CHAPTER I

INTRODUCTION

A nursing student's day at Notre Dame University is filled with activities, such as

attending and participating in lectures, finishing homework and projects, memorizing

steps for their return demonstrations, studying for upcoming exams and quizzes, and

hanging out with friends. Such a hectic day requires careful planning. Through careful

planning, they can reach their greatest potential.

The College of Health Sciences in Notre Dame University uses blended learning

as its mode of teaching. In an academic week, some days are designated for online

classes, and some are for conducting face-to-face classes. Nursing students in this

institution have two types of weeks: the concept week and the RLE duty week.

In an article of Day (2009), it emphasizes the growing significance of learning

environments in higher education. It suggests that any approach to enhance the overall

student learning experience through more efficient use of learning environments should

be formulated at the institutional level (as cited in Closs et. al., 2021).

The study of Cruz and Vargas (2021) aimed to determine the relationship between

the learning environment and academic performance of grade eight students in public

secondary schools in San Jose City, Philippines. The study found that factors such as age,

size of the family, school location, hobbies, interests, and support of the family with

regards to education, completeness and functionality of school laboratories, type of

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community, and classroom environment all have significant correlations with academic

performance.

The physical study environment of the school speaks to the contribution that safe,

clean, and comfortable surroundings make to a positive school climate in which students

can learn. It includes the level of upkeep, ambient noise, lighting, indoor air quality

and/or thermal comfort of the school’s physical building and its location within the

community (American Institutes for Research, 2023).

Academic productivity refers to the effectiveness and efficiency of students’

learning habits and behaviors. Students with high academic productivity maximize their

learning by using their time more effectively while adopting and developing effective and

efficient habits and behaviors (Highcrest Academy, 2023). Academic productivity refers

to the progression and the continuous enhancements that accompany an individual's

educational path (Johanson, 2021). Maximizing academic productivity is essential for

advancing one’s academic career and contributing valuable knowledge to their chosen

field of study.

This study aims to explore the complex dynamics of this relationship, uncovering

the elements that enhance or hinder academic productivity, with the ultimate goal of

fostering better learning approaches and environments.

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 Review of Related Literature

This chapter contains relevant literature and concepts providing insights and

comprehensive background to the present investigation.

Factors of Physical Study Environment

In a supportive school environment, teachers create a setting where students feel

secure physically, psychologically, socially, and culturally. This positive atmosphere

contributes to an effective teaching and learning process (Samal, n.d.).

Furthermore, a favorable classroom environment is crucial as it empowers

students to become curious investigators, explorers, and true masters of their own

learning. Such an environment fosters teamwork, applauds individual accomplishments,

and encourages learning from errors. It significantly boosts students’ capacity to learn

and fosters genuine self-directed learning (Verma, 2019).

In the study of Ahmad and Amirul (2018), it was found that the physical attributes

of the classroom environment, such as furniture and lighting facilities, were highly

suitable, while aspects like air quality, color, and space were moderately suitable. The

students also perceived that the physical environment significantly impacts their health,

enjoyment, and learning. Furthermore, a significant correlation was found between the

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physical aspects of the classroom environment and students’ enjoyment and learning.

Therefore, more attention should be given to the physical aspects of the classroom

environment to enhance the effectiveness of learning and teaching.

Study locations provide a suitable environment for work. Potential beneficial

locations include the dorm room, school library, public library, private studies/lounges in

dorms, empty classrooms, or even places like Starbucks. Each location has its own

unique influence on an individual, offering a sense of comfort. A study location can have

a “closed” or “open” structure, and paying attention to these details can be a crucial step

in creating an ideal study environment (Fusami, 2019).

According to Santangelo (2019), the location where you study holds significant

importance, often more than what is commonly perceived. Being in a comfortable

environment can enhance focus and result in more effective study sessions. While it

ultimately depends on the individual to discover what suits them best, striving to find that

ideal location can significantly optimize the benefits of studying.

Furthermore, students tend to prefer studying in café-like environments as they

offer a relaxed atmosphere and a departure from the conventional classroom or library

setting. Cafés and restaurants have become favored study spaces, particularly among

millennials, who often find the campus or library environment monotonous and stressful.

These informal spaces cater to students who wish to study while enjoying food or

beverages. The concept of a library café has gained popularity as a significant study

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space, along with learning commons, for students across various academic disciplines.

Students value the informal and comfortable ambiance of cafés, which facilitates inquiry-

based learning. The adoption of café-like environments for studying has proven

successful in a global learning partnership, where students utilized a collaborative

application within the Facebook framework for work submission and peer feedback. In

summary, students are receptive to studying in café-like environments as they offer a

refreshing atmosphere and enrich their learning experience (SciSpace, n.d.).

Additionally, according to Belle Surf Cafe studies have shown that coffee shop

ambiance increases creativity, alertness, and learning ability (as cited in Fabbri, 2022).

The quality of the physical space has been identified as a significant factor

influencing learners’ perceived satisfaction, achievement, and engagement, and is

generally deemed “crucial to learning” (Alphonse et al., 2019). Inadequate workspace

and unsuitable equipment can negatively affect learning (Aguilar & Torres, 2021;

Alphonse et al., 2019). As a result, different physical settings can potentially create

disparities in students’ opportunities to achieve satisfying learning outcomes and lead to

variations in students’ learning experiences (Simonson et al., 2019, p. 51). Research on

physical learning environments has primarily focused on their design and effects in

institutional settings (Bülow, 2022), with limited data on the role of private physical

learning environments (Alphonse et al., 2019; Zhao et al., 2021). However, studies on

this specific setting have begun to emerge in the last two years, particularly during the

Corona pandemic when the main locus of learning processes shifted from campus to

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private households (Cranfield et al., 2021; Ng, 2021; Sonnenschein et al., 2021). Initial

findings indicate that “although the learning environment may be virtual, physical space

remained vital” (Baticulon et al., 2021, p. 620). A “comfortable environment for students

in terms of temperature, humidity, space light, desk and chair, etc. will help to improve

their learning satisfaction” (Zhao et al., 2021, p. 93) in home learning settings. Data in the

study of Aschnberger (2022) indicate that motivation, well-being, and stress are mainly

impacted by the perception of to which extent the learning space (e.g., in terms of

technical equipment quality, furniture, and availability of learning space) meets the

individual needs (as cited in Brachtl, et. al., 2023).

