THE EFFECTS OF HEAT INDEX ON THE ACADEMIC PERFORMANCE OF

GRADE 10 STUDENTS IN BATO NATIONAL HIGH SCHOOL

by:

DEVINE B. FAJARDO

KIARA NICOLE J. ALQUEZA

NHEAN JANE V. CALDERON

NICOLE FAITH M. ALQUIZALAS

PEEJAY P. RICO

VALERIE CORRINE A. RABUSA

 ABSTRACT

Title : THE EFFECTS OF HEAT INDEX ON THE ACADEMIC

PERFORMANCE OF GRADE 10 STUDENTS IN BATO
NATIONAL HIGH SCHOOL

Researcher : Devine B. Fajardo, Kiara Nicole J. Alqueza, Nhean Jane V.

Calderon, Nicole Faith M. Alquizalas, Peejay P. Rico and Valerie
Corrine A. Rabusa

Grade Level : Junior High School- Grade 10- Amethyst (SPS)

School : Bato National High School
Adviser : Gemma M. Canillo
Date Completed : April 2024

The study determine the effects of Heat Index on the Academic Performance of Grade
10 Students in Bato National High School. Literature review was done under various sub-
heading to give a detailed understanding of the subject matter. 15 students were sampled. A
well-structured item (10) modified 5-point Likert scale questionnaire to address the targeted
aim of the study titled questionnaire for grade 10 students view on heat index and their
academic performance to address the targeted aim of the study.

General perception of the students is that Heat Index could make us experience a
warmer climate. Also, data obtained from the study were analyzed using descriptive statistics
to reveal relationships between the heat index and academic performance of the grade 10
students and their views were tested using Likert scale questionnaire.

The Researchers recommended the difficulties brought on by the heat index,

Educational institutions can take proactive steps through collaborative efforts and targeted
interventions, create inclusive and supportive learning environments that foster student
engagement, resilience, and academic achievement of grade 10 students in Bato National
High School.

Keywords: Heat Index, Academic Performance and Grade 10 Students

 TABLE OF CONTENTS

Page

Title Page

Abstract

Table of Contents

CHAPTER

I. THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Conceptual Framework

THE PROBLEM

Statement of the Problem

DEFINITION OF TERMS

II. REVIEW OF RELATED LITERATURE AND STUDIES

LITERATURE REVIEW

III. METHODOLOGY

Research Design

Research Environment

Research Participants

Sampling

Research Instrument

Data Presentation

Data Analysis

IV. SUMMARY OF FINDINGS

Discussion

Conclusion

Recommendations

V. REFERENCE
 Chapter 1

INTRODUCTION

Rationale of the Study

Heat Index vary greatly from place to place and region to region. Whereas some heat

index are mild, moderate, friendly and inviting others feel high, exasperating, extreme,

unwelcoming, unbearable and even unsafe. Heat Index is a period characterized by

abnormally uncomfortably hot and humid weather (Todd, 2000). Due to variations in regions

of the world, the time duration and temperature required to be a HWs depends on the daily

local average temperature in a particular place over a period of time. It could last for at least a

period of a day, weeks and months depending on the severity of the heat wave. A temperature

of 900F (32.20C) and above consecutively for a period of 3 or more days is said to be heat

wave but cannot be generalized due to the comfort criteria and temperature considered

normal from place to place (Glossary of Meteorology).

Trapped air in the atmosphere due to excess greenhouse gases could be the cause of

HWs. Our earth atmosphere is circulated by air that moves in large prevailing winds, when

this moving air is trapped in a particular region, such regions tends to get more warmer with

temperatures extremely high and could be termed HWs. (Donev et al, 2016). When air hits

the lower atmosphere, the greenhouse gases act as shield or umbrella forcing the air

downward preventing the air from rising or reflected back into the upper atmosphere thereby

not leading to rainfall. (NOAA, 2016).

Global climate change crises deepen and the earth atmospheric temperature increases

by the day. Global climate change might be the cause of the extreme heat waves. 21stcentury

climate is very unstable and unpredictable by constantly changing. This claim is ascertain by

scientist drilled down ice in Antarctica and Greenland to recover core samples and were able
to estimate the earth average temperature over a period of time. Although, there are many

signs or effects of global climate change temperature remains the easily parameter to measure

and estimate than rainfall amongst others (IPCC, 2001b).

