Department of Education

Region X
Division of Bukidnon
Dangcagan
National High School
Dangcagan, Bukidnon

Classroom Environment on Learning Performance and Social Skills of Humanities

and Social Sciences Students

Members:

Merry Uban

Ashlee Paculba

Chrystal Saburao

Angie Pansoy

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 Chapter I

INTRODUCTION

Background of the Study

An excellent learning environment helps improve student’s social skills and a sense of

belonging. Teachers play a key role in creating a positive and productive classroom environment

that supports learning and growth for all students. According to Gallego et.al (2018), a group of

actions that are helpful to others by way of sharing and lending a hand together referred to as

prosocial conduct. In addition, Obaki (2017) found that students learn a variety of abilities and

adopt a favorable attitude toward all of the class participants when they form groups according to

their interests in various learning areas.

One potential research gap in the classroom environment is the induction of committed,

skilled teachers as well as the training of in-service of teachers that is required to improve teacher’s

behavior in classroom. Shan et.al (2014) found that when teachers create a sense of community,

respond to student, and maintain positive relationship, students are more engaged and enthusiastic

about learning and tend to perform better. In addition to this, Barr (2016) suggests strategies to help

teachers foster positive interpersonal relationship in the classroom, which increases student

engagement and those improves classroom climate.

Future research should conduct an in-depth study on the learning performance from the

perspective of teachers. According to Greshman (2015), it was discovered that the participating

teachers lacked the necessary skills to effectively develop lesson plans that would foster the social

skills of the students. In addition, Davies et.al (2015), stated that in order to ensure that social skills

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fulfill developmental goals, educators must assess students' social skills, track their growth, and

create successful teaching strategies.

This study intends to present that the classroom learning environment has significant

impacts on student social conduct. Furthermore, this seeks to examine the connection between

social, and emotional environment of a classroom and the social skills of its students.

Statement of the Problem

This study aims to determine the relationship between classroom environment on learning

performance and social skills among Humanities and Social Sciences students.

Specifically, it aims to answer the following questions:

1. What is the level of the classroom environment on learning performance among

Humanities and Social Sciences students;

2. What is their level of social skills; and

3. Is there a significant relationship between the level of the classroom environment

on learning performance and their level of social skills among Humanities and Social Sciences

students?

Objectives of the Study

This study aims to determine the relationship between classroom environment on learning

performance and social skills among Humanities and Social Sciences students.

Specifically, it aims to:

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 1. Determine the level of the classroom environment on learning performance

among Humanities and Social Sciences students;

2. Identify their level of social skills; and

3. Ascertain the significant relationship between the level of the classroom

environment on learning performance and their level of social skills among Humanities and Social

Sciences students.

Significance of the Study

The study of classroom environment on learning performance and social skills can

enlighten on effective learning strategies and approaches to student learning. It highlights aspects of

the learning environment that need improvement and identify areas of strength that may be leverage

to enhance learning outcomes. The following will benefit the results of the study:

Students. Students can become more aware of their own social interactions with their

teachers and develop strategies to improve their interpersonal skills. It also improves their learning

performance, enhance social skills, increase confidence, and foster positive attitudes towards

learning.

Teachers. The result of the study can suggest strategies for teachers to create a welcoming,

supportive, and safe classroom environment. Also provide action plans for teachers related on how

to improve student’s social skills to better prepare for the future career and relationship with others.

Future researchers. This study provides a crucial stepping stone for further research in the

field of education. Future researchers could build upon the findings of this study by examining the

relationship between the classroom environment and other factors impacting students learning

outcomes, such as, teacher attitudes and students’ engagements.

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 Scope and Delimitations of the Study

This study focuses on the classroom environment on learning performance and social skills

of students in grade 11 and grade 12 humanities and social sciences strand. The variables that are

included are the teacher’s, student’s interaction and communication. Having an effective

communication and positive relations lead to better school climate, which, in turn, contributes to

students’ academic achievement. However, the variables that are excluded are the student’s

interaction with their classmates and the physical layout of the classroom, lighting, temperature,

decoration and the seating arrangements.

The researchers are going to conduct the study on February to March 2024. That will be

the appropriate time to conduct the study because it is the resumption of the class. The researchers

are going to conduct the study in Dangcagan National High School located at Purok 1-B Poblacion

Dangcagan Bukidnon. The respondents of the study are the students who are more engaged in

communication with each other. These students were chosen because the research aims to

investigate the impact of classroom environment on learning performance and social skills in this

particular fields of study. Additionally, HUMSS students are expected to have a different learning

environment and academic approach compared to students taking STEM courses like Engineering,

Science and Math. HUMSS classes often incorporate engaging activities that promote active

learning and collaboration among students. These activities can help students develop their social

skills and enhance their learning performance.

The researchers are going to collect the data by the use of an adapted survey

questionnaires. First, the researchers are going to conduct a simple random sampling method to

randomly select the appropriate students to avoid bias. To get the main population, the researchers

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are going to make use of the slovins formula. There are 295 total population of students in

Humanities and Social Sciences strand. The researchers are going to pick 25 students in every

classroom. The respondents are required to indicate their degree of agreement through checking

each questions from strongly agree, agree, somewhat agree, disagree and strongly disagree which is

modified from five point ordinal scale. There are 28 items in social skills questionnaire and 30

items in classroom environment questionnaire.