The study of Pagalilauan, et. al. (2023) found that the library environment plays a

significant role in shaping students’ study habits and academic performance. Factors such

as cleanliness, resource availability, comfortable lighting, and attentive staff were found

to greatly affect students’ academic pursuits in the library. Furthermore, the study noted

distinct differences across various academic programs, highlighting the necessity for

customized interventions to meet the specific needs and preferences of each program.

Research has shown that effective lighting plays a crucial role in the brain’s ability to

concentrate and maintain alertness. Rooms with dim lighting can diminish the brain’s

cognitive function, affecting its ability to process and remember information effectively.

In contrast, brightly lit environments can help students stay alert, enabling them to

understand and retain more information. Research has also demonstrated many benefits

of natural light in the classroom, including more effective learning, and less distraction or

disinterest. Some classrooms may not have a source of direct sunlight. In cases like this,

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upgrading to a lighting system that mimics bright, natural daylight is essential for the

mental health and overall mood of students and teachers. Irritability, depression, and lack

of interest are just a few of the negative side effects that impact students in classrooms

with improper lighting (TCP, 2021).

Aranda and Schmidt’s study (2021, as cited in Wirz-Justice, Skene, & Münch,

2021) stated that in mammals, the light that hits the retina is vital for vision, including

motion detection, spatial detail, and color perception, and is converted into electrical

signals by the rods and cones. Additionally, light plays a significant role in non-visual

brain input through a subset of intrinsically photosensitive retinal ganglion cells

(ipRGCs) that contain the short-wavelength-sensitive photopigment melanopsin. These

ipRGCs connect to the circadian clock in the suprachiasmatic nuclei (SCN), where they

release glutamate and PACAP. GABA, the most common neurotransmitter in the SCN, is

co-expressed in neurons that express VIP, AVP, and GRP. The cellular oscillators in the

SCN can synchronize with each other to generate a precise, coherent output signal,

facilitated by synaptic and humoral factors.

Based on the study of Wams et. al. (2017, as cited in Wirz-Justice, Skene, &

Münch, 2021), the spectrum of central nervous system functions influenced by light is

continually expanding. The most significant and now classical role of light as a zeitgeber

is to synchronize and shift circadian rhythms. The length of the day (and the rate at which

it changes) triggers seasonal responses, and the transitions from day to night at twilight

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are critical. Light not only directly enhances alertness, but exposure during the day also

seems to influence night-time sleep.

In the study of Fernandez et. al. (2018, as cited in Wirz-Justice, Skene, & Münch,

2021), it was highlighted that the mood-boosting effects of light, known from clinical

applications, are conveyed not only through circadian mechanisms but also via a pathway

independent of the SCN, connecting ipRGCs to the peri-habenular nucleus (PHb). The

PHb is closely associated with neurons that modulate mood and stress. Photonic

information to the PHb can also influence learning, separate from the circadian role of the

SCN.

All participants in the study of Cater (2022) were bothered by visual and/or

auditory distraction, both of which can have a profound impact on learning as they draw

attention away from the task at hand. Not only is this counter-productive for

concentration and learning, but it can also be a source of frustration and stress (Barrett et

al., 2015; Godwin et al., 2019, as cited in Cater, 2022). Background noise has been found

to have adverse impacts on attention, working memory, concentration, motivation,

revision, problem solving, reading, function and recall (Clausen et al., 2013; Di Blasio et

al., 2019; Evans et al., 2001; Jahncke et al., 2011; Minichilli et al., 2018; Monteiro et al.,

2018; Pujol et al., 2014; Shield & Dockrell, 2008; Wright et al., 2016, as cited in Cater,

2022). Additionally, background noise can increase levels of stress, anxiety, irritation and

annoyance and can lead to increased aggression (Evans et al., 2001; Lercher & Meis

2003; Monteiro et al., 2018; Stansfeld & Matheson, 2003, as cited in Cater, 2022).

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 Alikadic and Röer (2022) pointed out that the performance of working memory is

significantly disrupted when irrelevant sound is played during the presentation or

retention of items. The intensity of the sound plays a more crucial role in disrupting

working memory performance than previously thought. Moreover, distractors that deviate

at a lower or higher intensity than the rest of the sequence are expected to cause equal

disruption.

Additional investigations as Rodel, 2021 reported that regarding habits of

background music while learning revealed that preferences regarding learning activity

and music type vary a lot among learners. Music was used most often for creative

learning activities, and less often for memorizing content. Reasons for listening to music

seem to be a higher perceived concentration in the first place, but also improved

atmosphere and relaxation seems to contribute.

Noise pollution is believed to be a danger in silence. Excessive noise exposure

can affect the health and well-being of humans and their environment. The school

environment is no exception to being exposed to noise problems. The teacher community

understands or agrees that previous classroom conditions were prone to noise pollution,

and as a result, causes students to lose focus from learning. Teachers also knew that due

to noise pollution, they had to raise their voices during teaching, and this causes them

stress and sore throat. According to Montiel, et. al. (2019), a study conducted on the

development of a school characterized by healthy buildings found that noise impedes

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learning focus, impairs learning and cognitive development. Based on studies conducted

in Sweden in students from ages 12 to 14, the results in reading comprehension tests were

higher in quieter classrooms. The results of the math tests, which were carried out in the

United States, also show lower grades in classrooms where there were higher noise levels

(as cited by Haron and Yahya, 2021)

Regardless of your chosen study location, whether it’s your bedroom, a local café,

or your university library, comfort is crucial. Therefore, seating should be a primary

consideration when setting up a study space. Ensure that the seating you choose is

comfortable and offers the right support to maintain good posture during your study

sessions. Remember, discomfort can lead to distractions, negatively impacting your

overall learning capability (Hendrix, 2019).