Although our climate has completely changed with harsh weather extremes but a next

level of climate change is unavoidable because there is already a lag between greenhouse gas

emissions and global warming (IPCC, 2014a; USDA, 2013). Greenhouse gases have already

been trapped in the atmosphere, even if emissions are to stop, the Earth’s land surfaces would

continue to warm for decades and its oceans for centuries due to past emissions (USDA,

2013). Climate scientists called this phenomenon a committed warming (IPCC, 2014a).

Global temperatures will continue to increase due to committed warming and future

emissions if nothing is done (IPCC, 2014a).

U.N. General Assembly in 1949 came to a consensus that everyone has the right to

education making education a fundamental right of any individual. Education is seen as a

way of molding an inexperienced person to help them develop physically, mentally, socially,

emotionally, spiritually, politically, economically and otherwise (Nwangwu, 2006).

Education is one of the fundamental rights of individuals.

Effective learning cannot take place without considering the school climate,

environmental factors or the living conditions around and about the learner. School climate is

the entire conditions (physical and physiological)in a school system necessary for effective

learning to take place. These conditions could be changed if they do not support teaching and

learning (Beady & Brook O., 2003).Education is multidimensional (that is, physical, social

and academic) in construct Comer (1993).

 Comer (1993) Physical dimension is the complete infrastructural development of the

school, (nature size of school and classroom) percentage of students assign to a teacher, how

organize is the school and its orderliness.

Social dimension; do the students have good rapport among themselves? Do the

staffs, teachers and students have good relationship? Degree of competition and social

comparison between the students and teachers, contributions of students and staffs in making

important decisions that promote effective learning

Academic dimension; this dimension shows the quality of instruction students have

received, teacher monitoring expectation from the students in terms of achievement. How

prompt is the teacher in reporting results to students and parents?

A good and conducive environment is key to safety, effective learning and

development DFES (2006); because a good school climate promotes effective students’

performance and comprises all the students, teachers, staffs and the entire people within the

school community.Therefore, a good school climate should be spacious, conducive and allow

time for students’ interaction during teaching and learning process.

A lot of problems seem to bedevil the students thereby affecting the students’

academic performance. Students’ academic performance needs to be high in order to meet the

country´s goal for political, economic and social sustainable development.

This study aims to determine the effects of heat index on the academic performance of

the grade 10 students in Bato National High School. It also examine the affects students'

comfort, concentration, and overall well-being. It suggests that exposure to high temperatures

can impair cognitive function. Heat can lead to increased stress levels, which in turn can

affect memory, attention, and problem-solving abilities. This can result in decreased

performance on exams, quizzes, and other academic tasks. By conducting this study, we can
identify potential correlations, patterns, and trends that shed light on the extent to which heat

index influences students' academic outcomes. Moreover, the findings of this research can

inform the development of targeted interventions, policies, and strategies aimed at mitigating

the adverse effects of heat index on student learning and well-being.

Conceptual Framework

ACADEMIC PERFORMANCE
OF GRADE 10 STUDENTS IN
BATO NATIONAL HIGH
SCHOOL

HEAT INDEX

Figure 1. A Conceptual Framework of the Study

The figure above consisted of two variables, Heat Index as the independent variable

and Academic Performance of Grade 10 Students in Bato National High School as the

dependent variable.
 THE PROBLEM

Statement of the Problem

This study aims to determine the effects of heat index on the academic performance of

grade 10 students in Bato National High School, Toledo City Division, School year 2023-

2024.

Specifically, this study seeks to answer the following questions:

1. Identify the profile of the students in terms of:

1.1 name;

1.2 sex;

1.3 age;

2. What are the different factors that affects the performance of the Grade 10 students in Bato

National High School?

3. What is the significant relationship between the heat index (temperature) and the academic

performance of the students?

4. Based on the results, what is the proposed outcome?

Definition of Terms

To provide a better
To provide

understanding of this study,

the following terms are
defined and used
operationally
To provide a better
understanding of this study,
the following terms are
defined and used
operationally
To provide a better
understanding of this study,
the following terms are
defined and used
operationally
To provide better understanding of this study, the following terms are identified and

used operationally.

