statement: (1) Students gender as

well as their age affects their perception on their classroom environment,

and; (2) Parents Educational Qualification can affect the perception of the

students in their classroom environment.

SCOPE AND LIMITATIONS

This study was only limited to Senior High School students and their

classroom environment of St. Peter’s College, Sabayle St, Iligan City,

during the S.Y. 2016-2017.

The study compared the classroom environment of the senior high

school students of St. Peter’s College with the standard school design of

the Department of Education (DepEd) Memorandum 2016 on buildings

and building design in terms of: corridor, door, lighting, ventilation, room

size, windows, wall color, and chalkboard. Furthermore, the study

conducted a survey on the senior high school students with regards to their

classroom satisfaction.

SIGNIFICANCE OF THE STUDY

This study would benefit the following:

Teacher’s. This study will let them know whether the classroom

environment of senior high school comply with the DepEd standards

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school building design the same time it will aid Grade XI teachers in

providing a classroom that is conducive to learning.

School. The data’s facts and information gathered can serve as the

basis in improving the classroom environment in compliance with the

DepEd standards for school building design to provide a classroom

environment that is conducive for effective teaching and learning.

Community. The people in the community as one of the stakeholder

in the educational system must support the primary needs of the learners.

The results of the study will help them to provide a friendly environment,

wherein the absence of harm and danger is dominant and individual

productivity increases.

Future Researches. For those researchers who will conduct similar

study, this will serve as a reference or basis for evaluation or comparison

of information.

DEFINITION OF TERMS

Assessment. In this study, we refer this to the act of making

judgement about the classroom environment.

Classroom Environment. It refers to the general and overall

climate and atmosphere of a classroom.

Color. In this study, it has to do with providing an ample amount of

visual stimulation for students in the classroom.

Corridors. This is the pathway in which the students walk through.

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Door. It refers to the entrance and exits of a classroom.

Lighting. In this study, it refers to the amount of natural light

entering the classroom, as well as the teacher’s ability to manually control

the level of lighting.

Parent’s Educational Attainment. This refers to the highest

educational attainment or the highest degree of education in an individual

has completed.

Room size. In this study, it refers on how well a given classroom

could accommodate students without crowding them.

Ventilation. In this study, it refers to the circulation of the air in the

classroom.

Wall color. In this study, it refers to the color of the classroom walls.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature, related studies,

and insights learned from them.

RELATED LITERATURE

A well-conditioned classroom environment has to do with the

academic performance of the students and their overall potential.

Taylor and Vlastor (2009) considered the relationship between

environment and design within the classroom as the “silent curriculum”,

meaning that the environmental design of a classroom was the power to

facilitate and enhance the learning process in ways similar to that of the

overt curriculum. In particular, empirical evidence of the relationship

between such outcome measures and specific environmental features can

be found in space and furniture, seating arrangement, density, light, color

and personal display. In the following each of these elements can inform

the renovation of existing classroom, as well as the design of new learning

spaces.

Spatial Environment

Space and furniture of the classroom often reflect teachers differing

ideas on the optinal way to learn. The Montesson’s ideas on space: “the

underlying structure and order of the universe must be reflected in the

classroom if the child is to internalize it, and thus build his own mental
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order and intelligence” (p.53). Spatial order is a basic human need.

Children like order and enjoy putting furniture back to its designated place.

Complementing the Montessori Philosophy, are the ideas articulated by

the famous educational Philosopher, Reggio Emilia, in which she

supported the ideas that the classroom is the “third teacher” (about the

Reggio Emilia Approach” 2-011). According to this view, the environment is

not merely a space but a living and changing system. Emilia’s philosophy

supported the importance of learning opportunities & experiences;

elements of supplies, rearranging the furniture to draw attention to the

environment, and designing spaces for both large and small group

activities. The environment constantly changes like a living organism to

adjust to the current tool that is needed to inform & engage the learner.

The design & arrangement of space & furniture are factors in supporting

the educational goals of the teacher & the students (Gump, 1987). The

physical space of a learning environment communicates to the students a

message from the teacher of what is to be expected in that environment.

Density

Refers to how compact or populated a particular space is. When

evaluating environments, density has no psychological meaning, but

crowding is referred to as a psychological state. Crowding is “a personal,

subjective reaction that is based on the feeling of the little Space” (Spencer

& Blades, 2006, p.64). Previous research has found that crowding has
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many direct behavioral outcomes for children. According to Moore &

Lackney (1994), high- density classroom conditions lead to increased

aggression, hostility, movement, and distraction. Decreased social

interactions were also found to be result of a high- density environment.