Based on the study of Tobia, et. al. (2020) in the traditional teacher-centered

situation, the seating arrangement consists of rows and columns of single desks facing a

blackboard, with the teacher’s desk in front of the classroom.

In one of the largest studies on the topic, researchers from the University of

Salford in the United Kingdom studied 153 classrooms in 27 primary schools over the

course of two research phases to identify the impact of the physical classroom features on

achievement. They found that classroom design was responsible for 16 percent of the

students’ learning rates. Comfort is also one of the six key elements that School Specialty

has identified as critical for a modern learning space that supports 21st century learning.

When students are in a state of physical comfort, they tend to be more relaxed. This

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allows them to ward off negative thoughts and concentrate more effectively on the

instruction. Being mindful of all students’ needs to create an environment that is

comfortable for everyone is essential (Eggebrecht-Weinschreider, 2020).

In the study of Vacalares, et. al. (2023), they stated that the classroom

environment significantly influences writing skills, with students demonstrating increased

engagement in writing when the classroom is well-ventilated.

Wargocki and Wyon (as cited by Kapoor, et. al., 2021) discussed the impacts of

the thermal environment over teaching and distraction in a naturally ventilated classroom.

Performance and wellbeing are reduced due to poor thermal surroundings. Bargh and

Shalev [62] presented that experiencing “physical warmth” can increase the positive

feelings of occupants and, thus, potentially increase the performance.

Indicators of Academic Productivity

The amount of time students spend studying and their academic performance can

provide insights into their learning status. Study time is acknowledged as a crucial factor

influencing students’ grades. However, the effort required varies depending on the

difficulty of the subject matter, the student’s learning ability, and their career aspirations.

Firstly, if students aspire to achieve higher grades, they should be prepared to dedicate

the necessary study time. Secondly, academic performance isn’t solely dependent on the

quantity of study time but rather on enhancing learning skills. For instance, students can

optimize their time and identify suitable learning methods. Without these, the amount of

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time invested, whether more or less, may not yield significant differences. Students

should not merely focus on the duration of study time but should prioritize the quality of

learning within each hour. A reasonable improvement in study efficiency can not only

save learning time but also provide students with additional time to pursue extracurricular

interests. In conclusion, while it’s essential to allocate sufficient time for studying, it’s

even more critical to ensure that this time is spent productively to reap learning benefits

(BCP Education & Psychology, 2022).

Concentration is characterized as a mental state that can be triggered by internal

bodily sensations. A positive feeling is required to stimulate the sensation that enhances

concentration. The essence of concentration lies in training students’ focus, as the more

frequently someone attentively observes something in detail, the better their

concentration becomes. Thus, the foundation of concentration training is to carefully

focus on a specific object. If students struggle with maintaining concentration and

frequently experience disruptions, it indicates that they are not used to observing

something with careful and meticulous attention. Their thoughts are often scattered and

diverted by various other things, making it challenging for them during school learning or

understanding the teacher’s explanation. Lapses in concentration occur regularly in our

daily lives, from moments of staring blankly into space to instances of forgetfulness.

These lapses are primarily linked to the students’ mental state and can impact their

academic performance in class. The effects can range from harmless instances like

staring into space to more serious situations like forgetting to submit a required

assignment on a specific date (Sari et. al., 2020).

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 Concentration lapses are a common occurrence in our daily lives, manifesting in

various ways from moments of blank staring to instances of forgetfulness. These lapses in

concentration are primarily associated with the mental state of students. They can impact

students’ academic performance in class, with effects ranging from seemingly harmless

behaviors like staring into space, to more serious consequences like forgetting to submit

an assignment on a due date (Cayas, et. al., 2019).

Falkner and Falkner (2012) found that patterns of assignment submission could

serve as a signal to identify students at risk and a higher rate of course withdrawals at an

educational institution. Numerous studies have found a correlation between student

procrastination and academic performance (Nordby et. al., 2017). Procrastination can

lead to missed classes and assignments, resulting in lower grades. The quality and

precision of work can also be compromised due to the stress of completing an assignment

within a tight deadline (Kim & Seo, 2015). Furthermore, Akran, et. al. (2019) suggested

that tendencies towards procrastination are associated with poor goal attainment and

lower achievements (as cited by Santelli, 2020).

Physical Study Environment and Academic Productivity

The University of Gothenburg (2022) defines the study environment as the

physical, psychological and social circumstances that affect your wellbeing as a student

and how you experience your studies. The term study environment is often used, but the

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law often refers to students' work environment. Study environment and work

environment therefore refer to the same thing.

Furthermore, a learning environment refers to a place where people learn. They

can include physical spaces such as classrooms, schools, or workplaces; virtual spaces

such as digital platforms; or blended spaces that combine both physical and digital

elements. Learning environments should provide a safe and conducive space for learning.

They should also provide opportunities for learners to interact with each other and access

resources that help them learn in different ways (Williams, 2022).

Additionally, the physical study environment incorporates physical frameworks

such as, e.g. the suitability of teaching rooms in relation to teaching methods, the

experience of the conditions in classrooms and the conditions in common areas such as

toilets, canteens etc. (MitSDU, 2022).

Moreover, the learning environment refers to the diverse physical locations,

contexts, and cultures in which students learn. Since the students may learn in a wide

variety of settings, such as outside-of-school locations and outdoor environments, the

term is often used as a more accurate or preferred alternative to classroom, which has

more limited and traditional connotations-a room with rows of desks and a chalkboard.

This environment is not conducive for learning since the children will arrive very tired

and exposed to harsh environmental conditions that hinder proper learning activities

(Eimar et. al., 2019).

