CHAPTER III

RESULTS AND DISCUSSION

This chapter provides the relevant information and data results that had been accumulated and
processed using statistical treatments, as well as the ideas that were established and drawn
inferences from the results.

WEIGHTED MEAN FOR PART I-III

TABLE 1

RATING SCALE FOR EFFECTIVENESS OF LEARNING ENVIRONMENT

Part 1. Effectiveness of Learning Environment

Research Statement Weighted Mean

1.) I feel encouraged to participate actively in 4.16 ≅ 4 (Agree)

class due to the learning environment.

2.) I find that the classroom environment 4.16 ≅ 4 (Agree)

supports my learning effectively.

3.) I feel supported and encouraged by my 4.10 ≅ 4 (Agree)

friends and teachers in the classroom.

4.) The learning environment motivates me to 4.14 ≅ 4 (Agree)

attend classes regularly.

5.) Feeling comfortable and supported in the 4.18 ≅ 4 (Agree)

classroom contributes to my consistent
attendance.

6.) The resources available in the learning 3.98 ≅ 4 (Agree)

environment impact my commitment to
attending classes. (e.g technology, modules)

7.) I believe that the learning environment 4.28 ≅ 4 (Agree)

positively impacts my academic performance
(test scores/grades).

8.) The teaching methods used in the 4.00 ≅ 4 (Agree)

classroom effectively help me understand
ABM concepts.

Research Statement Weighted Mean

9.) The flexibility in the learning environment 4.30 ≅ 4 (Agree)

allows me to better meet my academic goals.

Table 1 looks at how helpful and supportive the classroom environment is for learning.
Students agree that a good learning space helps them take part more in class and do better in
school. The scores around 4.00 show that students think highly of their learning environment.

TABLE 2

RATING SCALE FOR LEARNING ENVIRONMENT IMPACTS OF ACADEMIC

PERFORMANCE
Part 2. Learning Environment Impacts of Academic Performance

Research Statement Weighted Mean

1.) I am eager to learn inside the classroom if 4.04 ≅ 4 (Agree)

the environment is conductive. (e.g.
well-ventilated, well- lit, spacious, etc.,)

2.) I prefer to do my activities inside the 3.60 ≅ 4 (Agree)

classroom since it brings me recollection of
the subject matter.

3.) I appreciate a supportive Classroom 4.16 ≅ 4 (Agree)

Environment because it boosts my confidence
to have active participation.

4.) I often have difficulty seeing the lecture on 3.58 ≅ 4 (Agree)

the board/ presentation due to lighting and/ or
absence of a wide screen.

5.) Lack of reliable sources or learning 3.60 ≅ 4 (Agree)

materials makes it difficult for me to
understand the lesson.

6.) Creative PowerPoint Presentations make 3.94 ≅ 4 (Agree)

 me interested in learning.

7.) Teaching methods help students to be 4.30 ≅ 4 (Agree)

more active in class.

Research Statement Weighted Mean

8.) I prefer face-to-face learning to 4.32 ≅ 4 (Agree)

self-learning.

9.) If our teacher is being creative while 4.34 ≅ 4 (Agree)

teaching, it makes me feel motivated and
inspired to learn the subject matter.

10.) I struggle to learn if the teacher's 4.16 ≅ 4 (Agree)

speaking voice is low.

Table 2 checks how the classroom setting impacts students' grades. This includes things like
how the classroom feels, if there are enough materials for learning, and if the class is easy to see
and hear. The results show that while many factors help students learn better, issues like poor
lighting and not enough visual aids can make learning harder.

TABLE 3

RATING SCALE FOR EFFECTIVENESS OF STUDENTS RELATIONSHIPS AND SOCIAL

INTERACTION IN THE CLASSROOM
Part 3. Effectiveness of Students Relationships and Social Interaction in the Classroom

Research Statement Weighted Mean

1.) I feel that positive relationships with my 4.30 ≅ 4 (Agree)

classmates enhance my class participation.

2.) I find that collaborating with peers in 4.06 ≅ 4 (Agree)

group projects positively influences my class
participation.

3.) Participating in social activities with 3.98 ≅ 4 (Agree)

classmates outside of class helps create a
friendly and supportive atmosphere for
 learning.

4.) Having friends in class motivates me to 4.26 ≅ 4 (Agree)

attend regularly.

5.) Feeling connected to my classmates 4.16 ≅ 4 (Agree)

encourages me to show up for classes
consistently.

6.) I find that supportive friendships in class 4.26 ≅ 4 (Agree)

positively influence my commitment to
attending lectures regularly.

7.) Interacting with classmates improves my 4.10 ≅ 4 (Agree)

understanding of class material, leading to
higher test scores.

8.) I believe that strong social bonds with 4.10 ≅ 4 (Agree)

friends contribute to my academic success.

9.) Having close relationships with classmates 4.26 ≅ 4 (Agree)

positively impacts my overall academic
performance.

Table 3 looks at how getting along well with classmates and having good interactions in
class help students learn better. High scores show that learning face-to-face, having creative
teachers, and having good friends in class really help students feel motivated and do well.

OVERALL WEIGHTED MEAN

PART WEIGHTED MEAN

I 4.14

II 4.00

III 4.16

The scores for the three parts—how good the learning environment is (I), how it affects
grades (II), and how students get along (III)—are 4.14, 4.00, and 4.16. These numbers show that
a good learning place and having friends in class are very important for doing well in school. A
better classroom that supports learning can help even more.
 The lower score in Part II shows that making the classroom better for seeing and hearing
could help students learn better.

Supporting this, research by Prameswari and Budiyanto (2017) shows that

well-thought-out teaching methods and a good classroom environment are key for students to do
well in school. Talat and Haider (2020) also talk about how important it is for teachers to create a
supportive learning environment for better student results.