Definition of Terms

For the better understanding of the study the following terms are operationally defined:

Age is defined as the biological age of senior high school HUMSS students ranging from 16 to

21years old.

Classroom environment on learning performance refers to the social and emotional conditions

within a classroom that impact student’s ability to engage with their teacher and learn to

achieve academic success.

DNHS refers to the Dangcagan National High School the institution where the study will be

conducted.

HUMSS refers student to humanities and social sciences which is one of the strands offered in the

Dangcagan National high school.

Social skills refer to the abilities and behaviors that enable students to effectively interact and

communicate to their teacher.

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 Chapter II

REVIEW OF RELATED LITERATURE

This chapter explores the impact of the classroom environment on both learning

performance and social skills of students. It provides an overview of key findings, concepts and

developments, and identifying potential gaps in the current knowledge.

A. Classroom Environment

According to Dornyie et.al (2019), an interdisciplinary approach is necessary to fully

comprehend the psychological fabric of classroom life, and for that reason, this chapter draws on

research from several social science fields, including motivational psychology, group dynamics,

educational studies, and second language research. The chapter's fundamental premise is that the

language instructor can intentionally intervene to improve the learning context's motivational

qualities. The study of Thai et.al (2017), looks at how learning performance, self-efficacy beliefs,

intrinsic motivation, and perceived flexibility alter when studying in a Flipped Classroom (FC) vs a

Blended Learning (BL), Traditional Learning (TL), and E-Learning (EL) environment. Participants

were 90 second-year undergraduate students from Can Tho University in Vietnam who were

enrolled in the "Invertebrates" course. According to the findings, learning performance in the FC

setting was higher than in the TL (Cohens' d = 1.58), EL (Cohens' d = 1.01), and BL (Cohens' d =

0.71) learning environments. In comparison to the EL context, students performed better

academically in the BL situation. Furthermore, they found that learning in an FC environment

improved intrinsic motivation and self-efficacy beliefs but not perceived flexibility. These results

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imply that improving students' learning outcomes in an FC context may be a viable strategy. In

addition, Jennings et.al (2013), mindfulness-based professional development program called

Cultivating Awareness and Resilience in Education (CARE for Teachers) aims to lessen stress in

teachers while enhancing their effectiveness and the learning environment in the classroom. The

results of the evaluation indicated that teachers thought CARE was a workable, respectable, and

successful way to lower stress and raise performance. The program's potential to assist educators in

difficult situations and enhance learning conditions in the classroom is indicated by the results.

Furthermore, the study of Blasco-Arcas et.al (2013), stated that understanding the underlying

mechanisms of these advanced technologies and how they affect student learning performance is

becoming more and more important as more educational institutions incorporate new technologies

(like audience response systems) into their learning systems to support the learning process.

Investigating the impact of clickers, or audience response systems, on students' learning

performance is the main goal of this study. The findings offer compelling evidence for the proposed

framework and show that the high degree of interaction that clickers foster between students and

teachers has a positive impact on engagement and active collaborative learning, both of which

enhance student learning outcomes. These findings highlight the value of clickers in enhancing the

educational experience for students and suggest using them in classrooms to aid in the teaching and

learning process. Lastly, the study of Barret et.al (2013), was to investigate whether there is any

proof of any discernible effects of school building design on primary school students' rates of

learning. Nonetheless, a significant portion of the explanation (73%) was found at the "class" level

and was fully associated with six components of built environment design: color, choice,

connection, complexity, flexibility, and light. The model was utilized to forecast how the six design

characteristics will affect the learning trajectory of the students. These characteristics alone were

found to have an impact equivalent to a student's usual growth over a year when comparing the

"worst" and "best" classrooms in the sample. Estimating the proportionate effect of these built
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environment elements on learning progression within the overall context of all influences was also

achievable. This contributed, on average, 25% of the total. The importance of the built environment

for users, designers, and policy makers is underscored by this convincing proof of its substantial

impact on students' learning development. This comprehensive approach nevertheless faces a

considerable design difficulty due to the large range of parameters involved.

According to Hwang et.al (2023), one of the most well-known teaching strategies has been

the flipped classroom approach. If students are not provided with appropriate educational resources

to aid them during classroom instruction, their performance in learning may fall short of

expectations. This research proposes an interactive response system (IRS)-based mechanism for

collective problem-solving promotion to improve student interaction and learning engagement in

flipped classrooms. The findings demonstrate that students in the flipped classrooms with this

mechanism not only demonstrated higher levels of knowledge construction and collective efficacy

but also demonstrated better learning performances and overall classroom engagement. The study of

Choi et.al (2014), stated that although the learning environment plays a part in cognitive load

theory, the precise features of the physical learning environment that may have an impact on

cognitive load have never been taken into account, either theoretically or practically. In this paper,

we contend that an important factor in determining the efficacy of instruction is the physical

learning environment, and more precisely, how it affects cognitive load. In this revised version of

the cognitive load model, learner characteristics, learning-task characteristics, or a combination of

both, can interact with the physical learning environment as a separate causal factor, according to