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 On the other hand, academic productivity is a term that is used to describe the

effective and efficient learning habits (routines) and behaviors (actions and attitudes) of

students. There are many factors that positively impact academic productivity. These

include: length of time on high return study tasks; excellent attendance; reading age at

least in line with chronological age; sleep that allows optimum level of functioning and

avoidance of distractions such as social media. Academic productivity exists on a

continuum from high to low. Students with high academic productivity adopt and

develop habits that maximize their learning. Each subject area has identified high return

tasks that contribute towards high levels of academic productivity. Academic

productivity is not simply about the total number of hours that students spend studying,

but the effective and efficient learning habits and behaviors that maximize learning inside

and outside of school. Academic productivity is not about working harder, but using time

more effectively to maximize learning (Highcrest Academy, 2023).

Relationship between Physical Study Environment and Academic Productivity

Ezike (2018) investigated classroom environment and students’ academic interest

as correlates of achievement in Senior Secondary Chemistry students in selected Public

Secondary Schools in Ibadan, Oyo State, Nigeria. The result showed significant

relationships between classroom environment and academic achievement, while

combined contribution of classroom environment and academic interest was equally

significant. Gilavand (2016) in a study whose aim is to investigate the impact of

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environmental factors (schools' open space, noise, lighting and paintings in educational

institutions) on learning and academic achievement of elementary students, found that

environmental factors (appropriate coloring, lighting of educational environment and

schools' open space) has impact on learning and academic achievement of elementary

school students (Ezike, 2018; Galavand, 2016; as cited in Usman and Madudili, 2019).

Hindrances in Creating a Conducive Learning Environment

Individuals facing financial difficulties may encounter challenges in achieving

academic success. In addition to tuition fees and living costs, students need money for

textbooks, learning resources, stationery, and various other necessities. Financial

constraints may lead some students to go through portions of their academic journey

without textbooks, placing them at a significant disadvantage in the classroom. Some

may even reach a point where they have to temporarily withdraw from school due to an

inability to afford tuition or the associated costs of education. Financial status can impose

restrictions on academic performance and reduce productivity. Moreover, if a student is

struggling academically, they may need to access additional resources like extra lessons

or tutoring services. However, these resources come at a cost. The ability to afford such

expenses is determined by one’s financial status, and if these costs are unmanageable, it

could further hinder academic performance and productivity (Johanson, 2021).

Moreover, inadequate resources can lead to reduced levels of student engagement,

which is critical for academic success. A lack of resources can make learning dull,

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uninteresting, and unengaging, resulting in lower levels of student motivation and

participation. Studies have shown that students who are not engaged in the learning

process are more likely to drop out of school or perform poorly academically

(Duckworth, 2016). Limited resources can also restrict students’ opportunities for

learning. For instance, a school with limited technology may not have the necessary

equipment or software to provide students with the digital literacy skills they need in the

21st century. Additionally, schools with inadequate libraries or textbooks may not have

sufficient learning resources to meet students’ needs. As a result, students may not

receive the full range of educational experiences and opportunities they need to succeed

academically ( as cited in DepEd Tambayan, n.d.)

In addition, students living in poverty often have fewer resources at home to

complete homework, study, or engage in activities that help equip them for success

during the school day. Many impoverished families lack access to computers, high-speed

internet (three-fourths of households currently have access to high-speed broadband), and

other materials that can aid a student outside of school (As cited in National Association

of Secondary School Principals, 2023).

However, Vinalay et. al, 2021 study concluded that students who lack access to

gadgets in their online classes are showing a negative result when it comes to their

outcomes, wherein students’ tasks scores are being negatively affected.

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 On the other hand, Piamonte et. al, 2022 asserted that the noise level exposure and

the various noise pollution sources in the online class environment significantly impact

their task performance difficulty. This confirmed the principal concept of the impact of

noise in the physical work environment as it is expected for noise sources to cause

physiological and psychological effects on humans. Some possible effects that can be

presumed in the case of students include distraction, annoyance, and interference with

people's thinking and cognitive processes, which students are expected to experience

when engaging in online classes inside their households. Also, slow Internet connections

or limited access from homes in rural areas can contribute to students falling behind

academically (As cited in Michigan State University, 2020).

Technical difficulties and distractions represent challenges which students face

when learning takes place at home (Chhetri, 2020). These distractions mainly arise from

other household members or due to family responsibilities (ibid.). These household

conditions can hinder participation in online courses (Alphonse et al., 2019; Baticulon et

al., 2021; Chhetri, 2020; Henaku, 2020; Lassoued et al., 2020; Rotas & Cahapay, 2020).

Noise is perceived as particularly disturbing not only in online settings but also during

offline learning activities and can affect the concentration during learning (Bringula et al.,

2021; Dube, 2020). Dube (2020) found that female students in particular face challenges

when engaging in academic work because of household responsibilities.

Research shows that studying in a room that is either too hot or too cold can

reduce our ability to soak up information. The Environmental Protection Agency

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suggested the temperature set for the air conditioning or central heating system in the

classroom could affect student performance (Klima-Therm, 2021).

The primary obstacles that students face in online learning are distractions in their

environment and constraints on their time (Serafica, NDT, et. al., 2023).

As cited in the article of Getahun (2021), a congested environment may not foster

productivity. For many years, researchers have been examining the impact of

overcrowding on college students, as noted by Stokols. For instance, the study conducted

by Valins and Baum in 1973 revealed that students living in overcrowded dormitories

might tend to withdraw from social interactions.

Theoretical Framework

This study is anchored on Avedis Donabedian’s Model of Care.

Donabedian’s (2005) tripartite model for assessing care quality forms the

foundation for enhancement measurements. The model comprises three elements:

structure, process, and outcomes. Donabedian proposed that structural measures influence

process measures, which subsequently impact outcome measures. Collectively, these

constitute the essential elements for a proficient set of measures (as cited in Wikipedia,

2023).

