Final Paper A21 1

THE RELATIONSHIP BETWEEN PHYSICAL STUDY ENVIRONMENT
AND ACADEMIC PRODUCTIVITY OF NURSING

STUDENTS IN NOTREDAME UNIVERSITY
PANEL 4
Norma C. Salgado, RN MAN

Renalyn C. Notario, RN MAN
Sarah K. Midtimbang, RN
GROUP A21
Researchers
Malawani, N. (Section B)
Mamoribid, A. (Section B)
Seguiente, ZA. (Section A)
Taula, FT. (Section A)
THE RELATIONSHIP BETWEEN PHYSICAL STUDY ENVIRONMENT
STUDENTS IN NOTRE DAME UNIVERSITY
By
ANISAH A. MAMORIBID
NOR-AIN B. MALAWANI
FIONA TABITHA A. TAULA
ZINNIA ALTHEA B. SEGUIENTE
A Thesis Presented to the Faculty of College of Health Sciences in Partial

Fulfillment of the Requirements for the Degree of
Bachelor of Science in Nursing
COLLEGE OF HEALTH SCIENCES

NOTRE DAME UNIVERSITY
COTABATO CITY
2023
Notre Dame University
College of Health Sciences
Notre Dame Avenue, Cotabato City
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of BACHELOR OF

SCIENCE IN NURSING (BSN), this THESIS entitled:
THE RELATIONSHIP BETWEEN THE PHYSICAL STUDY ENVIRONMENT

STUDENTS IN NOTRE DAME UNIVERSITY
has been prepared and submitted by NOR-AIN B. MALAWANI, ANISAH A.

MAMORIBID, ZINNIA ALTHEA B. SEGUIENTE, and FIONA TABITHA A.
TAULA, who are recommended for the corresponding ORAL EXAMINATION
MARY JANE K. BALAWAG, PhD RN

Adviser
APPROVED in partial fulfillment of the requirements for the degree of
BACHELOR OF SCIENCE IN NURSING (BSN)
by the Oral Examination Committee:
NORMA C. SALGADO, RN MAN

Chairman
RENALYN C. NOTARIO, RN MAN SARAH K. MIDTIMBANG, RN

Member Member
ACCEPTED in partial fulfillment of the requirements for the degree of
BACHELOR OF SCIENCE IN NURSING (BSN)
May 2024 MARY JANE K. BALAWAG, PhD RN