Paas and Van Merriënboer. A future research agenda is outlined and a discussion of earlier studies

on the impact of the physical learning environment on cognitive function that may serve as an

inspiration for new research on cognitive load is had. In addition to Beghetto et.al (2014), creative

potential is shaped by a multitude of elements, ranging from individual variances to the

opportunities and experiences that artists encounter over the course of their careers. The learning
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environment plays a critical role in fostering creativity in the classroom by largely dictating whether

or not creative potential will be encouraged (or stifled). To put it briefly, the setting of the classroom

matters. Recognizing that the classroom environment affects a student's ability to develop creatively

is one thing; knowing exactly what it takes to create a creative learning environment that is as

helpful as possible is quite another. This is due to the fact that numerous subtle, even paradoxical,

characteristics of ideal learning environments exist. In this paper, we present research-based

insights on how educators may create a classroom climate that fosters creativity. In the study of

Wall (2014), primary schools in England have various layouts. They instantiate and embody the

various historical periods in which they were erected, on an architectural, political, social, cultural,

and geographical level. Primary schools' architectural arrangement, function, and design all serve to

elicit and impart social and educational ideals. Adults and students are not two distinct groups that

use primary school environments in the same way. Primary education, like most schooling in the

West, is centered on "lessons" that involve cognitive, social, and active activities in designated

classrooms. This chapter examines how temperature, ventilation, and humidity affect learning

activities. It then delves deeper into the impacts of lighting and sound. There are other effects of

classroom temperature, humidity, and air quality. When primary school children and their parents

arrive, they probably assume the school is prepared for instruction. Lastly, Gazmuri et.al (2015)

discovered that pupils performance was significantly impacted by the classroom setting. More

precisely, other indicators of the classroom environment are continuously less important than the

teacher’s capacity to manage the class as a whole. Additionally, it was discovered that the school

environment out performs the classroom environment of the student’s whole test results are being

reported as a predictor of students test scores.

The study of Asiyai (2014) examined the perception of secondary school students on the

condition of their classroom physical learning environment and its impact on their learning and

motivation. Four research questions were asked and answered using descriptive statistics while
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three hypotheses were formulated and tested using t-test statistics at 0.05 level of significance.

Findings emerging from data analysis revealed that private school students differed significantly in

their perception on the condition of their classroom physical learning environment than public

school students. There was no significant difference between the perception of male and female

students on the condition of their classroom physical learning environment. A significant difference

existed between the perception of urban and rural school students on the condition of their

classroom physical learning environment. The finding further revealed that the condition of

classroom physical learning environment had great impact on students' learning and motivation

including the motivation to actively participate in academic activities; it can influence their personal

behavior and their school attendance. The study concluded by recommending that government and

other education stakeholders should give priority attention to creating positive learning environment

in schools for students' successful learning and academic development. According to Hannah

(2013), a classroom is composed of three primary parts. The topic being taught, the pupils who are

learning, and the setting in which everything is taking place are all present. While a lot of research

is done on how students learn and how to make the material engaging, a lot of teachers fail to

consider how they might modify the classroom setting to help their students pay more attention and

learn more. This essay seeks to examine the different adjustments that educators might make in the

classroom to support students' increased critical thinking and engagement. Ali et.al (2021) stated

that when the learning environment improves the performance of the students also increases

strongly. The result showed the weak positive relationship of the learning environment with the

performance of urban areas students. On the other hand, there were strong positive relationships of

the learning environment with the performance of rural students. According to Munir et.al (2021),

students performance increases significantly when the learning environment improves, The

Findings indicated a weakly positive correlation between students performance in metropolitan

regions and their learning environment. However, there were also significant Favorable Correlations
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between rural pupils performance and their learning environment. In addition, Shernoff et.al (2017)

stated that classroom learning environments surroundings have an indirect impact on learning

through student participation. The current study look at how learning in students classroom is

impacted by environmental challenge and support, as well as how student participation may mediate

this relationship.

B. Social Skills

According Rice et.al (2015), the intervention increased the participants' social skills as

well as their ability to recognize and mentalize emotions, according to the results. These results

imply that computer-based therapies may effectively and economically alter larger cognitive and

social skill domains by focusing on face-processing abilities. In the study of Merrell et.al (2014) the

broken relationships, failure in school and the workplace, violence, and hopelessness that so

frequently mark the lives of people with severe deficiencies in social competence or social skills are

all signs of this significant influence. It is both concerning and encouraging to know that the

foundations of these social-emotional issues are typically laid firmly in childhood. It is concerning

because it highlights the inadequacies of our families and institutions in ensuring that every child

will live up to our expectations of them, and it is promising because childhood offers a unique

window of opportunity for effective assessment and intervention techniques to make a significant

and long-lasting difference in the lives of those who face significant challenges to their social and

emotional success. Michelson et.al (2013) stated that there is a huge amount of clinical and

research focus on how children acquire their social skills. The study of Unal (2023), asserts that

giving kids social skills through a suitable educational program has a positive impact on their

overall development. Teachers were found to prioritize their educational programs and incorporate

social skills activities on a regular basis into their lesson plans, all the while taking program-based