Structure encompasses all elements that influence the environment where care is

provided. This includes the physical facility, equipment, and human resources, as well as

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organizational characteristics such as staff training and payment methods. These factors

control how providers and patients in a healthcare system act and are measures of the

average quality of care within a facility or system. Structure is often easy to observe and

quantify, and it could be the root cause of issues detected in the process. Process is the

sum of all actions that make up healthcare. These typically encompass diagnosis,

treatment, preventive care, and patient education, but can also include actions undertaken

by patients or their families. Processes can be further categorized into technical

processes, which pertain to the method of care delivery, or interpersonal processes, which

cover the style in which care is provided. As per Donabedian, the evaluation of process is

almost synonymous with the assessment of care quality because the process comprises all

aspects of healthcare provision. Data about the process can be sourced from medical

records, patient and practitioner interviews, or firsthand observations of healthcare

appointments. Outcome encompasses all the impacts of healthcare on patients or

populations, which include alterations in health status, behavior, or knowledge, as well as

patient satisfaction and health-related quality of life. Outcomes are occasionally viewed

as the most crucial indicators of quality since the primary objective of healthcare is to

enhance patient health status (Wikipedia, 2023).

The connection between the physical study environment and academic

productivity can be interpreted through the perspective of structure and process. A study

environment that is conducive to learning can bolster the structure of education by

supplying sufficient resources, facilities, equipment, and technology that aid teaching and

learning endeavors. It can also improve the process of education by facilitating

communication and collaboration among students and teachers. Ultimately, it can impact

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the result of education by affecting the academic performance and accomplishments of

students.

Conceptual Framework

The diagram below explains the direction of the study where the independent

variable is the participants’ physical study environment which is composed of the

following factors: location, lighting, noise/distractions, organization, and comfortability.

This variable may have a direct effect on the participants’ academic productivity which

consist of the study time/duration, concentration, quality and submission of outputs, and

class participation. The intervening variable which is the hindrances encountered by the

participants in creating a conducive learning environment plays a role in how the

independent variable affects the dependent variable.

IV DV

Effect of Physical Study Environment

Participants’ Physical Study on Participants’ Academic
Environment Productivity
 Location  Study Time/Duration
 Lighting  Concentration
Hindrances Encountered by the
 Noise/Distractions Participants in Creating
Quality anda Submission of
 Comfortability Conducive Learning Environment
Outputs
 Class Participation

InV

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Figure 1. The Schematic Diagram Showing the Variables of the Study.

Statement of the Problem

This study aims to determine the relationship between the physical study

environment and academic productivity of level 1, 2, 3, and 4 nursing students in Notre

Dame University. Specifically, the researcher seeks to answer the following questions:

1. What is the physical study environment of the participants in terms of:

a. Location;

b. Lighting;

c. Noise/Distractions; and

d. Comfortability?

2. Academic productivity of the participants in terms of:

a. Study Time/Duration

b. Concentration

c Quality and Submission of Output; and

d. Class Participation?

3. Is there a significant relationship between the physical study environment and the

academic productivity of the participants?

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4. Are there any hindrances in the creation of a conducive learning environment for

the participants?

Hypothesis

Ho: There is no relationship between physical study environment and academic

productivity of nursing students in Notre Dame University

Significance of the study

This study is conducted to benefit the following:

Nursing Students. This study is beneficial by enlightening them about the significance

of a conducive learning environment and its impact on their academic productivity. They

will also gain an understanding of the hindrances involved in establishing a conducive

study environment and can explore potential solutions.

Parents. It could also serve as a resource for parents, offering guidance on how to create

a more supportive study environment for their children.

School Administrators and Staffs. This study can additionally assist school

administrators and staff in enhancing their services to elevate the quality of education for

nursing students.

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Future Researchers. This study could provide valuable insights for future researchers

embarking on related research

.
Scope and Limitations

This study primarily focuses on the Relationship between Physical Study

Environment and Academic Productivity of Nursing Students in Notre Dame University.

It will delve into the factors that contribute to, impact, and hinder the establishment of an

optimal learning environment. The participants are only limited to individuals currently

registered in the BSN 1, 2, 3, and 4 program for the Academic Year 2023-2024. The

collected and stated data started in 2023 within Notre Dame University – College of

Health Sciences only and nothing beyond. This study does not extend its scope into other

factors within the physical study environment that were not explicitly addressed in the

research.

Definition of Terms

The following variables are described as they were utilized in the study.

Academic Productivity. Refers to the academic status of the participants, such as

their study time/duration, concentration, quality and submission of outputs, and

classroom participation.

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 Conducive Learning Environment. Refers to an environment that is the best for

learning.

Hindrances. Refers to the factors which delays the creation of a physical study

environment that fosters learning of the participants.

Nursing Students. Refers to the participants who are currently registered in the

BSN 1, 2, 3, and 4 program for the Academic Year 2023-2024.

Physical Study Environment. Refers to the characteristics of the participants’

surroundings during both online and face-to-face classes, specifically the location,

lighting, noise/distractions, and comfortability.

25
 CHAPTER II

METHOD

This chapter will be discussing the methods and the processes by which the study

will be conducted. It presents the research design, setting, participants, sample size and

sampling technique, instrumentation, data gathering procedure, and measures/treatment

of data.

Research Design

The researchers will be using the descriptive correlational research design as it

determines the objectives of the study. An in-person survey approach will be utilized to

determine the relationship between physical study environment and academic

productivity of nursing students in Notre Dame University.

Settings

This study will be conducted at Notre Dame University - College of Health Sciences

(NDU-CHS) during the academic year of 2023-2024. NDU is an ISO-PAASCU

Accredited and a private research university owned and managed by the Oblates of Mary

26
Immaculate. The university provides a range of educational levels, from pre-school to

graduate studies. It implements a comprehensive system that combines face-to-face and

virtual classes that aids nursing students in honing various nursing skills through

activities such as return demonstrations, case presentations, simulations, and other

clinical tasks.

Participants

The participants that will be involved in the study will be selected Level 1, 2, 3,

and 4 students who were officially enrolled in the BSN program for the Academic Year

2023-2024. The total population of Level 1, 2, 3, and 4 nursing students in Notre Dame

University is () and only three hundred (300) nursing students will be identified by the

researchers to participate in the study.