Date Dean
ACKNOWLEDGEMENT
The completion of this study would not have been possible without the
participation and assistance of a large number of people, whose names may not have been
included in this list, but whose efforts are gratefully recognized. However, the researchers
would like to convey their gratitude and indebtedness to the following individuals.
First and foremost, we give thanks to God, the Almighty, for the wisdom and
power He has bestowed upon us throughout our study.
We would like to thank Dr. Mary Jane K. Balawag RN, MAN, our dean, for her
support and permission to conduct the study among NDU-CHS students. We also want to
thank her for being our research adviser, and for providing us with direction and regular
monitoring as we completed our research. For her assistance and guidance in drafting our
paper, and for her unwavering support and assistance throughout the completion of our
study, as well as advice that helped us work more on our papers. Thank you and a
heartfelt thanks for sharing your wisdom and inspiring us on this journey.
To our respected panelists, Norma C. Salgado, RN MAN, Renalyn C. Notario,
RN MAN, and Sarah K. Midtimbang, RN, for their invaluable and constructive
suggestions for the improvement of our research study. We would like to give our
warmest thanks for the encouragement they gave while carrying out this work and for
sharing insightful comments and expertise with relevance to this study.
To all the level coordinators, Renalyn C. Notario, RN MAN, Hanna Teresa C.
Salgado, RN MAN, Evelyn C. Siong, RN MN, and Girlie “J” G. Hermoso, RN MAN, for
allowing us to conduct this study to their assigned year level.
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The Relationship between Physical Study Environment and Academic Productivity of Nursing ii
students in Notre Dame University. i
To our research participants, thank you for your honest and cooperative response
to all the questions solicited in this study. With your help, our research paper has become
more comprehensive, enhancing our grasp of the subject matter.
To our statisticians, Sir Aljon C. Nabos and Sir Jericho Y. Baybayan, MOS,
CSPE, LPT, MAED-Mathematics (Candidate), we are grateful for sharing their expertise
in statistics for this paper, aiding us in the computation and interpretation of data. Their
invaluable input has been crucial in guaranteeing the precision of our results.
To our friends and loved ones, Justin Pacquiao, Khate Rafaella Baquial, Rikka
Faith Silang, Kacy Lourdes Sinsuat, Datu Nor-Jamal Solaiman, Neshreen Glea Batingan,
group of Mr. Bansil and Ms. Biantan, We appreciate your steadfast support and your
valuable insights that have helped lighten our load.
We would like to express our deepest gratitude to our family and relatives. Their
generous contributions, both moral and financial, have been invaluable throughout our
study. Their moral support provided us with the encouragement and motivation we
needed to persevere, while their financial assistance helped us cover the costs associated
with our research. Their unwavering belief in our capabilities and their readiness to assist
us in times of need has truly made a significant impact on our journey. We are immensely
grateful for their support and generosity.
N.B.M.
A.A.M.
Z.A.B.S.
F.T.A.T.
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The Relationship between Physical Study Environment and Academic Productivity of Nursing iv
students in Notre Dame University.
ABSTRACT
This research investigates the correlation between the physical study environment
and the academic productivity of nursing students at Notre Dame University. With the
increasing demand for proficient healthcare providers, understanding factors influencing
nursing students' academic performance is crucial. A survey questionnaire was
administered to 290 participants from the nursing student body of Notre Dame
University. Employing a stratified random sampling technique and the fishbowl method
for participant selection, the study investigated various aspects of the physical study
environment and their influence on academic productivity metrics. The findings reveal
that nursing students predominantly utilize their bedrooms as their primary study spaces,
maintaining an optimal temperature conducive to learning. Despite exhibiting a moderate
level of academic productivity, the study identified location and concentration as
significant factors impacting students' academic productivity. Interestingly, high levels of
concentration were associated with a propensity for studying in diverse locations, while
students who focused on fewer locations tended to experience decreased concentration
levels. Overall, the researchers recommend students expand their study environments
beyond their bedrooms, suggesting options such as libraries, school facilities, or serene
cafes, to discover settings that optimize their concentration and productivity levels.
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The Relationship between Physical Study Environment and Academic Productivity of Nursing v
CHAPTER I
INTRODUCTION
Nursing education worldwide is experiencing significant changes. These changes
are prompting nursing schools to adopt new methods to ensure top-notch teaching and
learning. The learning environment, which is crucial in the teaching and learning process,
includes both practical and theoretical aspects of nursing. It encompasses fundamental
elements like physical infrastructure, teaching and learning methodologies, educational
resources, and the rapport between teachers and students. Moreover, the optimal learning
environment for nursing students should foster critical thinking and encourage continuous
learning (Daniels & Mthimunye, 2019).
Studies have shown a positive correlation between enhanced learning spaces and
student motivation. Academic success is attributed to well-structured classrooms that
provide ample space for learning, combined with audio-visual study aids and e-learning
tools that enhance student engagement. The improvement in the learning environment
can influence self-driven motivation (Dhanapala, 2021). Educational sciences, design,
and architecture have all looked into how physical space can impact learning. According
to a summary of this research, physical space quality is generally regarded as "crucial to
learning" because it has been demonstrated to have an impact on learners' reported
satisfaction, accomplishment, and engagement (Brachtl, et. al., 2023). It is evident that
there is a significant lack of recent studies exploring the connection between the physical
study environment and academic productivity. This highlights an important research gap
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The Relationship between Physical Study Environment and Academic Productivity of Nursing
that needs to be filled, particularly in understanding how the physical study
environment influences academic productivity of the nursing students in Notre Dame
University.
This research intends to delve into the intricate dynamics of this relationship,
identifying the factors that either boost or impede scholarly efficiency. The constant
evolution of teaching methods, technological advancements, and shifting learning needs,
coupled with changes in students’ circumstances, will continually redefine the demands
for learning environments that offer appropriate resources and learning support. By
giving prominence to the students’ perspectives, this study aims to offer valuable insights
and viewpoints to policymakers. These insights can guide the development and design of
improved learning environments that effectively meet the contemporary needs of higher
education.
Review of Related Literature
This chapter contains relevant literature and concepts providing insights and
comprehensive background to the present investigation.
Physical Study Environment
The physical or virtual space where learning occurs is referred to as the physical
learning environment. It covers the space's qualities, arrangement, and design that may
affect how people learn. In addition to having an impact on student results, the physical
learning environment is essential for improving teaching and learning activities. It should
take into account not just the technical and artistic components, but also how it will affect
the goals that students are expected to achieve and the ways that education is changing.
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The Relationship between Physical Study Environment and Academic Productivity of Nursing 2
Students' self-reflections on their own concepts of knowledge, methods of acquiring
knowledge, and views are shaped by their physical surroundings, whether it be physical
or virtual (Aziz, 2023). A favorable classroom environment is crucial as it empowers
students to become curious investigators, explorers, and true masters of their own
learning. A setting like this promotes learning from mistakes, celebrates individual
successes, and builds teamwork.
It dramatically enhances students’ capacity to learn and supports real self-directed
learning (Verma, 2019). In the study of Ahmad and Amirul (2018), the physical
characteristics of the classroom setting, such as the furniture and lighting, were
determined to be highly suitable, while elements like the space, color, and air quality
were judged to be somewhat suitable. The physical surroundings, according to the
students, have a big influence on their learning, enjoyment, and health. With this, a strong
correlation was discovered between the physical features of the classroom and the
learning and enjoyment of students. Therefore, more attention should be given to the
physical aspects of the classroom environment to enhance the effectiveness of learning
and teaching.
According to the University of Gothenburg (2022), the physical, psychological,
and social conditions that influence your well-being as a learner and how you perceive
your studies are referred to as your study environment. Although the phrase "study
environment" is frequently used, the law frequently refers to the workspace of students.
Thus, the terms "work environment" and "study environment" relate to the same thing.
Additionally, a space where people study is referred to as a learning environment. These
can include real venues like offices, classrooms, or schools; virtual spaces like online
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learning environments; or blended spaces that integrate digital and real world
components. A secure and comfortable learning environment should be provided by
learning environments. They should also provide opportunities for learners to
communicate with one other and access resources that help them learn in different ways
(Williams, 2022).
Furthermore, the various physical settings, situations, and cultural contexts in
which students learn are referred to as the learning environment. Since the term
"classroom" has more limited and traditional connotations, a room with rows of desks
and a chalkboard, it is frequently used as a more accurate or preferred alternative to
reflect the wide diversity of settings in which students may learn, including outdoor
surroundings and places outside of schools. Since students will be arriving exhausted and
exposed to unfavorable environmental conditions that impede appropriate learning
activities, this setting is not conducive to learning (Eimar et al., 2019).
Research has demonstrated a beneficial relationship between improved learning
environments and motivated students. Academic accomplishments are the result of well-
organized classrooms with sufficient space for learning, audio-visual study settings, and
e-learning resources that boost student motivation. Autonomous motivation can be
changed by the increased learning environment (Dhanapala, 2021). When schools
provide physical resources such as furniture, electricity, painted walls, drinking water,
models, charts, overhead projectors, and other ICT-related teaching materials, students
become more engaged in class activities and perform better on tests. This has a positive
effect on students’ academic achievement. Physical amenities like well-stocked libraries,
pure drinking water, tastefully decorated classrooms, and labs complete with necessary
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equipment are essential for improving student learning and teaching. School support
facilities such as an IT lab, tablet, first aid box, classrooms with ventilation, store room,
cooling and heating systems, staff room, and a well-stocked library with enough volumes
are essential for the provision of high-quality teaching and learning. Obstacles to
effective teaching and improved student learning include a hostile classroom
environment, non-supportive teachers’ attitudes, a lack of pedagogical expertise, and
disruptive student behavior (Ahmed, et. al., 2020).
Wang et al. (2021) mentioned that a significant amount of research demonstrates
how learning and work performance can be severely compromised by poor indoor air
quality, ventilation, thermal conditions, light, noise, and room layout. While discomfort
in the environment can have a negative impact on productivity, a comfortable physical
environment can encourage work efficiency or help occupants stay productive. One
factor that can be used to determine the efficiency of education is the impact of the
physical learning environment, particularly on cognitive load (Xiong et al., 2018).
Physical space is still important even in virtual learning environments. Thus, providing a
quiet study location with the same level of comfort as a classroom or library is essential
(Baticulon et al., 2021). According to a summary of Brachtl (2023) research, physical
space quality is generally regarded as "crucial to learning" because it has been
demonstrated to have an impact on learners' reported satisfaction, accomplishment, and
engagement. Unsuitable equipment and a poor workspace can hinder learning.
Location
Study locations offer a comfortable setting for studying. The dorm room, school
library, public library, private study areas or lounges in the dorms, vacant classrooms, or
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even establishments like Starbucks are examples of possible helpful locations. Every
place offers a sense of comfort and has a distinct effect on each person. It can be
imperative to consider the "closed" or "open" structure of a study place while establishing
an optimal learning environment (Fusami, 2019). Santangelo (2019) asserts that the study
location matters a great deal, often even more than people realize. Comfortable
surroundings can improve concentration and lead to more productive study sessions. In
the end, each person must determine what works best for them, but making an effort to
locate your study in the optimal spot will maximize the advantages of learning.
Furthermore, studies has demonstrated the positive effects of coffee shops on
creativity, attentiveness, and learning capacity (Fabbri, 2022). Moreover, coffee shops
offer an ideal setting for learning due to various factors such as a congenial ambiance
created by comfortable background noise and temperature. Additionally, the availability
of amenities like Wi-Fi connectivity, beverages, food options, and excellent customer
service enhance this conducive environment (Alejo et al., 2019).
The study of Pagalilauan, et. al. (2023) discovered that students' study habits and
academic achievement are greatly influenced by the library environment. Students'
academic endeavors in the library have been proven to be significantly impacted by
elements including staff attentiveness, availability of resources, cleanliness, and pleasant
lighting. The operationalization of the perceived influence of the physical learning
environment on learning motivation, focus, and perceived performance is "anything that
promotes learning, including what is observed, felt, heard, and done." Different physical
environments may therefore affect students' chances to meet learning objectives and lead
to variations in their educational experiences (Simonson et. al., 2019).
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A comfortable environment for students in terms of temperature, humidity, space
light, desk and chair, etc. will help to improve their learning satisfaction in home learning
settings, according to the preliminary findings on the quality of spaces during the
pandemic (Baticulon et. al., 2021). Bedroom can be used for multifunctional needs, it is
not solely used for sleeping, but also as a working area, this is because of the lack of
home learning working space at their homes. Students are reportedly the ones who uses
their bedroom as a study or working area (Knight, 2023). Furthermore, bedroom
according to Loveless (2024) is an excellent location for studying for the convenience
and comfort it brings but can also be unconducive if it is too comfortable or has many
distractions such as videogames, TV, and roommates. Ocaña et. al. (2021) studied the
location of students and discovered, based on average grades, a high correlation between