factors like materials, gains, and indicators into account. However, in terms of how the learning
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environment was set up, how often social skills activities were done, how families were involved,

and how assessments were made, the content of the instructors' plans differed significantly from

their self-reported practices. Lastly, it was discovered that the participating teachers lacked the

necessary skills for effectively creating lesson plans that would foster kids' social skills. Lastly, in

the study of Notari et.al (2013) though rarely empirically evaluated, the premise that social skills

are essential components of collaborative learning is well established. Furthermore, the social skill

configurations inside a learning group may be just as important as the social skill configurations at

the individual level, as most theories on collaborative learning only address the latter. This study

examines the social skills at the individual and group levels that are associated with task-related

email communication, performance satisfaction, and the perceived quality of collaboration using the

integrative framework. Data was gathered in a long-term, project-based learning environment for

pre-service teachers that was enhanced by technology.

According to Fikri et.al (2022), the issue is that teachers still tend to assign individual

assignments rather than group assignments that let kids collaborate with friends, which keeps the

kids' cooperative skills low. This study examines the impact of social skill training on group B

Kindergarten students' cooperative abilities. Based on the test results, H0 is rejected, indicating

acceptance of the HA hypothesis, which claims that there is a significant difference in the

cooperative abilities of the children in the social skill training group and the children in the control

group. The findings indicated that there was a significant difference in the cooperative skills of

Kindergarten students between the groups who received social skills training and the non-receiver

group. Pingge et.al (2023) stated that pupil’s exhibit uncooperative behaviors, make fun of one

another, ignore one another when working in groups, and do not wait in line to pick up their

assignments. It is the foundation of this study. The importance of social skills can be seen in the

local wisdom of the Umma Kalada, the indigenous people of Loura, as a guide for students who are

still struggling to build relationships with others. According to the study's findings, social studies
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classes in Class IV students' learning outcomes in terms of knowledge, attitudes, and skills

improved when Umma Kalada's local wisdom was implemented. In the study of Quail et.al (2016),

believes that students frequently have few opportunities to practice advanced communication skills,

these are essential for allied health professionals. Given the tight financial constraints, scarce

placement opportunities, and rising student enrollment, it is not feasible to continue adding hours

for clinical placements. That's why a lot of teachers are thinking about the possibilities of other

kinds of training, like simulation. With the help of simulations, students can practice a range of

clinical skills in secure, reproducible, and standardized learning environments. The self-rated

communication skills, knowledge, confidence, and empathy of students in both traditional and

simulated learning environments were examined in this study. In the study of Suswandari et.al

(2020), provide a scientific description of elementary school students' social skills as a crucial

component of executing the 2013 curriculum. A descriptive qualitative method is employed in this

study. Purposive sampling is the sample method used in this study. The findings indicate that 7

students, or 35% of the sample, have a strong grasp of social skills. In the meantime, 13 students

(65%) struggled to learn social skills in the classroom. The information suggests that elementary

school pupils still have poor social skills, which makes the 2013 curriculum's use of the scientific

method less than ideal. Lastly, Kian et.al (2020) stated that to increase academic results, it is

necessary to identify the various factors that influence elementary students' development of social

skills. Based on students' attitudes toward education and the learning environment, this study aimed

to predict students' social skills. The findings suggest that attitudes toward education and school

environment can play a significant role in social skills development. As a result, educational

planners should focus more on these two factors in order to help students develop their social skills.

According to Khoirunikmah (2022), the study's findings demonstrate a strong and positive

correlation between students' learning achievement in grades IV, V, and VI (AB) and their social

skills and emotional intelligence. In contrast to emotional intelligence, which has a t-value of 2.469
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and a significance level of 0.015, social skills have a t-value of 2.972 and a significance level of

0.004. Therefore, it can be said that emotional intelligence and social skills have a positive impact

on students' learning outcomes. Zeytinuglo (2023) stated that the social skills and executive

functions (EF) of children raised in institutions suffer from institutional parenting. Little is known,

though, about whether early social skills mediate the effects of foster caregiving quality and the

foster care intervention (FCG) after early institutional rearing on adolescents' social skills and EF.

These results imply that interventions aimed at improving caregiving quality in foster care homes

may have enduringly beneficial effects on children's social skills and EF. Tompkins et.al (2022)

stated that student’s social skills are a sign of school preparedness, according to teachers. Parents'

punishment techniques can help children become more socially competent before they enter

kindergarten. While children's social skills were connected with parents' use of inductions and

repercussions, this relationship vanished when age and past social skills were taken into account.

The social skills of youngsters were shown to be unaffected by time-outs and power-assertive

discipline. By directing the child's attention towards the reasons why the behavior was incorrect, the

results imply that parental inductions may be advantageous for improving their social skills. The

study of Jenkins et.al (2023) sought to determine how the social-emotional skills of active and

passive bystanders differed. These findings support the development and implementation of

interventions aimed at enhancing students' social and executive functioning in order to increase the

likelihood that they will defend others. Lastly, in the study of Dobins (2023) to function in the

community, at school, and at home, one must be able to interact with others in a socially acceptable

manner. The interaction skills that are deemed essential for social resiliency are also thought to be

critical developmental skills, especially for kids and young adults with disabilities. The skills that

are prioritized in this way determine which ones should be taught in what order in a social skills

curriculum.