Academic Performances- a student’s performance during experiencing heat index

conditions.

Grade 10 Students- one who is experiencing heat index conditions.

Heat Index- the abnormal temperature that was experienced by the Grade 10 Students in

Bato National High School.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Literature Review

This study carried out during the academic year 2023-2024. It is conducted within

Toledo City, Cebu and limited only for the voluntary participants of the said location.

Heat Index is characterized as midsummer temperatures that are significantly hotter

and/or more humid than normal (CDC, 2022) because some locations are hotter than others,

this is determined by what is deemed average for that location at that time of year. Humidity

and muggy conditions can make it appear hotter than it is. Furthermore, Heat-related

disorders, such as heat exhaustion or heat stroke, occur when the body is unable to cool itself

effectively. While the body generally cools itself by sweating, this may not be sufficient

under high temperatures. In these situations, a person's body temperature rises quicker than it

can be cooled. This can harm the brain and other important organs.

The elderly, the very young, and persons suffering from mental illness or chronic

conditions are the most vulnerable. Even young and healthy people can be impacted if they

engage in severe physical activities during hot weather. To avoid heat-related disease,

summertime exercise, whether on the playing field or on the construction site, must be

balanced with movements that assist the body cool itself. Use this page to learn more about

being safe in the heat this summer, including how to avoid, recognize, and treat heat-related

illness(CDC, 2022).

Heat Index has always posed a concern to public health in the United States. During

heat waves, many cities, including St. Louis, Philadelphia, Chicago, and Cincinnati, have

seen huge rises in death rates, as stated by (CDC, 2022). Heat stroke and associated illnesses

are the leading causes of death, but so are cardiovascular disease, pulmonary disease, and

cerebrovascular disease. Heat Index are also linked to an increase in hospitalizations for

cardiovascular, renal, and respiratory problems. Heat Index is becoming increasingly

common in the United States, and climate estimates show that extreme heat events will
become more often and intense in the future decades. Moreover,Some heat-related sickness

and death risks have decreased in recent decades, presumably as a result of improved

forecasting, heat health early warning systems, and/or increasing access to air conditioning

for the general public in the United States. However, excessive heat events continue to be an

avoidable cause of death across the country. Urban heat islands, combined with an aging

population and greater urbanization, are expected to make urban populations more vulnerable

to heat-related health effects in the future.

Heat Index is a harmful weather condition that is growing more regular and severe as

the earth warms due to climate change. Heat Index is the leading weather-related cause of

death in the United States1 and a significant, and likely under-counted, cause of death

worldwide2. In addition to its health consequences, heat index can damage roads, electrical

wires, and other infrastructure; stress energy systems as air conditioners draw more

electricity; damage or kill crops and livestock; and contribute to natural disasters such as

droughts and wildfires(Climate Portal, 2022).

Young children, the elderly, and persons with medical issues such as heart disease are

especially vulnerable to heat index (Climate Portal, 2022). People who work outside, those

who do not have access to air conditioning or other means of cooling down, and those who

live in congested cities, where the urban heat island effect elevates temperatures, are also at

greater danger. Because of these variables, the rise in heat index, like other effects of climate

change, is projected to disproportionately affect already vulnerable populations, particularly

in the developing world.

The Department of Education has issued an advisory giving school heads the power to

decide when to switch to remote learning "in cases of extreme heat and other

calamities".Official figures for April 5 showed 5,288 schools suspended in-person classes,

affecting more than 3.6 million students. That was higher than the 4,769 schools on April 4.
Some schools have reduced class hours to avoid teaching during the hottest times of the

day.“The heat index was expected to reach the “danger” level of 42 or 43 degrees Celsius

(107.6-109.4 degrees Fahrenheit) in several areas of the country on Friday,” the state weather

forecaster said.

Extreme heat in the Philippines has forced hundreds of schools to shut as the

Southeast Asian nation’s government warns temperatures could soar further this week in

more than half of the country’s regions. The dangerous heatwave is putting children’s health

and well-being at risk, with an urgent need for global leaders to act to combat the climate

crisis to protect education, said Save the Children.