student location and academic performance. According to Yusuf, et. al (2023),
maintaining cleanliness in school restrooms plays a crucial role in the students'
experience. A clean classroom environment contributes to the comfort and overall health
of students. It helps prevent feelings of boredom and mental exhaustion, while also
boosting their motivation and stamina during the learning process. Issues related to
comfort in schools, such as lack of cleanliness, can have a negative impact on students'
academic performance and health. Hence, it is essential to keep the restrooms clean to
foster a conducive learning environment.
Learning situations
Schools are important spaces for education, training, and personality development
of children. A healthy environment with proper training methods, appropriate physical
space, and favorable psychological environment is necessary for students' socialization
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and performance. According to Chen and Yang (2019) study that higher education is
rampant with group work and study sessions, which have been demonstrated to improve
student performance and learning. A group's complementary and shared abilities and
expertise can help with information processing while tackling the sophisticated and
complicated difficulties that many learners face (Swanson et al., 2019). Also, a clean,
quiet, and comfortable environments are important components of the learning
environment. Educationalists should prioritize creating an ideal learning environment that
includes factors such as temperature, lighting, and noise control. (Usman et. al. 2019).
Additionally, Al-Hinai et. al. (2018) study states that having an ergonomically designed
chair is necessary to students. It should be relaxing, comforting to sit, durable, easy to use
and maintain as it would help to promote motivation and attention to students. Having a
poor chair design also contributes to ligaments, joints and spine problems.
In the study of Vacalares, et. al. (2023), they claimed that students' writing
abilities are greatly influenced by the classroom environment, with well-ventilated
classrooms showing higher levels of student engagement. In a naturally ventilated
classroom, the effects of the thermal environment on instruction and attention were
examined. Bad thermal conditions lower well-being and performance. In the study
conducted by Hashini and Yasheema (2022), it was found that attributes such as air
quality and spatial layout and pattern do not exert a significant influence on students'
engagement levels. The research indicated that students generally do not prioritize factors
such as natural lighting, air quality, or the arrangement of doors, windows, and furniture
when engaging in academic activities within an online learning environment.
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Respondents did not perceive these variables as significant contributors to their physical,
emotional, or cognitive engagement levels while participating in online learning.
According to the study of Zhang (2022) that having positive mood gives the
students a feeling of an increase in confidence, optimistic and unconstrained. With these,
they are able to participate or study more confidently resulting to higher learning
outcomes and success in school. According to the study of Watkins (2023), eating a
varied and healthful diet improves cognitive functions such as focus, memory, attention
span, and concentration. Students who consistently eat meals high in nutrients show
higher mental memory, better comprehension of data, and improved problem-solving
abilities. Nutritious snacks are also essential to a healthy diet, particularly during
extended study sessions. In addition to reducing excessive hunger and promoting portion
management and attentive eating, snacks act as a link between meals. In addition,
appropriate snacking increases metabolism, stabilizes blood sugar, and promotes
sustained energy levels. Blood glucose swings can cause poor energy, irritation,
restlessness, anxiety, and decreased productivity during study hours, thus it's critical to
maintain stable blood glucose levels.
According to Kapoor et al. (2021), “physical warmth" can improve occupants'
pleasant emotions and may thus improve performance. Educational environments that are
not within the optimal value range have an impact on students' learning performance
(Alberto et al., 2021). Students learn better at 21–22 °C, but as the temperature rises over
25 °C, they perform worse. A temperature of 20–25 °C is thought to be more suitable for
learning environments, according to the studies described previously (Aydin & Goktas,
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2023). Students' learning performance is severely impacted by low oxygen levels, poor
air quality, or inadequate ventilation in learning environments (Zagatti et al., 2020).
Good lighting is essential for the brain’s capacity to focus and stay awake. Dimly
lit rooms can impair brain function, making it more difficult for the brain to process and
retain information. Brightly lighted spaces, on the other hand, can support students’
attention spans and help them comprehend and remember more material. Research has
shown that natural light in the classroom has numerous advantages, including less
distraction and indifference and increased learning effectiveness. In situations where
classrooms lack access to direct sunshine, changing to a lighting system that replicates
bright, natural daylight is crucial for teachers’ and students’ general mood and mental
health. Inappropriate illumination can cause negative side effects such as irritability,
melancholy, and lack of interest, which can harm pupils (Technical Consumers Product,
2021). Based on Wirz-Justice, et al. (2021), seasonal responses are determined by the
duration of the day (and its rate of variation), and twilight's transitions from day to night
are especially important. Not only does exposure to light during the day immediately
increase alertness, but it also appears to have an effect on sleep at night.
Bahar (2023) claims that lighting's effects on learning and classroom performance
are too significant to be disregarded since they are so profound in several areas of human
functioning, including eyesight, circadian cycles, mood, and cognition. Numerous
research have examined how color and lighting may impact students' visual ability and,
consequently, their academic achievement. Merely visual impairments may have an
impact on students' behavior in addition to their motivation and ability to focus in the
classroom. According to Cabanes et al. (2018), improving lighting quality in learning
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spaces directly benefits students' and teachers' productivity and alertness. It also has
significant implications for the energy efficiency of educational facilities.
The study conducted by Cater (2022) indicated that all participants experienced
visual and/or auditory distraction. These distractions can significantly hinder learning
since they divert focus from the activity at hand. This is not only detrimental to learning
and focus, but it can also lead to tension and dissatisfaction. Background noise has been
found to have adverse impacts on attention, working memory, concentration, motivation,
revision, problem solving, reading, function and recall. Additionally, background noise
can increase levels of tension, anxiety, aggravation and annoyance and can lead to
increased aggression. Alikadic and Röer (2022) have observed that the playing of
irrelevant sound during the presentation or recall of information significantly impairs
working memory performance. Contrary to popular belief, the sound's intensity has a
greater influence on how well working memory functions. Furthermore, it is anticipated
that distractions will break the sequence equally whether they deviate at a lesser or higher
intensity than the rest of it. Further research, as stated by Rodel (2021), on background
music habits during learning has shown that learners have quite different preferences
when it comes to the type of music and learning activities. Less frequently was music
employed for subject memorization and more frequently for creative learning activities.
First and foremost, listening to music seems to increase perceived concentration, but it
also seems to improve the environment and promote relaxation.
Silence is seen to be a threat due to noise pollution. The environment and the
health of people can be impacted by excessive noise exposure. There are noise-related
issues everywhere, including schools. The teacher community acknowledges or agrees
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that noisy classroom environments in the past led to students becoming distracted from
their studies. Teachers were also aware that they had to elevate their voices during class
due to noise pollution, which stresses them out and hurts their throats (Haron & Yahya,
2021). According to Montiel, et al (2019), a study conducted on the development of a
school characterized by healthy buildings found that noise impedes learning focus,
impairs learning and cognitive development.
Excessive noise levels in classrooms have been found are thus obstacles that
students must overcome when learning at home (Chhetri, 2020). It seems that family
obligations or other home members are the main sources of distractions. As per several
studies Brachtl, et al (2023), certain home conditions may make it difficult for students to
participate in online courses. Both offline and online learning activities are associated
with a perception of noise as being more challenging, which can impair concentration
(Bringula et al., 2021; Dube, 2020). Dube (2020) discovered that because of their
responsibilities at home, female students in particular had difficulties completing their
academic work.to have an effect on students. It was emphasized that sound was the
physical component that had the biggest impact on students. A teacher must raise their
voice and exert more effort to maintain classroom order when the noise level in the
classroom is too high. As a result, classes waste time, which is bad in education.
Additionally, Piamonte et. al. (2022) asserted that their task performance
difficulties are greatly impacted by the noise level exposure and the many sources of
noise pollution during online class in their environment. Since noise sources are believed
to have an impact on people's physiology and psychology, this supported the main idea of
how noise affects physical work environments. While taking online classes from the
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comfort of their homes, students may face a variety of unanticipated consequences, such
as distraction, discomfort, and disruption of people's thought and cognitive processes.
Distractions and technical issues are two obstacles that students must overcome when
learning at home (Chhetri, 2020). The primary sources of these diversions are other
family members or obligations. As per several studies (Alphonse et al., 2019; Baticulon
et al., 2021; Chhetri, 2020; Henaku, 2020; Lassoued et al., 2020; Rotas & Cahapay,
2020), certain home conditions may make it difficult for students to participate in online
courses. Both offline and online learning activities are associated with a perception of
noise as being more bothersome, which can impair concentration (Bringula et al., 2021;
Dube, 2020).
Furthermore, excessive noise in classrooms leads to misconceptions and makes it
difficult for students to concentrate on the material being taught. Students' attention spans
are shortened in noisy environments because they have to work harder to understand the
teacher. Due to all of these factors, sound is one of the physical elements in learning
environments that need consideration (Aydin & Goktas, 2023). Moreover, productivity
might not be encouraged in a crowded setting. Researchers have been studying the effects
of crowding on college students for a long time. In addition, during the pandemic,
students have been improvising to create a study space in their house. Students with little
space and a house full of people are struggling to create a conducive learning
environment because of the noise and disruptions (Getahun, 2021).
Sander (2019) asserts that having a cluttered or messy environment negatively
affects us. Studies have demonstrated that the physical surroundings impact our decision-
making, behavior, emotion, and thought processes. Messy environments can also have an
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impact on mental health causing us to experience tension, anxiety, and depression. It also
promotes procrastination, which leads to less productivity. On the other hand, having a
clean environment helps in focusing and processing information, which leads to increase
in productivity. In the study of Baticulon et al.(2021), in the Philippines, medical students
attempted to adjust to online learning, as they struggled to overcome several barriers. The
most common issues were needing to do tasks at home, having trouble adjusting learning
styles, and having inadequate communication between teachers and students.
Academic Productivity
Academic productivity is positively impacted by a wide range of circumstances,
including the amount of time spent on high-return study assignments, perfect attendance,
reading comprehension at least comparable with age, getting enough sleep to support
optimal performance, and avoiding distractions like social media. High-achieving
students take up and cultivate habits that optimize their learning. High-return tasks that
contribute to high levels of academic productivity have been discovered for each subject
area. Academic productivity is more than just how much time students spend studying; it
also involves developing productive study habits and practices that optimize learning
both within and outside of the classroom. To sum up, academic productivity is not about
working harder, but using time more effectively to maximize learning outcomes
(Highcrest Academy, 2023). Moreover, the academic performance of students in the
Philippines is influenced by academic productivity.
According to a study by Dagdag et al. (2019), variances in students' academic
performance can be significantly explained by their problems in a variety of areas,
including academic, social, familial, emotional, personal, economical, and spiritual.
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Furthermore, the Afalla and Fabelico (2020) study found a substantial correlation
between students' academic progress and classroom management methods, such as time
management, positive reinforcement, and the physical condition of the classroom.
Additionally, because student satisfaction affects academic achievement, the Micabalo et
al. (2020) study emphasized the significance of this factor in assessing university
production and sufficiency. These findings imply that raising academic productivity and,
eventually, raising student achievement in the Philippines can be achieved through
attending to students' issues, enhancing classroom management techniques, and
guaranteeing student satisfaction.
According to Liu's (2022) study, that study time and academic performance are
positively correlated. There is a positive linear association between students' grades and
the amount of time they spend studying, suggesting that higher academic achievement is
associated with more study time. The student's grade is not significantly affected when
study time surpasses 5–10 hours when compared to overtime hours. Futhermore, student
participation in class is a critical factor in improving their performance. It has been
discovered that students’ involvement in class has a significant impact on their academic
achievement (Kinley & Pradhan, 2022).
Study Time and Duration
Students’ learning level can be inferred from their academic performance and the
amount of time they spend studying. While study time has a significant impact on
students’ grades, the amount of work needed varies based on the subject matter’s
difficulty, the student’s capacity for learning, and their desired professional path.
Therefore, students must be willing to commit the required study time if they hope to
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improve their results. However, improving learning skills is more important for academic
success than just studying for longer periods of time. To sum up, while setting aside
enough time for studying is important, making sure that this time is used effectively to
maximize learning outcomes is even more crucial (Liu, 2022). Time management has
been shown to have good effects in several research. It has been demonstrated that
effective time management abilities improve student learning and outcomes, and that the
ability to manage one's time well is a prerequisite for students to form successful study
habits and success strategies (Adams & Blair, 2019). The results of the study by Gupta
and Chitkara (2018) indicated that academic performances were significantly predicted