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C. Classroom Environment on Learning Performance and Social Skills

According to Dornyie (2019), the underlying premise is that the language teacher can

intentionally intervene to improve the learning context's motivating qualities. Accordingly,

important aspects of this setting will be presented and discussed with this proactive and useful goal

in mind. The main stages of a proactive, motivating teaching practice will also be covered, along

with group cohesiveness and interpersonal relations, group norms and student roles, teacher

leadership styles, and the facilitation process. Hammond et.al (2018) stated that a successful

educational experience is largely dependent on a positive school climate, as relationships and

emotions have a significant impact on learning. These effects are the result of how students are

treated not only at school but also at home and in their communities. The authors of this paper look

at how schools can use efficient, research-based methods to establish environments where the

design of classrooms and the school as a whole prioritizes students' healthy growth and

development. In the study of Kutsyuruba et.al (2015) the safety, well-being, and atmosphere of the

school are significant predicators of academic success. Individual outcomes and behaviors are

influenced by personal characteristics and subjective perceptions of the environment, meaning that

school members may not always experience the school climate in the same way. The results of

Arcas et.al (2013) show that the high level of interaction that clickers foster between students and

teachers has a positive impact on active, collaborative learning and engagement, which enhances

student learning outcomes. These findings also strengthen the case for our proposed framework.

According to these findings, clickers can significantly enhance students' educational experiences,

and their use in classroom environments is advised to promote learning. Lastly, Beaumont et.al

(2015) stated that the opportunities that schools offer for skill instruction, modeling, and practice

make them an excellent environment for teaching social skills to children. In this study, children

with high-functioning autism spectrum disorders (HFASD) in mainstream schools were given two

different versions of the Secret Agent Society social skills program to try out. Results indicated that
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at the 6-week follow-up, improvements in behavior at home and at school, social skills, and

emotion regulation were sustained in both program variants. Nevertheless, better treatment

outcomes were typically obtained with the structured intervention. According to these findings,

students with HFASD may benefit from brief school-based interventions that enhance social-

emotional functioning.

According to Domitrovich (2017) since the construct (a) is associated with social,

behavioral, and academic outcomes that are important for healthy development, (b) predicts

important life outcomes in adulthood, (c) can be improved with workable and affordable

interventions, and (d) is essential to the behavior change process, social-emotional competence is an

important factor to target with universal preventive interventions that are carried out in schools.

This article summarizes the findings of this study as well as existing knowledge on successful

intervention strategies. Drawing from this, an intervention model is put forth regarding how schools

can support students' social and emotional learning to foster resilience. There are also

recommendations made regarding how to facilitate the large-scale application of this intervention

model. Hakim et.al (2015) evaluate and ascertain the impact of teacher competencies—pedagogical,

interpersonal, professional, and social—on learning performance. Correlation with proportional

sampling technique is the methodology employed in this study. According to the results of a

multiple regression analysis of the data, social, professional, and pedagogical competence all play a

significant role in enhancing learning performance. The enhancement of learning process

performance is influenced by the simultaneous or joint declaration of significant contributions from

all teaching competencies. In the study of Reichl et.al (2017) teachers are the engine that drives

social and emotional learning programs and practices in schools and classrooms, and their own

social-emotional competence and wellbeing strongly influence their students. Classrooms with

warm teacher-child relationships support deep learning and positive social and emotional

development among students, writes Kimberly Schonert-Reichl. But when teachers poorly manage
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the social and emotional demands of teaching, students' academic achievement and behavior both

suffer. If we don't accurately understand teachers' own social-emotional wellbeing and how teachers

influence students' SEL, says Schonert-Reichl, we can never fully know how to promote/585 SEL

in the classroom. The study of Hesse et.al (2014) stated the need for focused teaching efforts to

develop collaborative skills is thus becoming more widely recognized (Schoenfeld, Looking toward

the 21st century: challenges of educational theory and practice. It has been determined that

collaborative problem solving is one particularly promising task that makes use of a variety of

social and cognitive skills and can be examined in educational settings where skills are both

quantifiable and teachable. Lastly, Greenberg et.al (2017) stated that when appropriately applied,

evidence-based social and emotional learning (SEL) programs produce quantifiable and possibly

long-lasting gains in a variety of domains related to children's development. In the short term, SEL

programs can improve kids' self-esteem, focus, and grades in addition to raising their self-esteem

and boosting positive behaviors and lowering conduct issues. Greater social-emotional competency

in kids increases their chances of being successful in school and the workplace, having happy

relationships and better mental health, and growing up to be involved members of society.

According to Te Wang et.al (2016), the concept of school climate has drawn interest as a

means of improving student performance and lowering disruptive behaviors. This article's goal is to

assess the body of research on school climate and highlight the advantages, disadvantages, and gaps

in the ways that scholars have addressed the concept. They also offer recommendations for future

research directions and a summary of the work's accomplishments and shortcomings.