According to Division of City Schools said that schools would be allowed to suspend

in-person classes or shift to online lessons due to the “high heat index currently experienced

in the country.” It added that teachers and students were allowed to wear more comfortable,

non-uniform clothing to combat the heat.

According to data from the Philippine Atmospheric, Geophysical and Astronomical

Services Administration (Pagasa), the heat index hit 46ºC in Daet, Camarines Norte on

Sunday, Feb. 7. The day before, the highest level was recorded in Puerto Princesa City,

Palawan, with the heat index reaching 44ºC.This prompted the Department of Education

(DepEd) to reiterate its Department Order No. 037, which was released in 2022, saying that

in light of severe heat, school officials have the discretion to suspend in-person classes and

shift to alternative modes.

Academic performance is the assessment of student achievement in various academic

courses, as defined by (Ballotpedia, 2021) Teachers and school officials often measure

achievement by classroom performance, graduation rates, and standardized test outcomes.

Furthermore, a variety of benchmarks can be used to assess student achievement, including

grade point average (GPA), high school graduation rate, annual standardized examinations,
and college admission exams. The GPA of a student is normally calculated on a scale of zero

to four. Graduation rates are collected by state and federal education officials to serve as a

baseline assessment of secondary school success. Each state administers annual tests to

students in elementary, middle, and high school to measure their performance in topics such

as English and mathematics. These examinations are also used to ensure compliance with

federal education standards.[7] School districts also track student performance on the ACT

and SAT to determine college preparation.

States are obligated to submit plans to the federal government under the ESSA. A

minimum of five indicators for measuring student and school progress are required by the

Department of Education. The first four indicators—academic accomplishment, academic

advancement, English language competence, and high school graduation rates—were

mandated by the statute. The statute allows states to select a fifth metric in one of five

categories: kindergarten preparation, access to and completion of advanced courses, college

preparedness, discipline rates, and chronic absenteeism(Ballotpedia,2021).

Students are expected to devote a significant amount of their time to their study and to

graduate with high academic standing. Academically strong pupils have greater work

opportunities, higher income, more self-esteem and self-confidence, lower levels of anxiety

and depression, and are less likely to use drugs or alcohol (Tadese et al., 2022). On the other

hand, as Husaini et at., (2023) stated Low entry grades, family assistance, housing, student

gender, previous assessment grade, student internal assessment grade, GPA, and students' e-

learning activity were found to be the most influential elements impacting students' academic

achievement.

Student performance may also be hampered by students’ lack of self-confidence or,

more broadly, by skewed or inadequate self-images. Interventions that address students’

mindsets and beliefs may thereby increase self-confidence, self-image, and, ultimately,
student outcomes. This category includes a number of (short psychological) interventions.

Few research yield negative results and point to crucial takeaways. First, the findings of

Broda et al. (2018) highlight a potential barrier to expanding social-belonging interventions:

the need to tailor the intervention to the local environment by incorporating relevant

comments from local students. Second, Bird et al. (2017)’s interventions imply that some

priming interventions may be too tiny to have impacts. Finally, given the generally excellent

outcomes, it is natural to believe that the therapies would be more successful when used

together rather than separately. Evidence suggests that this is not the case (e.g., Yeager et al.

2016).

These characteristics include family income, father's education, mother's education,

parental motivation, co-curricular activities, teacher consistency, and teacher interest in the

subject. Meanwhile, the student's academic performance is negatively related to the size of

the household. Another aspect that has the potential to influence a student's academic

production is his or her environmental surroundings. However, as stated by Roman, M.D.,

such surroundings that could ease the student's performance can be provided by the parents.

(2014)

CHAPTER III

METHODOLOGY

Research Design
 The researchers used a correlational design. A non-experimental research method

known as correlational research involves measuring two variables and understanding and

evaluating their statistical relationship without the influence of any other variables

(Fleetwood, 2023). Moreover, the study will be a descriptive type of study as it simply aimed

to describe the effects of heat index to the academic performance of Grade 10 students in

Bato National High School.

Research Environment

This study was conducted at Bato National High School in Toledo City: one of the

public schools in Toledo City with a population of Grade 10 Students for the school year

2023-2024.