by both short and long term time management.
Concentration
A mental state known as concentration can be brought on by internal body
sensations. To activate the sensation that improves concentration, one must feel good.
The key to concentration for students is focus training; the more often someone pays
close attention to details, the more focused they become. Thus, paying close attention to a
single item is the cornerstone of concentration training. When learners find it difficult to
focus and get distracted easily, it's a sign that they are not accustomed to paying close
attention to what they are learning. Their minds are frequently disorganized and
preoccupied with other things, which makes it difficult for them to concentrate in class or
pay attention to what their teachers are saying. We all have regular times of losing our
focus in our daily lives, ranging from forgetting things to just looking off into space.
These mistakes are mainly related to the mental health of students and may affect how
well they do academically in class. The effects can range from harmless instances like
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staring into space to more serious situations like forgetting to submit a required
assignment on a specific date (Sari et. al., 2020). One factor that significantly affects how
well the learning process proceeds is concentration. Learning and teaching activities are
carried out more successfully when students are more focused on their studies (Hastari et.
al., 2020).
Additionally, Le (2021) asserts that one of the most important determining
variables in a student's ability to study is their level of concentration. Students, especially
those attending universities, pay less attention in class the higher their level. These
students struggle to attain the greatest results when they graduate from university, and
many professors find it difficult to stay enthusiastic when instructing students at this level
due to their poor level of focus skills. One of the things that affects how well learning is
implemented is students' focus during class. The way that learning is being implemented
is not entirely planned, and it is clear from this that numerous students are not paying
attention to what they are learning. One of the reasons for not meeting learning objectives
would be distracted students (Hariyanto, 2021).
Quality and Submission of Output
According to Ruth (2018), a third of college students were enrolled in at least one
online course as of 2018. Online education has grown dramatically in the last several
years due to benefits including flexibility, ease of use, and availability of classrooms
across the globe. However, a student's capacity or motivation to finish a work on time
may be greatly impacted by the online learning environment. In addition to the usual
difficulties students endure during their time in college, there are additional hurdles faced
by students who study online (Santelli et. al., 2020).
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Moreover, instructors may find it difficult to stay in close proximity and to have
an effective social presence in an online, asynchronous setting (Dyer et. al., 2018). Late
assignment submissions can be an early indicator of student non persistence, hence late
point systems to help encourage students to submit on time have come up for
consideration in higher education. It's possible that students who meet assignment
deadlines will also be more likely to finish a course. Indeed, early submission of tasks is
associated with higher grades (Jones & Blankenship, 2019). Additionally, procrastinating
tendencies may be linked to lesser achievements and poor goal attainment (Santelli,
2020).
Furthermore, according to Aguilera et al. 2021 study that peer reviewing is
effective and very helpful in improving student’s performance. As they get to see for any
mistakes and error which allows them to more effectively enhance their knowledge on
the course. This also promotes students to participate more, improving their academic
performance.
Class Participation
Students do better both subjectively and objectively when they actively participate
in class. Students believe they perform better in class, and quantifiable measures such as
GPA and test results validate this belief (Kinley & Pradhan, 2022). Moreover, the study
of Nieuwoudt (2020), examined the correlation between students' academic performance
and their level of interaction and engagement in online learning, as well as their
attendance in live or recorded virtual classes. The study found a significant link between
academic achievement and the amount of time students spent interacting with the online
learning platform. The research suggests that offering a variety of ways for students to
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engage and interact online and providing the flexibility to attend classes either in real-
time or at their own pace, could enhance academic success. Additionally, academic
performance, which is a measure of a student's success in their courses, is a key factor in
assessing a student's overall accomplishments, grades, and progress in various subjects. It
reflects the extent to which a student excels or struggles in the courses they are taking.
Therefore, academic performance is seen as the main standard of a high-quality
educational experience, especially in tertiary education institutions (Magulod, 2019).
Theoretical Framework
This study was anchored on Avedis Donabedian’s Model, Florence Nightingale’s
Environmental Theory, and Patricia Benner’s Humanistic Nursing Theory.
Donabedian’s tripartite model is a foundational framework for assessing
healthcare quality, comprising three elements: structure, process, and outcomes. Structure
refers to the environment where care is provided, including the physical facility,
equipment, human resources, and organizational characteristics. It influences how
providers and patients act and is often the root cause of issues detected in the process.
Process encompasses all actions in healthcare, from diagnosis and treatment to patient
education and preventive care. It can be further divided into technical processes (method
of care delivery) and interpersonal processes (style of care provision). Outcome measures
the impacts of healthcare on patients or populations, including changes in health status,
behavior, knowledge, patient satisfaction, and health-related quality of life. According to
Donabedian, structural measures influence process measures, which in turn impact
outcome measures, collectively forming a proficient set of measures for healthcare
quality assessment (Wikipedia, 2023).
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Florence Nightingale’s Environmental Theory emphasizes the impact of the
physical environment on health and well-being. The central aim of nursing in this model
is to modify the patient's surroundings to induce improvements in their health. The theory
identifies specific environmental factors that can influence health, including access to
clean air, pure water, an adequate food supply, effective drainage, hygiene both for the
patient and their surroundings, and exposure to light, especially direct sunlight. The
theory suggests that any deficiency in these aspects can lead to a decline in the patient's
overall health (Petiprin, 2023). This can be applied in the concept of the academic setting
by considering how the design of the learning environment (e.g., lighting, ventilation,
cleanliness) can influence students’ physical and mental well-being, ultimately affecting
academic productivity.
Patricia Benner’s Humanistic Nursing Theory focuses on the individual’s
experience and personal development. Patricia Benner’s humanistic theory, known as
“From Novice to Expert”, emphasizes the importance of experiential learning and the
progression of skills and understanding through personal experiences and a strong
educational foundation. While it doesn’t directly address the relationship between the
physical study environment and academic productivity, some connections can be inferred
(Petiprin, 2023). This theory can be adapted to education by considering how a positive
and supportive physical learning environment enhances students’ personal growth, self-
esteem, and motivation, leading to increased academic productivity. A conducive
physical study environment can enhance the learning experience, which aligns with
Benner’s emphasis on the importance of experiential learning. A well-organized, quiet,
and comfortable study environment could potentially facilitate the transition from novice
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to expert by promoting focus, reducing distractions, and enabling deeper engagement
with the material.
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 and learning situations. This variable may have a direct effect
on the participants’ academic productivity which consists of the study time,
concentration, quality and submission of outputs, and class participation.
Independent Variables Dependent Variables
Academic Productivity
A. Study Time and Duration
Physical Study Environment B. Concentration
A. Location C. Quality and Submission of
B. Learning situations Outputs
D. Class Participation
Figure 1. The Schematic Diagram Showing the Variables of the Study.
Statement of the Problem
This study aimed to determine the relationship between the physical study
environment and the academic productivity of nursing students at Notre Dame
University. Specifically, the researchers sought to answer the following questions:
1. What is the physical study environment of the participants in terms of:
A. Location; and
B. Learning situations?
2. What is the academic productivity of the participants in terms of:
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A. Study time;
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?
Hypothesis
Ho: There is no significant relationship between the study environment and the academic
productivity of the participant.
Significance of the study
This study is conducted to benefit the following:
Nursing Education. This study can enhance the quality and relevance of nursing
education, as well as the well-being of the nursing students as it can foster a sense of
community and environmental awareness among students and educators. It can guide
nursing educators and administrators in establishing a secure, pleasant, and engaging
learning environment that nurtures students’ cognitive skills, learning styles, and mental
well-being. It can assist nursing students in cultivating self-management skills, such as
goal-setting, time management, stress management, and feedback-seeking, which are
crucial for academic prosperity.
Nursing Research. This study can enhance the current body of knowledge on how the
physical study environment impacts students’ academic productivity, a topic of ongoing
interest in educational studies. It could provide valuable insights for future researchers
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embarking on related research. Finally, it can enable nursing students to value the variety
of learning environments and cultures they may come across in their future professional
settings.
Nursing Students. This study is beneficial by providing them with insights into how to
design and optimize the study space that is conducive to learning 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.
Scope and Limitations
This study was primarily focused on the relationship between physical study
environment and academic productivity of nursing students in Notre Dame University. It
delved into the factors such as the location and learning situations of the physical study
environment that contributed to, impacted, or hindered the academic productivity such as
the students’ study time, concentration, quality and submission of outputs, and class
participation. The participants were only limited to individuals currently registered in the
BSN 1, 2, 3, and 4 program for the 2nd semester of the Academic Year 2023-2024. The
collection and stating of data started within Notre Dame University – College of Health
Sciences only and nothing beyond. This study did not extend its scope into other factors
within the physical study environment that were not explicitly addressed in the research.
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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, concentration, quality and submission of outputs, and classroom participation.
Classroom Participation. Refers to the engagement or involvement of the participants in
classroom activities such as oral recitations, group works, and presentations.
Conducive Learning Environment. Refers to an environment that is the best for
learning.
Hindrances. Refers to the factors that delay the creation of a physical study environment
that fosters the learning of the participants.
Learning situations. Refers to the state of lighting, comfortability, noise and distraction,
temperature, ventilation, and the type of seat/chair in the environment of the participants.
Lighting. Refers to the brightness or dimness of the room or the study environment of the
participants.
Location. Refers to the place where learning is conducted.
Noise and Distractions. Refers to the sounds and number of people in the environment.
Nursing Students. Refers to the participants who are currently registered in the
BSN 1, 2, 3, and 4 programs for the 2nd Semester of 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 and distractions, and comfortability.
Quality and Submission of Outputs. Refers to the merit of the output and promptness in
submitting it.
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Study Time. Refers to the duration of reviewing the notes or lessons.
CHAPTER II
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METHOD
This chapter discussed the methods and the processes by which the study was
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 used the descriptive-correlational research design as it describes
the characteristics of the physical study environment and its connection or relationship to
the academic productivity of the participants. It measured the degree of association
between the physical study environment and academic productivity. As well as, showing
whether changes in one variable correspond with changes in another.
Settings
This study was 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
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
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The participants involved in the study were the selected Level 1, 2, 3, and 4
students who were officially enrolled in the second semester of the BSN program for the
Academic Year 2023-2024. The total population of Level 1, 2, 3, and 4 nursing students
at Notre Dame University is 1071 and the nursing students who will participate in the
study were identified using Slovin’s formula by the researchers.
Sample Size/Sampling Technique
The College of Health Sciences at Notre Dame University has a total population
of 1,071 nursing students who are currently enrolled in the 2nd semester of the Academic
Year (AY) 2023-2024. Using Slovin’s formula, which is used to calculate the sample size
for a population size of 1071 participants with a margin of error of 0.05 is approximately
291. The participants were selected from different levels of CHS nursing students. There
were 102 participants from Level 1, 67 participants from Level 2, 66 participants from
Level 3, and 55 participants from Level 4. The study utilized stratified random sampling
in determining the sample size and randomly selected participants by using the fishbowl
technique.
Instrumentation
The instrument that was utilized in this study is a survey questionnaire from
previous related studies to gather data from the participants. The survey questionnaire
was divided into 2 parts. The study employed a checklist method in part I, a 4-point
Likert scale in part II: 1 for never, 2 for rare, 3 for sometimes, and 4 for always. Part I
determined the condition of the physical environment where the participants had their
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classes. Part II identified the academic productivity of nursing students relative to study
time, concentration, quality and submission of output, and class participation.
Measures
Data from survey questionnaires were tallied, tabulated, and treated using
descriptive statistics. Responses from part I were analyzed and interpreted using
percentage and frequency distribution to determine the physical study environment of the
participants. Responses from the items in part II were weighted using the Four Point
Likert Scale and interpreted using weighted mean and standard deviation as statistical
treatment in determining the participants’ academic productivity. The following mean
range and interpretation were assigned to analyze the data gathered from part II of the
questionnaire. The results were categorized as follows:
Part II. Academic Productivity: Study Time and Duration
Scor Mean Description Interpretation