Sample Size/Sampling Technique

The College of Health Sciences at Notre Dame University has a total population

of () nursing students who are currently enrolled in the first semester of Academic Year

(AY) 2023-2024. The researchers will obtain a total of three hundred (300) participants.

The participants will be selected from different levels of CHS nursing students. There are

() participants from Level 1, () participants from Level 2, () participants from level 3, and

() participants from level 4. The study will be using stratified random sampling in

determining the sample size then will randomly select participants by using the fishbowl

technique.

Instrumentation

27
 The instrument which will be utilized in this study is a survey questionnaire from

previous related studies to gather data from the participants. The survey questionnaire

will be divided into 4 parts. The study will be employing a 4-point Likert scale in part II

and III: SD (Strongly Disagree), D (Disagree), A (Agree), and SA (Strongly Agree),

while a checklist method will be used in part I and IV. The participants will be asked to

check the choices that applied to them. Part I consisted of the condition of the physical

environment of the participants. Part II is about the academic productivity of the nursing

students. Part III is about the relationship between the physical study environment and

academic productivity of the nursing students. For part IV, the participants will be asked

about what are the hindrances they have experienced which made them unable to provide

their ideal physical study environment.

Measures

Data from survey questionnaires will be tallied, tabulated and treated using

descriptive statistics. Responses from the items in part II and III will be weighted using

Four Point Likert Scale and to be interpreted using mean, overall mean, and standard

deviation as statistical treatment in determining the participants’ physical study

environment and its relationship with their academic productivity. Responses from part I

and IV will be analyzed and interpreted using percentage and frequency distribution to

determine the physical study environment of the participants and the hindrances they

have encountered in creating a conducive learning environment.

The following mean range and interpretation will be assigned to analyze the data

gathered from part II and III of the questionnaire. The results will be categorized as

follows:

28
Part II. Academic Productivity: Study Time/Duration

SCORE MEAN DESCRIPTION INTERPRETATION

RATING

4 3.50-4.49 Strongly Agree The participants have a high academic

productivity in terms of study
time/duration

3 2.50-3.49 Agree The participants have a moderate

academic productivity in terms of study
time/duration

2 1.50-2.49 Disagree The participants have a low academic

productivity in terms of study
time/duration

1 1.00-1.49 Strongly The participants have no academic

Disagree productivity in terms of study
time/duration

Part II. Academic Productivity: Concentration

SCORE MEAN DESCRIPTION INTERPRETATION

RATING

4 3.50-4.49 Strongly Agree The participants have a high academic

productivity in terms of concentration

3 2.50-3.49 Agree The participants have a moderate

academic productivity in terms of
concentration

2 1.50-2.49 Disagree The participants have a low academic

productivity in terms of concentration

1 1.00-1.49 Strongly The participants have no academic

Disagree productivity in terms of concentration

Part II. Academic Productivity: Quality and Submission of Outputs

SCORE MEAN DESCRIPTION INTERPRETATION

RATING

29
 4 3.50-4.49 Strongly Agree The participants have a high academic
productivity in terms of quality and
submission of outputs

3 2.50-3.49 Agree The participants have a moderate academic

productivity in terms of quality and
submission of outputs

2 1.50-2.49 Disagree The participants have a low academic

productivity in terms of quality and
submission of outputs

1 1.00-1.49 Strongly The participants have no academic

Disagree productivity in terms of quality and
submission of outputs

Part II. Academic Productivity: Class Participation

SCORE MEAN DESCRIPTION INTERPRETATION

RATING

4 3.50-4.49 Strongly Agree The participants have a high academic

productivity in terms of class participation

3 2.50-3.49 Agree The participants have a moderate

academic productivity in terms of class
participation

2 1.50-2.49 Disagree The participants have a low academic

productivity in terms of class participation

1 1.00-1.49 Strongly The participants have no academic

Disagree productivity in terms of class participation

Part III. The Relationship between Physical Study Environment and Study Time/Duration

SCORE MEAN DESCRIPTION INTERPRETATION

RATING

4 3.50-4.49 Strongly Agree The participants believe that there is a

strong relationship between physical
study environment and study
time/duration

3 2.50-3.49 Agree The participants believe that there is a

30
 moderate relationship between physical
study environment and study
time/duration

2 1.50-2.49 Disagree The participants believe that there is a low

relationship between physical study
environment and study time/duration

1 1.00-1.49 Strongly The participants believe that there is no

Disagree relationship between physical study
environment and study time/duration
Part III. The Relationship between Physical Study Environment and Concentration

SCORE MEAN DESCRIPTION INTERPRETATION

RATING

4 3.50-4.49 Strongly Agree The participants believe that there is a

strong relationship between physical
study environment and concentration

3 2.50-3.49 Agree The participants believe that there is a

moderate relationship between physical
study environment and concentration

2 1.50-2.49 Disagree The participants believe that there is a low

relationship between physical study
environment and concentration

1 1.00-1.49 Strongly The participants believe that there is no

Disagree relationship between physical study
environment and concentration
Part III. The Relationship between Physical Study Environment and Quality and

Submission of Outputs

SCORE MEAN DESCRIPTION INTERPRETATION

RATING

4 3.50-4.49 Strongly Agree The participants believe that there is a

strong relationship between physical
study environment and quality and
submission of outputs

3 2.50-3.49 Agree The participants believe that there is a

moderate relationship between physical

31
 study environment and quality and
submission of outputs

2 1.50-2.49 Disagree The participants believe that there is a low

relationship between physical study
environment and quality and submission
of outputs

1 1.00-1.49 Strongly The participants believe that there is no

Disagree relationship between physical study
environment and quality and submission
of outputs
Part III. The Relationship between Physical Study Environment and Class Participation

SCORE MEAN DESCRIPTION INTERPRETATION

RATING

4 3.50-4.49 Strongly Agree The participants believe that there is a

strong relationship between physical
study environment and class participation

3 2.50-3.49 Agree The participants believe that there is a

moderate relationship between physical
study environment and class participation

2 1.50-2.49 Disagree The participants believe that there is a low

relationship between physical study
environment and class participation

1 1.00-1.49 Strongly The participants believe that there is no

Disagree relationship between physical study
environment and class participation

Data Gathering Procedure

To formally begin gathering data and information, the researchers will be

informing the dean of the College of Health and Sciences Department, Dr. Mary Jane K.