Kamayubonye et.al (2016) stated that establishing the link between student performance and

instructor quality was the goal of this study. According to this study, teachers who use successful

teaching techniques see an increase in student performance compared to those who use ineffective

techniques. Furthermore, students' performance is impacted by professors with more experience

than recent graduates. Likewise, better student achievement is linked to teachers' communication
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abilities. In schools where teachers were dedicated to their work, had a positive attitude toward

mathematics, planned well in advance, employed a wealth of teaching tools, and involved their

students through evaluation and assessment, there was an improvement in arithmetic performance.

Alderman et.al (2023) stated that the effective teaching requires an understanding of both teacher

and student motivation as well as the development of ways to motivate students at various

performance levels. The purpose of this publication is to assist aspiring and experienced educators

in achieving these objectives. Its concept is that there is hope and opportunity for educators—

teachers, parents, coaches, and administrators—to improve motivation for accomplishment in light

of current research and theory around motivation. The approach is based mostly on social-cognitive

views, which have produced a wealth of research that is applicable to the practice of teaching. The

text focuses on two important roles teachers play in supporting and cultivating motivation in the

classroom: creating the structure and instruction that creates the ideal environment for motivation,

engagement, and learning. It is ideal for any course that is dedicated to, or covers, motivation and

achievement. The study of Gichuru et.al (2016) aims to determine the relationship between the

performance of students in private schools and the quality of their professors. Moreover, students'

performance is impacted by teachers who have more experience than recent graduates. Likewise,

better student achievement is linked to teachers' communication abilities. Schools with teachers that

were dedicated to their work, had a positive attitude, planned well in advance, employed a wealth of

instructional tools, and actively engaged their students through evaluation and assessment saw

improvements in student performance. Lastly, Zajda et al. (2023) stated that the book examines

worldwide discourses on inclusive education and motivating learning environments. It examines

issues including the students' cultural identity and achievement, motivational strategies for creating

an engaging learning environment, the application of constructivist pedagogy for critical thinking,

social constructivism, and values education in the classroom. It focuses on the student's identity,

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belonging, performance in the classroom, and the significance of cognitive, cultural, emotional, and

social capital to students' academic achievement.

Conceptual Framework

This study is related on the research of Schonert et.al (2017), who believes that teachers

are the engine that drive social and emotional learning programs and practices in schools and

classrooms, and their own social-emotional competence and well-being strongly influenced their

students. Classrooms with warm teacher child relationship support deep learning and positive social

and emotional development among students.

Research Paradigm

Independent Variable Dependent Variable

Classroom Environment
Social Skills

Figure 1. A Schematic diagram showing the relationship between classroom environment and social

skills.

The research paradigm demonstrated that student’s social skills were influenced by their

classroom environment. Teacher’s behavior can have a positive or negative impact on student’s

social skills, with positive effect including healthy relationship development, effective

communication, and positive rule modeling negative behavior can also impede personal growth and

result in poor social skill development.

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 Hypothesis of the Study

The hypothesis of this research has been formulated in order to answer the question

regarding whether there is a significant relationship between the Classroom Environment on

Learning Performance and Social Skills or not.

Ho: There is no significant relationship between classroom environment on learning

performance of the Humanities and Social Sciences students.

Ha: There is a significant relationship between social skills of the Humanities and Social

Sciences students

21
 Chapter III

METHODOLOGY

This chapter will present the methods and procedure that will be applied in this study. It is

organized under the following sub- headings: research design, locale of the study, respondents of

the study, sampling procedure, instrumentation, data gathering procedure, and statistical analysis.

Research Design

The quantitative study will examine the impact of the classroom environment on learning

performance and social skills of students using descriptive-correlation design. The respondents

mean and standard deviation is obtain using a descriptive design. Additionally, the correlation

design show how the learning environment in the classroom affect the social skills of the Senior

High Students

Locale of the Study

The study will be conducted at Dangcagan National High School located at Purok 1-B

Poblacion, Dangcagan, Bukidnon, 8219, Region X, Philippines among SHS enrolled for the school

year 2023-2024 (see figure 2).

22
Figure 2. Show the satelite location of Dangcagan National High School, where the study to be taken place.

(maps.google.com)

This school is one of the public schools in the Municipality of Dangcagan. This institution

is a public high school that established under the Republic Act No 8712 in Poblacion, Dangcagan

Division of Bukidnon. It is under the jurisdiction by the Department of Education. The school

began operations in June of 2000. During the 2018 academic year, Dangcagan National High

School (DNHS) implemented the K-12 programs, offering four (4) strands. Currently, DNHS offer's

academic tracks with four (4) strands specifically Accountancy Business Management (ABM),

Humanities and Social Sciences (HUMSS), Science Technology, Engineering and Mathematics

(STEM), and Technical-Vocational-Livelihood (TVL) track that comprises two (2) strands

Electrical Installation and Management (EIM) and Shielded Metal Arc Welding (SMAW). The

Dangcagan National High School has a total population of two-thousand fifteen students (2,015),

with nine-hundred seventy-nine (979) males, and one- thousand thirty-six females (1,036).

Currently, the overall Senior High School Students are seven-hundred six (706).