e Rating
4 3.50-4.00 Always The participants have a high academic productivity in

terms of study time and duration
3 2.50-3.49 Sometimes The participants have moderate academic productivity

in terms of study time and duration
2 1.50-2.49 Rare The participants have low academic productivity in

terms of study time and duration
1 1.00-1.49 Never The participants have very low academic productivity

in terms of study time and duration
Part II. Academic Productivity: Concentration

e Rating
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4 3.50-4.00 Always The participants have high academic productivity in
terms of concentration

in terms of concentration

terms of concentration

in terms of concentration
Part II. Academic Productivity: Quality and Submission of Outputs

e Rating
4 3.50-4.00 Always The participants have a high academic productivity in

terms of quality and submission of outputs

in terms of quality and submission of outputs

1 1.00-1.49 Never The participants have very low academic productivity in

Part II. Academic Productivity: Class Participation

e Rating
4 3.50-4.00 Always The participants have high academic productivity in

terms of class participation

in terms of class participation

terms of class participation

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in terms of class participation.
Data Gathering Procedure
To formally begin gathering data and information, the researchers informed the
Dean of the College of Health Sciences, Dr. Mary Jane K. Balawag, RN MAN, about the
study and obtained her permission to conduct it. The actual data collection began after the
request was approved by the dean. The participants of the study were identified by
acquiring a list of Level 1, 2, 3, and 4 BSN students from all level coordinators. The
survey questionnaire was 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, were included in the letter. After the survey questionnaire was submitted, the
researchers ensured that the information acquired remained anonymous and was not
shared with anybody without the participants' knowledge. This study's data was tabulated,
analyzed, and examined accordingly.
Treatment of Data
Descriptive statistics were used in determining and organizing the collected data
of participants. Part I was interpreted using frequency and percentage distribution to
determine the physical study environment of the participants. Part II was weighted using
the Four Point Likert Scale and interpreted using weighted mean and standard deviation
as statistical treatment in determining the participants’ academic productivity. The
relationship between the physical study environment and academic productivity was
determined using the Pearson Product Moment Correlation Coefficient.
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CHAPTER III
RESULTS
Data was gathered to assess the relationship between the physical study
environment and academic productivity of nursing students in Notre Dame University
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including the students’ current physical study environment and academic productivity.
The findings of this study are presented in tabular and descriptive form, analyzed, and
interpreted to answer the research objectives. Descriptive data analysis such as frequency,
percentage, mean, standard deviation, and Pearson Product Moment Correlation
Coefficient were employed.
Table 1.1 shows the physical study environment of the participants in terms of
location (A). 234 participants reported studying in various settings. The majority of
participants studied in their bedrooms (187 participants, 79.9%) and other locations such
as the CR, living room, and house (3 participants, 1.2%).
Table 1.1 Physical Study Environment of The Participants in terms of Location