Balawag, RN MAN, about the study and will obtain her permission to conduct it. The

actual data collection will begin after the request will be approved by the dean.

Preliminary data will be gathered to identify the study's participants by acquiring a list of

32
Level 1, 2, 3, and 4 BSN students from all level coordinators. The survey questionnaire

will be distributed together with a letter of invitation to the identified participants. The

consent form and research material, as well as the study's rationale and objectives, will be

included in the letter. After the survey questionnaire will be submitted, the researchers

will make sure that the information acquired remain anonymous and will be not shared

with anybody without the participants' knowledge. This study's data will be tabulated,

analyzed and examined.

Treatment of Data

Descriptive statistics is to be used in determining and organizing the collected

data of participants. Part I and IV will be interpreted using percentage and frequency

distribution to determine the physical study environment of the participants and the

hindrances they have encountered in creating a conducive learning environment. Part II

and III will be interpreted using mean, overall mean, and standard deviation as statistical

treatment in determining the participants’ physical study environment and its relationship

with their academic productivity. The quantitative data will be interpreted and analyzed

thematically.

33
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38
 APPENDIX A

November 22, 2023

DR. MARY JANE K. BALAWAG RN, MAN

Dean, College of Health Sciences
Notre Dame University
Cotabato City

Dear Dr. Balawag,

Greetings of peace!

We, the Level 3 nursing students from Bachelor of Science in Nursing of College of
Health Sciences in Notre Dame University, are currently conducting a research study
entitled “The Relationship between Physical Study Environment and Academic
Productivity of Nursing Students in Notre Dame University”. We seek permission to
carry out this study with the chosen nursing students of Notre Dame University.
Similarly, we would like to know the number of students enrolled per year level to
determine the sample size of the study.

We are looking forward to receiving your favorable reply regarding this matter.

Thank you and God bless.

Respectfully yours, Approved by:

39
Malawani, Nor-Ain B. Dr. Mary Jane K. Balawag, RN MAN
Researcher Dean of the College of Health Sciences

Mamoribid, Anisah A.
Researcher

Seguiente, Zinnia Althea B.

Researcher

Taula, Fiona Tabitha A.

Researcher

APPENDIX B

December 11, 2023

RENALYN C. NOTARIO, RN MAN

Level 1 Coordinator, College of Health Sciences
Notre Dame University
Cotabato City

Dear Ma’am Notario,

Greetings of prosperity!

We, the level 3 nursing students of Notre Dame University, College of Health and
Sciences are currently undertaking the study entitled “The Relationship between
Physical study environment and Academic Productivity of nursing student in Notre
Dame University” as part of our requirements in Research subject.

In line with this, we would like to ask your permission to allow us in gathering data for
our study from our participants in Level 1 at Notre Dame University through survey
questionnaire. Rest assured that confidentiality of the data collected will be observed. We
also would like to know the number of students enrolled in your year level to determine
the sample size of the study.

Your approval on this letter would be greatly appreciated, as our study could contribute
to the school and the nursing profession.

Respectfully yours, Approved by:

40
Malawani, Nor-Ain B. Renalyn C. Notario, RN MAN
Researcher Level 1 Coordinator

Mamoribid, Anisah A. Dr. Mary Jane K. Balawag, RN MAN

Researcher Research Adviser

Seguiente, Zinnia Althea B.

Researcher

Taula, Fiona Tabitha A.

Researcher

December 11, 2023

HANNAH TERESA C. SALGADO, RN MAN

Level 2 Coordinator, College of Health Sciences
Notre Dame University
Cotabato City

Dear Ma’am Salgado,

Greetings of prosperity!

We, the level 3 nursing students of Notre Dame University, College of Health and
Sciences are currently undertaking the study entitled “The Relationship between
Physical study environment and Academic Productivity of nursing student in Notre
Dame University” as part of our requirements in Research subject.

In line with this, we would like to ask your permission to allow us in gathering data for
our study from our participants in Level 2 at Notre Dame University through survey
questionnaire. Rest assured that confidentiality of the data collected will be observed. We
also would like to know the number of students enrolled in your year level to determine
the sample size of the study.

Your approval on this letter would be greatly appreciated, as our study could contribute
to the school and the nursing profession.

Respectfully yours, Approved by:

Malawani, Nor-Ain B. Hannah Teresa C. Salgado, RN MAN

Researcher Level 2 Coordinator
41
Mamoribid, Anisah A. Dr. Mary Jane K. Balawag, RN MAN
Researcher Research Adviser

Seguiente, Zinnia Althea B.

Researcher

Taula, Fiona Tabitha A.

Researcher

December 11, 2023

EVELYN C. SIONG, RN MN
Level 3 Coordinator, College of Health Sciences
Notre Dame University
Cotabato City

Dear Ma’am Siong,

Greetings of prosperity!

We, the level 3 nursing students of Notre Dame University, College of Health and
Sciences are currently undertaking the study entitled “The Relationship between
Physical study environment and Academic Productivity of nursing student in Notre
Dame University” as part of our requirements in Research subject.

In line with this, we would like to ask your permission to allow us in gathering data for
our study from our participants in Level 3 at Notre Dame University through survey
questionnaire. Rest assured that confidentiality of the data collected will be observed. We
also would like to know the number of students enrolled in your year level to determine
the sample size of the study.

Your approval on this letter would be greatly appreciated, as our study could contribute
to the school and the nursing profession.

Respectfully yours, Approved by:

Malawani, Nor-Ain B. Evelyn C. Siong, RN MN

Researcher Level 3 Coordinator

42
Mamoribid, Anisah A. Dr. Mary Jane K. Balawag, RN MAN
Researcher Research Adviser

Seguiente, Zinnia Althea B.

Researcher

Taula, Fiona Tabitha A.