23
 Respondents of the Study

The respondents of the study are the Senior High School HUMSS students of Dangcagan

National High School (DNHS) because they are more engaged in communication with each other

and are expected to have a different learning environment and academic approach compared to

students taking STEM courses like Engineering, Science, and Math. There are three (3) sections in

Grade 11 and four (4) sections in Grade 12 HUMSS strand available in the school currently.

HUMSS strand has a total population of 295 students. Furthermore, there are 170 respondents from

the said Grade level from the sections of Alcala, Lagmay, Zamora, Darwin, Aristotle, Franklin and

Kepler. The population of respondents will be taken from the list of students in the advisers of each

section in the said grade level.

Sampling Procedure

The study will make use of simple random sampling procedure. According to Noor et.al

(2022), simple random sampling is a widely utilized sampling method in quantitative studies with

survey instruments. In this selection method, all the individuals have an equal opportunity to

participate in the study where the selection process is entirely based on luck. In this study, the

researchers will give survey questionnaires and some guides for answering to all students of Grade

12 Humanities and Social Sciences of Dangcagan National High School. There are 170 respondents

from the said grade level. By using the slovin’s formula, the researcher’s will pick 25 names from

the box, and those names will be the respondents to the study.

24
 Instrumentation

The research tool that will be used in this study is an adaptive survey questionnaire.

Mendez et.al (2002) and Shan et.al (2014). These will be composed of three (3) parts. The part 1 of

research instrument consists of the item which gathered respondents profile information, name, age,

sex, and section. Part 2 is about classroom environment, a 30-item statement that is adopted from

Mendez et.al (2002). Part 3 was composed of social skills with a 28-item adopted from Shan et.al

(2014). The total is fifty-eight (58) items. The test is required 5-10 minutes to answer. This

questionnaires use a 5 point likert scale in classroom environment, as well as the social skills in

order to evaluate the answers from the given questionnaires. Part 2 will be answered by putting

check on whether the respondents strongly agree, agree, somewhat agree, disagree, or strongly

disagree. Part 3 will be answered by putting check on the desired answer as well. The researchers

will conduct a pilot testing to validate the questionnaires on classroom environment and social skills

of students.

Data Gathering Procedure

During the data collection, the researcher will write a letter to the subject teachers and

school principal requesting permission for the conduct of the survey. For convenient retrieval of

information, the survey will be conducted by the researcher, then distribute the survey

questionnaires to the participants after receiving consent from the school administrator. The

researchers will go through the importance of the survey in further detail and provide additional

instructions to avoid any misunderstandings. The researchers will ask all the students of the said

25
grade level to answer the provide questions. The researchers will then collect the survey

questionnaire then proceed to tallying using Microsoft Excel.

Statistical Analysis

The statistical Analysis to be used in this study is a descriptive-correlational analysis. In

descriptive statistics, this includes finding the frequency counts, mean score and standard deviation

for the classroom environment and social skills of students. The relationship between classroom

environment and social skills will be analyzed using correlational statistics, including the Pearson-R

moment correlation.

INTERVAL DESCRIPTION RATING INTERPRETATION

4.21-5.00 Strongly Agree Very Motivating

3.41-4.20 Agree Motivating

2.61-3.40 Sometimes Agree Moderately Motivating

1.80-2.60 Disagree Less Motivating

1.00-1.79 Strongly Disagree Not Motivating

Table 1. The table shows the interval the interval, description, and rating interpretation for Classroom

Environment.

To further elaborate, the interval, 4.21-5:00 shows the level is Strongly Agree or it

happened at all times with rating interpretation of Very Motivating 3.41-4.20 interprets the

description level Agree or it happened most of the time with rating interpretation of Motivating.

2.61-3.40 shows the level is Sometimes Agree or it happened sometimes with the rating

interpretation of Moderately Motivating. 1.80-2-60 shows the level is Disagree or it happened rarely

26
with the rating interpretation of Less Motivating. Lastly, 1.00-1.79 shows the level is Strongly

Disagree or it never happened with rating interpretation of Not Motivating.

INTERVAL DESCRIPTION RATING INTERPRETATION

4.21-5.00 Strongly Agree Very Sociable

3.41-4.20 Agree Sociable

2.61-3.40 Sometimes Agree Moderately Sociable

1.80-2.60 Disagree Less Sociable

1.00-1.79 Strongly Disagree Not Sociable

Table 1. The table shows the interval the interval, description, and rating interpretation for Social

Skills.

To further elaborate, the interval, 4.21-5:00 shows the level is Strongly Agree or it

happened at all times with rating interpretation of Very Sociable 3.41-4.20 interprets the description

level Agree or it happened most of the time with rating interpretation of Sociable. 2.61-3.40 shows

the level is Sometimes Agree or it happened sometimes with the rating interpretation of Moderately

Sociable. 1.80-2-60 shows the level is Disagree or it happened rarely with the rating interpretation

of Less Sociable. Lastly, 1.00-1.79 shows the level is Strongly Disagree or it never happened with

rating interpretation of Not Sociable.

27
 Appendix 1 (A): Letter to the Principal

Department of Education
Region X
Division of Bukidnon
Dangcagan National High School
Dangcagan, Bukidnon

February 20, 2024

Mercedes R. Abarquez
Secondary School Principal I
Dangcagan National High School

Dear Ma'am,

Greetings!