f % Percent of Cases
1. School 128 19.1 54.7
2. Classroom 105 15.6 44.9
3. Bedroom 187 27.9 79.9
4. Cafes 49 7.3 20.9
5. Library 134 20.0 57.3
6. Study Room 65 9.7 27.8
7. Others 3 0.3 1.2
Total 671 100.0 286.7
Table 1.2 presents the physical study environment of the participants in terms of
learning situations. The participants highlighted various factors influencing their study
environments. The majority reported having the right temperature (191 participants,
81.6%) and a few participants cited other factors such as good mood and snacks
influencing their learning environments (2 participants, 0.8%).
Table 1.2 Physical Study Environment of The Participants in terms of Learning Situations
f % Percent of Cases
1. right temperature 191 19.3 81.6
2. good/appropriate chair design 112 11.3 47.9
3. adequate lighting 165 16.7 70.5
4. crowded space 14 1.4 6.0
5. noise 17 1.7 7.3
6. dimly lit room 38 3.8 16.2
7. good ventilation 173 17.5 73.9
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8. silent and serene surroundings 179 18.1 76.5
9. background music 70 7.1 29.9
10. distractions 18 1.8 7.7
11. messy area 11 1.1 4.7
12. others 2 0.2 0.8
Total 990 100.0 423
Table 2.1 shows an overall mean of 2.87 with a standard deviation of 0.434 which
was interpreted as “Sometimes” which means the participants have moderate academic
productivity in terms of study time and duration. Moreover, the value that got the highest
mean is the statement number 1 which states “I prefer to manage my time daily” with a
mean of 3.24 (0.655) which was interpreted as Sometimes. The value that has the lowest
mean is statement number 7 which states “I spend more than 10 hours studying” with a
mean of 2.00 (0.927) and was interpreted as Rare which means the participants have low
academic productivity in terms of study time and duration.
Table 2.1 Academic productivity of the participants in terms of study time and duration
Values x̄ s Interpretation
1. I prefer to manage my time daily. 3.24 0.655 Sometimes
2. I can balance my private time and study time. 3.07 0.645 Sometimes
3. I can manage my time on essential activities. (e.g. exams, school 3.09 0.659 Sometimes
activities, homework etc.)
4. I always get activity done on time. 3.10 0.631 Sometimes
5. To use my time more efficiently, I deliberately postpone some 2.85 0.748 Sometimes
tasks.
6. I spend 5-10 hours studying. 2.46 0.829 Rare
7. I spend more than 10 hours studying. 2.00 0.927 Rare
8. I have enough time to complete my tasks during the day. 2.87 0.669 Sometimes
9. I effectively manage my workload. 2.97 0.585 Sometimes
10. I always plan my schedule so that I have ample time to do my 3.05 0.728 Sometimes
work.
Overall Mean 2.87 0.434 Sometimes
Table 2.2 displays an overall mean of 2.63 interpreted as “Sometimes” defined as
“The participants have moderate academic productivity in terms of concentration”. Item
9 “I can keep my mind focused on studying” obtained the highest mean of 2.92 (0.708)
interpreted as “Sometimes”. While number 7 states “I am not easily distracted by
background noise (e.g., voices, noise)” had a mean of 2.39 (0.921) interpreted as “Rare”
(The participants have low academic productivity in terms of study time and duration)
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Table 2.2 Academic Productivity of The Participants In Terms of Concentration.
Values x̄ S Interpretation
1. I am not distracted by other visual items in the classroom. 2.70 0.785 Sometimes
2. I don’t have difficulty seeing the instructional materials displayed 2.72 0.811 Sometimes
by the professor in the classroom.
3. I do not feel tense and can concentrate even if there’s too much 2.47 0.782 Rare
time pressure on me.
4. The temperature level in my work area does not interfere with my 2.56 0.823 Sometimes
concentration during class.
5. I do not allow my classmate to interact with me while doing my 2.60 0.813 Sometimes
studies.
6. It is easy for me to stay focused on my schoolwork 2.81 0.674 Sometimes
7. I am not easily distracted by background noise (e.g., voices, 2.39 0.921 Rare
noise).
8. I am not easily distracted by internal thoughts or 2.50 0.814 Sometimes
9. I am able to keep my mind focused on studying. 2.92 0.708 Sometimes
10. I don't have trouble getting back to work after I have been 2.67 0.693 Sometimes
interrupted.
Table 2.3 illustrates an overall mean of 2.96 with a standard deviation of 0.419
which was interpreted as “Sometimes”. Moreover, the value that got the highest mean is
statement number 9 which states “I can submit my assignments on time” with a mean of
3.24 (0.624) which was interpreted as Sometimes. (The participants have moderate
academic productivity in terms of concentration). The value that got the lowest mean is
statement number 6 which states “Homework is difficult for me to complete” with a mean
of 2.39 (0.802) which is interpreted as rare (The participants have low academic
productivity in terms of concentration)
Table 2.3 Academic Productivity of The Participants In Terms of Quality Submission Of Output
1. There has been an improvement in my academic 2.71 0.746 Sometimes
performance since the online class started.
2. I am satisfied with the results that I have obtained by taking 2.81 0.754 Sometimes
classes online.
3. I am able to meet deadline without rushing my time. 2.85 0.611 Sometimes
4. I achieve better results if I complete a task at a slower pace, 3.13 0.706 Sometimes
well ahead of a deadline.
5. I can do all my activities successfully. 3.17 0.630 Sometimes
6. Homework is difficult for me to complete. 2.39 0.802 Rare
7. I don’t forget to turn in my assignments. 3.13 0.776 Sometimes
8. The online submission process is very easy. 3.07 0.735 Sometimes
9. I can submit my assignments on time. 3.24 0.624 Sometimes
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10. I ask my group mates to review our group work before 3.14 0.817 Sometimes
submission.
Table 2.4 shows an overall mean of 2.87 with a standard deviation of 0.484 which
was interpreted as “Sometimes”. The value that got the highest mean is the statement
number 6 which states “I attend my class on time” with a mean of 3.41 (0.695) and was
interpreted as Sometimes. The value that got the lowest mean is the statement number 5
which states “I always speak in class, even without being called/ask” with a mean of 2.32
(0.795) and was interpreted as Rare.
Table 2.4 Academic Productivity of The Participants In Terms of Class Participation

1. I actively participate in every online class discussion. 2.88 0.806 Sometimes
2. Before the class begins, I prepare some questions to be 2.41 0.809 Rare
asked during the class.
3. I pay attention and listen during online class discussion. 3.15 0.727 Sometimes
4. I always participate in class most of the time. 2.81 0.748 Sometimes
5. I always speak in class, even without being called/ask. 2.32 0.795 Rare
6. I attend my class on time. 3.41 0.695 Sometimes
7. I interact with my group mates during group discussions. 3.26 0.750 Sometimes
8. I volunteer to speak during discussions. 2.61 0.818 Sometimes
9. I answer the questions of the CIs with intelligently. 2.93 0.680 Sometimes
10. I ask sensible questions related to the topics during 2.96 0.766 Sometimes
lectures.
Table 3 presents the relationship between the physical study environment and
academic productivity of the participants through Pearson Product Moment Correlation
Coefficient. This further reveal that there is no significant relationship between Location
and Study Time (r = .118, p = .072), Location and Submission of Output (r = .137, p
= .036), Location and Class Participation (r = .028, p = .675), Location and Academic
Productivity (r = .114, p = .083), Learning Situations and Study Time (r = -.021, p
= .745), Learning Situations and Concentration (r = .101, p = .125), Learning Situations
and Submission of Output (r = .038, p = .565), Learning Situations and Class
Participation (r = .102, p = .120), and Learning Situations and Academic Productivity (r =

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.074, p = .261). On the other hand, there is a significant relationship between Location
and Concentration (r = .136, p = .036), thus implying that participants who have high
concentration tend to go to different locations while focusing on a few-to-one location
means a decrease in concentration.
Table 3 Relationship between the physical study environment and academic productivity of the
participants.
Factors r p Description Interpretation Decision
Location and Study Negligible
.118 .072 Not Significant Accept Ho
Time Correlation
Location and Negligible
.137 .036 Significant Reject Ho
Concentration Correlation
Location and Negligible
Submission of Output Correlation
Location and Class Negligible
Participation Correlation
Location and Academic Negligible
Productivity Correlation
Learning Situations and Negligible
-.021 .745 Not Significant Accept Ho
Study Time Correlation
Concentration Correlation
Submission of Output Correlation
Class Participation Correlation
Academic Productivity Correlation
CHAPTER IV
DISCUSSION
This chapter presents the existing major findings of the study, conclusion,
recommendation, and suggestions for further study. Moreover, it displays the answers to
the research questions and implications.