Researcher

December 11, 2023

GIRLIE “J” G. HERMOSO, RN MAN

Level 4 Coordinator, College of Health Sciences
Notre Dame University
Cotabato City

Dear Ma’am Hermoso,

Greetings of prosperity!

We, the level 3 nursing students of Notre Dame University, College of Health and
Sciences are currently undertaking the study entitled “The Relationship between
Physical study environment and Academic Productivity of nursing student in Notre
Dame University” as part of our requirements in Research subject.

In line with this, we would like to ask your permission to allow us to gather data for our
study from our participants in Level 4 at Notre Dame University through a survey
questionnaire. Rest assured that confidentiality of the data collected will be observed.

Your approval on this letter would be greatly appreciated, as our study could contribute
to the school and the nursing profession.

Respectfully yours, Approved by:

Malawani, Nor-Ain B. Girlie “J” G. Hermoso, RN MAN

Researcher Level 4 Coordinator

Mamoribid, Anisah A. Dr. Mary Jane K. Balawag, RN MAN

Researcher Research Adviser

43
Seguiente, Zinnia Althea B.
Researcher

Taula, Fiona Tabitha A.

Researcher

APPENDIX C

December 11, 2023

Dear Participants,

Greetings of peace and Prosperity!

We, the students from Level III Bachelor of Science in Nursing under the College of
Health Sciences of Notre Dame University, are presently conducting a research study,
entitled “The Relationship Between Physical Study Environment and Academic
Productivity of Nursing Students in Notre Dame University”.

Your involvement in this study will help the researchers in gathering data regarding the
complex dynamics of this relationship, uncovering the elements that enhance or hinder
academic productivity, with the ultimate goal of fostering better learning approaches and
environments. If you consent to take part in this research study, you will get a survey
questionnaire from the researchers in person.

In addition, we guarantee that all the data gathered from this survey will be handled with
the greatest confidentiality and respect. The researchers will make sure your identity will
remain anonymous.

Thank you and God bless.

Respectfully yours, Approved by:

Malawani, Nor-Ain B. Dr. Mary Jane K. Balawag, RN MAN

Researcher Dean of the College of Health Sciences

Mamoribid, Anisah A.
Researcher

Seguiente, Zinnia Althea B.

44
 Researcher

Taula, Fiona Tabitha A.

Researcher

APPENDIX D

CONSENT FORM

I have read this consent form and voluntarily consent to participate in this study.

__________________________________ ___________________

Participant’s Signature over Printed Name Date

I have explained this study to the above-mentioned subject and have sought his/her
understanding for informed consent.

__________________________________ ___________________

Researcher’s Signature over Printed Name Date

__________________________________ ___________________

Researcher’s Signature over Printed Name Date

__________________________________ ___________________

Researcher’s Signature over Printed Name Date

__________________________________ ___________________

45
Researcher’s Signature over Printed Name Date

APPENDIX E

QUESTIONNAIRE

The Relationship Between Physical Study Environment and Academic Productivity

of Nursing Students in Notre Dame University

Name: _________________________________________ Date: ____________

Level and Section: _______________________________

Part I. Physical study environment

Directions: Please check the choices that applies to you honestly.

What is your physical study environment in terms of:

a. Location;

__School __cafes

__Classroom __library

__Bedroom/Study room

Other answer: ___________________

b. Lighting;

__Dim __natural light

46
__well lit

Other answer: ___________________

c. Noise/Distractions

__Silent/Serene __with loiters

__with music

Other answer: __________________

d. Comfortability

__crowded __Temperature

__seat/chair __ventilation

Other answer: __________________

Part 2. Significant effect on the academic productivity of the participants.

Directions: Please check (/) your chosen answer in the given box honestly.

1 for Strongly Disagree. 2 for Disagree. 3 for Agree, and 4 for Strongly Agree.

Statements regarding the academic productivity in terms of Study 1 2 3 4

Time/Duration

1. I spend enough time on my academic performance.

2. I can balance my private time and study time.

3. I need to manage my time on essential activities. (e.g. exams,

school activities, home works etc.)

4. I always get activity done on time.

47
 5. To use my time more efficiently, I deliberately postpone some
tasks

Statements regarding the academic productivity in terms of 1 2 3 4

Concentration

1. I am not distracted by other visual items in the classroom.

2. I don’t have difficulty seeing the instructional materials displayed

by the professor in this classroom.

3. I do not feel tense and can concentrate even if there’s too much
time pressure on me

4. The temperature level in my work area does not interfere with my

concentration during class

5. I do not allow interaction while doing my studies.

Statements regarding the academic productivity in terms of Quality 1 2 3 4

and Submission of Output

1. There has been an improvement in my academic performance

since the online class started

2. I am satisfied with the results that I have obtained by taking

classes online.

3. I am able to meet deadline without rushing my time

4. I achieve better results if I complete a task at a slower pace, well

ahead of a deadline.

5. I can do all my activities successfully.

Statements regarding the academic productivity in terms of Class 1 2 3 4

Participation

1. I actively participate in every online class discussion

2. Before the class begins, I prepare some questions to be asked

during the class.

3. I pay attention and listen during online class discussion

4. I always participate in class most of the time

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 5. I always speak in class, even without being called/asked.

Part 3. Relationship between the physical study environment and the academic

productivity of the participants.

Statements regarding the relationship between the physical study 1 2 3 4

environment and the academic productivity

1. Does your physical study environment affect your study

time/duration?

2. Does your physical study environment affect your concentration?

3. Does your physical study environment affect the quality and

submission of your outputs?

4. Does your physical study environment affect your class

participation?

Part 4. Hindrances in the creation of a conducive learning environment

Directions: Please check the choices that applied to you honestly.

Are there any hindrances in the creation of your conducive learning environment?

__Yes __No

If yes, kindly check the corresponding box of your experienced hindrances:

__Financial difficulty __unruly/noisy environment

__Lack of sources __slow data/internet connection

__Lack of gadgets __disrupted class/studying

Other answer: _________________

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