We are the students from grade 12 HUMSS Darwin, we are writing to seek your
permission to conduct a survey of our research study entitled Classroom Environment on Learning
Performance and Social Skills at Dangcagan National High School.
The purpose of this research is to determine the significant relationship between classroom
environment and social skills of students. The research objectives are to determine the level of
classroom environment and social skills among Senior High School HUMSS students. In terms of:
teacher-student interaction. The research will be conducted from January to March 2024 and there
are 170 overall respondents and 25 respondents per classroom.
Your approval to conduct the study will be greatly appreciated, rest assured that the data
gathered will remain confidential and for academic purposes only. Thank you in advance for your
interest and assistance with this research.

Sincerely yours,
Merry Dela Cruz Uban
Group Representative

Noted:
JENNY MAE SILAGAN
Research Project Adviser

Approved by:

Printed Name and Signature

28
 Appendix 2 (B): Letter to the Subject Teachers

Department of Education
RegionX
Division of Bukidnon
Dangcagan National High School
Dangcagan, Bukidnon

March 15, 2024

Mercedes R. Abarquez
School Principal I
Dangcagan National High School
Dangcagan, Bukidnon

Dear Ma'am/Sir,

Warmest Greetings!

We would like to ask your permission to allow us to conduct a survey among Humanities

and Social Sciences students. The survey will only last about 5 to 10 minutes. Rest assured that the

data gathered will remain confidential and for academic purposes only.

Thank you for your time and cooperation,

Sincerely
yours,
Merry Dela Cruz Uban
Group Representative
Noted:

JENNY MAE SILAGAN

Research Project Adviser

Approved by:

MERCEDES R. ABARQUEZ
School Principal I

29
 Questionnaire

Part I.
Direction: Please don’t forget to write your name, grade and section.
Name: Age:
Grade & Section: Sex:

Instructions: Using the 5point scale shown below. Rate the following questions by placing a check in the
box. Please answer the question honestly and do not leave each item unanswered.

Part II. Questionnaire in Classroom Environment

Questions Strongly Agree Somewhat Disagree Strongly
Agree Agree Disagree
1. I hope that there is an
opportunity to communicate
with my teachers conveniently.
2. I hope that there are more
channels to communicate with
my teacher.
3. I hope that there is a
platform for communicating
with teachers in a timely
fashion.

4. I hope that there is enough

with that form for proposing
problems.
5. My teachers can solve the
problems that the students
propose in a timely fashion.
6. I hope that I can understand
academic progress of my
teachers.
7. I hope that my teachers can
understand my interest and the
activities that I want to

30
participate in.
8. I hope that I can
communicate with my pictures
when I am not satisfied with
my progress.
9. I hope that my teachers
going to understand my
achievements.
10. I hope that more teachers
can understand my
achievements.
11. I hope that I am praised
when I perform well in class.
12. I hope that my teachers can
find my innovation when I
complete my homework.
13. I hope that I can obtain
more praise when I write post
or articles.
14. I prefer physical praise.
15. I prefer moral
encouragement.
16. I hope that my praise me
when I make progress.
17. I hope that the classroom is
a positive and interesting
place.
18. I hope that my teacher
adopt more teaching forms in
class.
19. I hope that there aren’t
more interactions among
teachers and students in class.
20. I hope that their contacts
teachers teach and be more
vivid.
21. I hope that my teachers
explaining knowledge likely
telling a story.
22. I hope that there are more
opportunities to display and
community.
23. I hope that my teachers are
in to see us and cheerful.
24. I hope that there are more
race and less criticism in class.
25. I can achieve more when
my teachers greatly with me.
31
 26. My grade will be good
when my teachers going to
answer my questions in a
timely fashion.
27. My grade will be better
with my teachers praise me
often.
28. My grade will be better
when my teachers find my
advantage and innovation.
29. My grade will be better if
the classroom atmosphere is
positive.
30. My grade will be better if
there are more interactions
between teachers and students
in the classroom.

Part III. Questionnaire in Social skills

Questions Strongly Agree Somewhat Disagree Strongly
Agree Agree Disagree
1. I feel good if I help someone.
2. I cheer up a friend who is
hurt.
3. I do nice things for people
who are nice to me.
4. I say “thank you” and am
happy when someone does
something for me.
5. I stick up for my friends.
6. I asked others how they are,
what they have been doing
etc.
7. I asked if I can be of help.
8. I help a friend who is hurt.
9. I feel happy when someone
else does well.
10. I feel sorry when I hurt
someone.
11. I share what I have with
others.
12. I see my friends often.
13. I laugh at other people’s
jokes and funny stories.
14. I look at people when they
32
 are speaking.
15. I tell people they look nice.
16. I take care of others
property as if it were my
own.
17. I look at people when I talk
to them.
18. I ask questions when talking
with others.
19. I join in games with other
children.
20. I call people by their names.
21. I know how to make
friends.
22. I have many friends.
23. I walk up to people and start
a conversation.
24. I show my feelings.
25. I keep secrets well.
26. I stay with others too
long( wear out my
welcome).
27. I make other people laugh.
28. I explain things more than I
need to.

Thank you for your time and God bless!

33
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