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In the busy life of a nursing student at Notre Dame University, having a good
study space is crucial. Whether it's attending lectures, memorizing procedures, or
preparing for exams, every task requires focus and organization. A well-designed study
environment can boost productivity by helping students learn better, stay concentrated,
and work together. With the right study setup, nursing students can manage their busy
schedules more effectively and achieve their academic goals. This is supported in the
study by Brachtl, et. al. (2023) which states that physical space quality is generally
regarded as "crucial to learning" because it has been demonstrated to have an impact on
learners' reported satisfaction, accomplishment, and engagement. Unsuitable equipment
and a poor workspace can hinder learning.
Most of the participants are studying in their bedrooms. Santangelo (2019) asserts
that the study location matters a great deal, often even more than people realize.
Comfortable surroundings can improve concentration and lead to more productive study
sessions. In the end, each person must determine what works best for them, but making
an effort to locate your study in the optimal spot will maximize the advantages of
learning. The bedroom is known as a space for relaxation and sleeping. But with our
needs and availability of space and resources, students find themselves using their
bedrooms as their working space too. The lack of working space at home also pushes
students to use their bedrooms as their study rooms. The bedroom is also more
convenient during online classes as it gives privacy and confinement from the noises and
distractions at home. It also gives comfortability for the students to study. On the other
hand, having a bedroom as a study room is discouraged as it gets not conducive when the
room gets too comfortable as the students might sleep or lay down on the bed rather than
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study or might get distracted with their phones, video games, or TV available to their
room. Students who have roommates or who share a bedroom with their family might as
well disrupt and interrupt their conducive study environment like that of the findings of
the study of Knight (2023) and Loveless (2024). According to their study, the bedroom
can be utilized as a study space for students, especially those who lack study rooms. But
can also impede the conducive study space as the bedroom can be too comfortable and
may have distractions such as roommates or gadgets.
While a house and living room promote a comfortable environment, it can disrupt
a conducive environment especially if the student has no personal room and the house is
full of people, which proves and agrees with the study of Getahun (2021) in which it was
reported that students create study space into their house during the pandemic in which,
those who has little space with too many people in it struggles to create a conducive
environment. Most students don’t choose a house as their environment conducive to
learning as it might impair concentration. It was reported that both offline and online
learning activities are associated with a perception of noise as being more challenging,
which can impair concentration (Bringula et al., 2021; Dube, 2020). Dube (2020)
discovered that because of their responsibilities at home, female students in particular had
difficulties completing their academic work. A comfortable room on the other hand offers
privacy which gives solitude and quiet space to learners. It also has minimal distractions
since it does not contain any gadgets. According to Yusuf, et. al (2023), maintaining
cleanliness in school restrooms plays a crucial role in the students' experience. A clean
classroom environment contributes to the comfort and overall health of students. It helps
prevent feelings of boredom and mental exhaustion, while also boosting their motivation
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and stamina during the learning process. Issues related to comfort in schools, such as lack
of cleanliness, can harm students' academic performance and health. Hence, it is essential
to keep the restrooms clean to foster a conducive learning environment.
Temperature is considered in creating a conducive study environment by most of
the students. Similarly to the study of Usman and Madudili (2019), the right temperature
is included in prioritized factors in a conducive study space. According to Aydin and
Goktas (2023), Students learn better at 21–22 °C, but as the temperature rises over 25 °C,
they perform worse. A temperature of 20–25 °C is thought to be more suitable for
learning environments, according to the studies described previously. In creating a
conducive study environment, students prioritize and seek what would make them
comfortable for them to work or study in a good condition.
Some students prefer to study in an environment that has a snack with it and has a
good mood surrounding them. According to the study by Zhang (2022) having a positive
mood gives students a feeling of an increase in confidence, optimism, and unconstrained.
With these, they can participate or study more confidently resulting in higher learning
outcomes and success in school. Also, some students study with snacks as snacks help in
improving concentration and focus. According to the study by Watkins (2023), eating a
varied and healthful diet improves cognitive functions such as focus, memory, attention
span, and concentration. Students who consistently eat meals high in nutrients show
higher mental memory, better comprehension of data, and improved problem-solving
abilities. Nutritious snacks are also essential to a healthy diet, particularly during
extended study sessions. In addition to reducing excessive hunger and promoting portion
management and attentive eating, snacks act as a link between meals. In addition,
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appropriate snacking increases metabolism, stabilizes blood sugar, and promotes
sustained energy levels. Blood glucose swings can cause poor energy, irritation,
restlessness, anxiety, and decreased productivity during study hours, thus it's critical to
maintain stable blood glucose levels.
In general, the participants have moderate academic productivity in terms of study
time and duration. The nursing students of NDU prefer to manage their time daily. Time
management has been shown to have good effects in several research. It has been
demonstrated that effective time management abilities improve student learning and
outcomes and that the ability to manage one's time well is a prerequisite for students to
form successful study habits and success strategies (Adams & Blair, 2019). The student's
grade is not significantly affected when study time surpasses 5–10 hours when compared
to overtime hours (Kinley & Pradhan, 2022). While setting aside enough time for
studying is important, making sure that this time is used effectively to maximize learning
outcomes is even more crucial (Liu, 2022).
Additionally, the participants have moderate academic productivity in terms of
concentration. One factor that significantly affects how well the learning process
proceeds is concentration. Learning and teaching activities are carried out more
successfully when students are more focused on their studies (Hastari et. al., 2020). The
key to concentration for students is focus training; the more often someone pays close
attention to details, the more focused they become. Thus, paying close attention to a
single item is the cornerstone of concentration training (Sari et. al., 2020). More so, Le
(2021) asserts that one of the most important determining variables in a student's ability
to study is their level of concentration. When learners find it difficult to focus and get
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distracted easily, it's a sign that they are not accustomed to paying close attention to what
they are learning. Their minds are frequently disorganized and preoccupied with other
things, which makes it difficult for them to concentrate in class or pay attention to what
their teachers are saying (Sari et. al., 2020). Students, especially those attending
universities, pay less attention in class the higher their level. These students struggle to
attain the greatest results when they graduate from university, and many professors find it
difficult to stay enthusiastic when instructing students at this level due to their poor level
of focus skills Le (2021). One of the things that affects how well learning is
implemented is students' focus during class. The way that learning is being implemented
is not entirely planned, and it is clear from this that numerous students are not paying
attention to what they are learning. One of the reasons for not meeting learning objectives
would be distracted students (Hariyanto, 2021).
Students who meet assignment deadlines may also be more likely to finish a
course. Indeed, early submission of tasks is associated with higher grades (Jones &
Blankenship, 2019). Furthermore, according to Aguilera et al. 2021 study peer reviewing
is effective and very helpful in improving student performance. They get to see for any
mistakes and errors which allows them to enhance their knowledge more effectively on
the course. This also encourages students to participate more, improving their academic
performance. According to Ruth (2018), a third of college students were enrolled in at
least one online course as of 2018. Online education has grown dramatically in the last
several years due to benefits including flexibility, ease of use, and availability of
classrooms across the globe. However, a student's capacity or motivation to finish a work
on time may be greatly impacted by the online learning environment. In addition to the
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usual difficulties students endure during their time in college, there are additional hurdles
faced by students who study online (Santelli et. al., 2020). Late assignment submissions
can be an early indicator of student persistence, hence late point systems to help
encourage students to submit on time have come up for consideration in higher education
(Jones & Blankenship, 2019).
Students do better both subjectively and objectively when they actively participate
in class. Students believe they perform better in class, and quantifiable measures such as
GPA and test results validate this belief (Kinley & Pradhan, 2022). Moreover, the study
of Nieuwoudt (2020), examined the correlation between students' academic performance
and their level of interaction and engagement in online learning, as well as their
attendance in live or recorded virtual classes. The study found a significant link between
academic achievement and the amount of time students spent interacting with the online
learning platform. The research suggests that offering a variety of ways for students to
engage and interact online, and providing the flexibility to attend classes either in real-
time or at their own pace, could enhance academic success. Student participation in class
is a critical factor in improving their performance. It has been discovered that students’
involvement in class has a significant impact on their academic achievement (Kinley &
Pradhan, 2022). Additionally, academic performance, which is a measure of a student's
success in their courses, is a key factor in assessing a student's overall accomplishments,
grades, and progress in various subjects. It reflects the extent to which a student excels or
struggles in the courses they are taking. Therefore, academic performance is seen as the
main standard of a high-quality educational experience, especially in tertiary education
institutions (Magulod, 2019).
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Different study environments offer diverse sensory stimuli, which can help
prevent boredom and maintain alertness. Each study location may be associated with
specific tasks or subjects, providing environmental cues that trigger the brain to focus on
the associated material. Switching between locations can help refresh the mind and
maintain attention. Different study environments may offer varying levels of physical
comfort, such as ergonomic seating or optimal lighting conditions, which can contribute
to improved concentration and productivity. These findings further supported the findings
of the research work done by Santangelo (2019). It was stated in his study that the study
location matters a great deal, often even more than people realize. Comfortable
surroundings can improve concentration and lead to more productive study sessions. In
the end, each person must determine what works best for them, but making an effort to
locate your study in the optimal spot will maximize the advantages of learning. Also,
according to Simonson et.al. (2019), Different physical environments may therefore
affect students' chances to meet learning objectives and lead to variations in their
educational experiences.
There is no significant relationship between learning situation and concentration.
Students have diverse learning styles, preferences, and attention spans. While the learning
situation may vary (e.g., classroom lectures, group discussions, self-directed study),
individual differences play a significant role in determining students' ability to
concentrate regardless of the situation. Students' motivation and interest in the subject
matter can significantly influence their ability to concentrate. Regardless of the learning
situation, students are more likely to maintain focus when they find the material engaging
and relevant to their academic or personal interests. This contradicts the findings of
______________________________________________________________________________
Simbolon and Simbolon (2022), which indicated a significant correlation between the
learning environment and concentration. According to their study, students in favorable
learning environments typically exhibit higher levels of concentration, while those in less
conducive environments tend to have lower concentration levels. Their research suggests
that the quality of the learning environment directly influences students' concentration
during learning activities.
There is no significant relationship between learning situations and class
participation. Students may have varying preferences for study environments that do not
necessarily align with their preferences for participating in class. While some students
may prefer quiet, solitary study environments, others may thrive in more social or
collaborative settings. Thus, their choice of study location may not directly impact their
willingness or ability to participate in class discussions. Students may prioritize certain
study locations for focused individual study sessions but allocate separate time for
participating in class activities. Thus, their choice of study location may not necessarily
impact their availability or willingness to participate actively in class discussions or
activities. In the study conducted by Wickremasinghe and Kumuduni (2022), it was
found that attributes such as air quality and spatial layout and pattern do not exert a
significant influence on students' engagement levels. The research indicated that students
generally do not prioritize factors such as natural lighting, air quality, or the arrangement
of doors, windows, and furniture when engaging in academic activities within an online
learning environment. Respondents did not perceive these variables as significant
contributors to their physical, emotional, or cognitive engagement levels while
participating in online learning.
______________________________________________________________________________
Students have diverse learning preferences and styles. Some students may thrive
in traditional classroom settings, while others may prefer independent study or group
collaboration. The lack of a significant relationship between learning situations and
academic productivity could be due to individual differences in how students engage and
process information, regardless of the learning context. This contrasts with the findings of
Usman and Madudili (2019), who identified a significant correlation between the learning
environment and students' academic achievement. Their study suggests that a conducive
learning environment, equipped with accessible and functional facilities, is crucial for
facilitating effective teaching and learning processes, thereby positively impacting
students' academic accomplishments.
The results of the study showed that the physical study environment has an
influence but not enough for it to have a significant impact on the academic productivity
of nursing students. It negates the theories, Donabedian’s Model, Nightingale’s
Environmental theory, and Benner’s Humanistic theory that emphasizes the influence of
the surroundings to a student’s academic productivity. Donabedian’s Model focuses on
its 3 components: structure, process, and outcomes. The condition of the physical study
environment, how it affects a student’s academic productivity, and the results of the
interaction of the 2 components previously mentioned. Nightingale’s environmental
theory emphasizes the crucial role of the environment in fostering positive results, a
principle that is just as pertinent and applicable in education. Creating a supportive
learning environment can greatly improve the learning experiences and achievements of
the students. Patricia Benner’s Humanistic Nursing Theory centers on personal
experiences and individual growth. It highlights how a nurturing and positive physical
______________________________________________________________________________
learning environment can boost students’ personal development, self-confidence, and
drive, leading to heightened academic performance. A suitable physical environment for
studying can enrich the learning process, aligning with Benner’s stress on the value of
learning through experience. A well-structured, peaceful, and cozy study environment
could potentially aid the transition from beginner to specialist by encouraging
concentration, minimizing distractions, and allowing for more profound engagement with
the subject matter.
MAJOR FINDINGS OF THE STUDY
Based on the presented, analyzed, and interpreted data, the following are the
major findings of the study.
1. In terms of the physical study environment, it shows that most of the nursing students
utilize their bedroom as their location and the right temperature as their learning situation
while studying. The least locations used by the nursing students were the CR, living
room, and house and the least learning situations used were studying with a good mood
and snacks.
2. Similarly, in terms of the academic productivity, it was also revealed that participants
have moderate academic productivity in terms of study time and duration, concentration,
quality and submission of outputs, and class participation.
3. The null hypothesis of the study is accepted wherein there is no significant relationship
between location and study time and duration, location and submission of output, location
and class participation, location and academic productivity, learning situations and study
time, learning situations and concentration, learning situations and submission of output,
learning situations, and class participation, and learning situations and academic
______________________________________________________________________________
productivity. On the other hand, the null hypothesis is rejected wherein there is a
significant relationship between location and concentration.
CONCLUSION
In light of the findings of the study, the researchers concluded that nursing
students make use of their bedrooms as their study space, maintain an optimal
temperature for a conducive learning environment, and exhibit a moderate level of
academic productivity. Lastly, only location and concentration have a significant
relationship. It implies that nursing students who have high concentration tend to go to
different locations while those who are focusing on few-to-one locations have a decrease
in concentration.
RECOMMENDATION
Considering the foregoing conclusions, the following recommendations are
offered to the sectors concerned:
A. For Action
1. Encourage students to explore various study environments beyond their
bedrooms, such as libraries, school facilities, or quiet cafes, to find the settings
that best suit their concentration and productivity levels.
2. Implement strategies to minimize distractions in study environments, such as
providing noise-canceling headphones, creating designated quiet zones, or
offering time management workshops to help students prioritize tasks and avoid
procrastination.
______________________________________________________________________________
3. Improve physical conditions in study areas by ensuring appropriate lighting,
comfortable temperatures, good ventilation, and maintaining organized and
clutter-free spaces to promote better focus and productivity.
4. Provide resources and support for students to develop effective time management
skills, including setting realistic study schedules, prioritizing tasks, and
minimizing time-wasting activities to optimize study time and duration.
5. Foster opportunities for collaborative learning and group discussions to enhance
academic productivity, such as organizing study groups, facilitating peer review
sessions for assignments, and encouraging active participation in class discussions
to improve overall learning outcomes.
B. For Further Studies
1. "Optimizing Learning Spaces: Exploring the Impact of Physical Environment on
Academic Performance among Nursing Students"
2. "Investigating the Impact of Ergonomic Design on Nursing Student Academic
Performance in Study Environments"
3. “Enhancing Academic Productivity: Investigating Strategies to Optimize the
Physical Study Environment for Nursing Students"
______________________________________________________________________________
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THE RELATIONSHIP BETWEEN PHYSICAL STUDY ENVIRONMENT