Visual Environment

Not only is the spatial environment influential to students, but also

the classroom visual environment. Lighting, color and personal displays

are environmental factors that make up the visual environment in a

classroom. Each should be evaluated in order to further promote student

learning. The psychological effects of lighting and color cure often

underestimated, but by reviewing the research on these topics, it is clear

that educators can change behavior and promote student learning by

assessing their visual environment.

Lighting

The general consensus among researchers who have assessed

lighting is that appropriate lighting improves results, reduces off- task

behavior & plays a significant role in student achievement (Schneider,

2002, as cited in Spenser & Blades). Thus, it is imperative that educators

learn how to create “silent curriculum” pertaining to lighting.

According to Winterbotton & Wilkins (2009), there are several

aspects of lighting to be taken into account when considering this

environment features. Classroom lighting is composed of imperceptible

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light, illumination at a student’s desk, illumination & glare from projection

screens, and pattern glare from windows. Winterbotton & Wilkins did not

collect data on the performance outcomes of such lighting, but they

described the kinds of unsuitable lighting that was commonly found in

classrooms. Lighting was sampled in 90 classroom across eleven

secondary schools & experts explained the effects of lighting. They were

looking at various lighting elements, including luminance at student desks,

glare projection screens, and pattern glare from windows. Descriptive

accounts of the lighting practices. First, it was found that classrooms are

often lit with inefficient forms of fluorescent lighting, a lighting source that is

known to cause headaches and impair visual performance. In addition the

researchers found that classrooms in this study were over- lit with both

excessive fluorescent lighting and excessive daylight. Lastly, glare from

interactive whiteboards and dry – wipe whiteboards was very common in

the classroom observed (Winterbotton & Wilkins). Improper lighting

practices, such as the practices mentioned above, impair academic

performance & promote discomfort for students in the classroom

(Winterbotton & Wilkins.)

Color

In addition to lighting, a classroom use of color also must be

considered in order to create the optimal learning environmental. Sleeman

& Rockwell (1981) stated that particular colors are known to have
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psychological effects, for example such as being warm, cool, stimulating,

or relaxing. They also stated that color has the potential to change moods,

judgements and behavior. With regard to the classroom environment,

different colors within the room have different behavioral implication. For

example, research has shown that warm colors such as red, orange, and

yellow promote action – oriented activities. On the other hand, cool colors

such as green & blue were found to help facilitate quiet, peaceful learning

activities (Sleeman & Rockwell, 1981).

INSIGHTS LEARNED FROM RELATED LITERATURE

With the above presentation it clearly shows that this research has

significant implications for the improvement of classroom environment in

which the students and teachers communicate and interact effectively.

In addition, classroom environment has to do with the academic

performance of the students and their overall potential. Since students are

very sensitive in their environment, it is a must to provide conducive

learning environment in which students feel comfortable, which has a

sense of rapport with their teachers and peers, and believes they, can be

successful.
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RELATED STUDIES

Many aspects of the effects of interior learning space design

and the physical conditions of schools on the wellbeing of its occupants

have been studied. As structures embedded in the wider community, the

architecture of schools should reflect their connection to the cultural and

natural features of the surrounding environment.

As cited by (Sleeman & Rockwell 1981), stated that the amount &

quality of light required is directly proportional to the type of task being

performed. The basic concept informed teachers that their students need

different lighting environment according to the task. Also, it was reported in

Sleeman & Rockwell that concentrated, bright light against dark backdrops

caused continuous adjustment of eye muscles, which leads to eye fatigue.

Another important fact is that students work areas should never be directly

illuminated due to the reflected glare that is produced. This glare

negatively affected speed & quality of children’s performance and resulted

in fatigue and poor retention. (Sleeman & Rockwell).

Moreover (Taylor & Gousie 1988), recorded information regarding

color and presented it in council of Educational Facility Planners. Their

article stated that warm color increased blood pressure and muscular

activity, while cool colors decreased both. In addition to warm and cool

color, the use of nature’s colors, such as green and brown tones, created a

comfortable and relaxed classroom environment (Taylor & Gousie, 1988).

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According to (Iqbal 2005), stated that the arrangement of classroom

educational facilities and instructional spaces might be selected for

learning rather teaching. Besides, it should ensure to facilitate teacher in

making an atmosphere where quality learning may be promoted.