AND ACADEMIC PRODUCTIVITY OF NURSING

Norma C. Salgado, RN MAN

A Thesis Presented to the Faculty of College of Health Sciences in Partial

COLLEGE OF HEALTH SCIENCES

In partial fulfillment of the requirements for the degree of BACHELOR OF

THE RELATIONSHIP BETWEEN THE PHYSICAL STUDY ENVIRONMENT

has been prepared and submitted by NOR-AIN B. MALAWANI, ANISAH A.

MARY JANE K. BALAWAG, PhD RN

APPROVED in partial fulfillment of the requirements for the degree of

BACHELOR OF SCIENCE IN NURSING (BSN)

by the Oral Examination Committee:

NORMA C. SALGADO, RN MAN

RENALYN C. NOTARIO, RN MAN SARAH K. MIDTIMBANG, RN

ACCEPTED in partial fulfillment of the requirements for the degree of

BACHELOR OF SCIENCE IN NURSING (BSN)

May 2024 MARY JANE K. BALAWAG, PhD RN

power He has bestowed upon us throughout our study.

To our respected panelists, Norma C. Salgado, RN MAN, Renalyn C. Notario,

sharing insightful comments and expertise with relevance to this study.

To all the level coordinators, Renalyn C. Notario, RN MAN, Hanna Teresa C.

allowing us to conduct this study to their assigned year level.

more comprehensive, enhancing our grasp of the subject matter.

valuable insights that have helped lighten our load.

grateful for their support and generosity.

increasing demand for proficient healthcare providers, understanding factors influencing

nursing students' academic performance is crucial. A survey questionnaire was

maintaining an optimal temperature conducive to learning. Despite exhibiting a moderate

level of academic productivity, the study identified location and concentration as

significant factors impacting students' academic productivity. Interestingly, high levels of

students who focused on fewer locations tended to experience decreased concentration

Nursing education worldwide is experiencing significant changes. These changes

includes both practical and theoretical aspects of nursing. It encompasses fundamental

elements like physical infrastructure, teaching and learning methodologies, educational

learning (Daniels & Mthimunye, 2019).

student motivation. Academic success is attributed to well-structured classrooms that

can influence self-driven motivation (Dhanapala, 2021). Educational sciences, design,

to a summary of this research, physical space quality is generally regarded as "crucial to

learning" because it has been demonstrated to have an impact on learners' reported

environment influences academic productivity of the nursing students in Notre Dame

evolution of teaching methods, technological advancements, and shifting learning needs,

Review of Related Literature

comprehensive background to the present investigation.

Physical Study Environment

or virtual (Aziz, 2023). A favorable classroom environment is crucial as it empowers

successes, and builds teamwork.

It dramatically enhances students’ capacity to learn and supports real self-directed

were judged to be somewhat suitable. The physical surroundings, according to the

physical aspects of the classroom environment to enhance the effectiveness of learning

According to the University of Gothenburg (2022), the physical, psychological,

Additionally, a space where people study is referred to as a learning environment. These

components. A secure and comfortable learning environment should be provided by

learning environments. They should also provide opportunities for learners to

Furthermore, the various physical settings, situations, and cultural contexts in

and a chalkboard, it is frequently used as a more accurate or preferred alternative to

exposed to unfavorable environmental conditions that impede appropriate learning

activities, this setting is not conducive to learning (Eimar et al., 2019).

Research has demonstrated a beneficial relationship between improved learning

e-learning resources that boost student motivation. Autonomous motivation can be

changed by the increased learning environment (Dhanapala, 2021). When schools

effect on students’ academic achievement. Physical amenities like well-stocked libraries,

effective teaching and improved student learning include a hostile classroom

environment, non-supportive teachers’ attitudes, a lack of pedagogical expertise, and