In like manner, temperature and ventilation systems inside

classroom are crucial factors that affect classroom learning environment.

Classrooms too cold or too hot negatively affect students’ performance and

concentration as they feel uncomfortable in such conditions. According to

Halstead (1974), it is generally accepted that high temperature and

humidity creates physiological and psychological problems which expedite

fatigue, causes people to work more slowly, apply much efforts and causes

to make more mistakes and errors.

According to (Fisher, 2008), physical classroom environment refers

to the physical room in which teacher and learners are the main element

including its spatial elements i.e., floor, windows, walls as well as other

classroom equipment i.e., desks, chairs, rugs, chalkboards, tack boards,

easels, counters and computer equipment but not limited to these things.

INSIGHTS LEARNED FROM RELATED STUDIES

Studies had shown that the quality of learning is enhanced by an

inviting physical environment that ensures the safety and health of

learners. Studies should not only focus on the classroom environment

rather they should also focus to the safety and health of their learners. If
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students feel uncomfortable in classroom then they will fail to get more

information from their teachers. Since not all students are capable in doing

their task if their classroom are not good or suitable for them.

Let us remember that classroom environment can enhance the

performance of our students and physical environment plays a central role

in any activity and makes it more conducive, successful and achievable.

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Chapter 3

RESEARCH METHODS

This chapter presents the methods, procedures and techniques that

are used for this research in order to ascertain condition that prevail in

relation to the problem that this study endeavours to answer. In particular,

this chapter presents the research design, research environment,

respondents and sampling procedures, research instrument and its

validity, data gathering procedures and statistical treatment.

RESEARCH DESIGN

The descriptive-comparative method of research was used for this

study. The aim of the descriptive research is to consider two variables (not

manipulated) and establishes a formal procedure to compare and conclude

that one is better than the other. The descriptive approach is quick and

practical in terms of the financial aspect. The essential of action research

design follow a Characteristic cycle whereby initially an exploratory stance

is adopted. This method will be used to assess the classroom environment

of the Senior High School students. The aim of descriptive research is to

obtain an accurate profile of the people, events, or situation. The

researchers used this kind of research to obtain first hand data from the

respondents so as formulate rational and sound conclusion and

recommendation of the study.

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RESEARCH ENVIRONMENT

This study was conducted at St. Peter’s College, a private non-

sectarian and co- educational institution of learning founded in 1952. The

school offers kindergarten, elementary, junior and senior high school, and

tertiary up to Master’s degree levels which is committed to providing quality

education where in students are trained to acquire knowledge and skill that

prepares them to employment and meet global innovation and complete

globally. The tertiary level is composed of different colleges, such as;

College of Education, College of Arts & Sciences, College of Business

Administration, College of Computer Studies, College of Criminology,

College of Engineering and Technical Vocational Course. This place is

near at the heart of the city and highly accessible to transportation. It is

located in Sabayle Street, Iligan City.

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FIGURE 2.The locale of the study

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RESPONDENTS AND SAMPLING PROCEDURES

The respondents of the study were the Senior High School

particularly Grade XI students of St. Peter’s College for S.Y 2016-2017.

Total population of the students were taken as respondents to provide data

as basis for the conduct of the study.

There are sixty (60) students in Grade XI which is composed of forty

two (42) females and eighteen (18) males.

RESEARCH INSTRUMENT AND ITS VALIDITY

In facilitating the data gathered that is needed for this study, the

researchers made a checklist and a standardized questionnaire that is vital

to assess the classroom environment of the Senior High School students

particularly the Grade XI.

Before the checklist and the questionnaire were finalized, it was

submitted to the adviser for suggestion and comments. After it was

approved, researchers then produced final copy of the checklist and the

questionnaires.

DATA GATHERING PROCEDURE

A survey was used to acquire data on students profile and their

responses about the classroom environment.

To obtain such, the researchers sent a letter to the principal asking

for permission that we will be conducting a survey in a specific Grade with

the help of our adviser. Soon after, the researchers administered the
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questionnaires to the class of Grade XI students which is of course

relevant in assessing their classroom environment.

STATISTICAL TREATMENT

Right after the collection of data the researchers will carefully record

and tabulate the result of the survey using the statistical tool,

The formula percentage is given:

P=

Where: F- Frequency

Online computation of Mean and Standard Deviation