Figure 2. Bato National High School

\\\\
 Figure 3. Map of Toledo City

Research Participants

The research respondents in this study were selected using a simple random sampling

technique from 392 individuals. A sample size of 15 respondents was randomly chosen to

obtain a representative sample. Simple random sampling ensured that each individual in the

population had an equal chance of being selected as a participant.

The selection process involved assigning a unique identification number to each

member of the population. Then, using a random number generator or a randomization table,

15 numbers were chosen without any particular pattern or bias. Those individuals

corresponding to the selected numbers were invited to participate in the study as research

respondents. By employing this sampling technique, researchers sought to minimize potential

sampling errors and increase the generalizability of the findings to the larger population. The

15 research respondents who volunteered to participate provided valuable insights and data

crucial in addressing the research objectives.

Sampling

The researchers conducted the survey at Bato National High School during the

School Year 2023-2024. According to Thomas (2020), simple random sample is a subset of a

population chosen at random. Each member of the population has an exact equal chance of
being chosen using this sampling method. This method is the simplest of all probability

sampling methods because it only involves a single random selection and requires little prior

knowledge of the population. Because it employs randomization, any research conducted on

this sample should have high internal and external validity and be less particularly prone to

research biases such as sampling and selection bias. First, the identification of the

respondent’s will be done through the used of randomizer, then the selected names of the

students will serve as the participants of this study.

Research Instrument

The researchers will implement the use of a likert scale questionnaire to determine the

effects of Heat Index on the Academic Performance of Grade 10 students in Bato National

High School. It typically consists of a series of statement or items to which respondents

indicate their level of agreement or disagreement , often on five point scale ranging from

“Strongly Disagree” to “Strongly Agree”. By this, the researchers will understand the

intensity of respondents opinions or attitudes toward this topic. This questionnaire will be

validated by high school teachers who are competent and knowledgeable in research to

ensure content validity. it will include an informed consent form that reveals the purpose of

the study. The research ethics considered in the administration of the interviews were

emphasized, as were the participants' rights to voluntary participation, confidentiality, and

privacy.

Data Presentation

This exclusion presented the data tabularly based on the likert scale questionnaire of

the Grade 10 respondents from the Bato National High School in Toledo City, Cebu. The

tabulation and analysis of the data were provided for easy comprehension and understanding
by the readers. The presentation was done according to the sequence shown in the previous

chapter.

This was divided into two sections. The first is the profile of 15 respondents in Grade

10 students was examined. Secondly, the characteristics of the measurement scale used

employed in the study.

Table 1. Profile of the respondents

Table 1 shows that the majority of the respondents are mostly male with 8 (53.3%), age range

between 15-16 represented by 46.6%.

 Table 2. The effects of heat index on the academic performance of grade 10 students based
on the likert scale questionnaire survey form.

Based on the analysis of the responses received from the questionnaire, Table 2 depicts that

out of the total 15 respondents,

CHAPTER IV

SUMMARY OF FINDINGS

Discussion

The findings of this study underscore the significant effects of heat index on the

academic performance of Grade 10 Students in Bato National High School. Through the

analysis of data, it became evident that the Grade 10 students at Bato National High School
experience notable discomfort, difficulty concentrating, and reduced productivity during days

characterized by high heat index values.

The heat index, a measure combining temperature and humidity, has been a growing

concern due to its potential impacts on various aspects of life, including academic

performance.

These findings resonate with existing research in educational and environmental

psychology, which consistently demonstrates the adverse effects of heat stress on cognitive

functioning and learning outcomes. Comparisons with previous studies further reinforce the

validity of these findings, as they align with established literature on the relationship between

environmental factors, such as temperature, and academic performance. Research in this area

consistently highlights the detrimental effects of heat stress on attention, memory, and

motivation, providing a theoretical framework for understanding the observed patterns in this

study.

Several potential mechanisms may explain the observed relationship between heat

index and academic performance. Physiologically, high temperatures can lead to dehydration,

thermal discomfort, and fatigue, all of which can impair cognitive functioning and hinder

students' ability to engage in learning activities. Moreover, psychological factors, such as

stress and irritability induced by heat, may further exacerbate these effects, contributing to

decreased academic performance.

The implications of these findings for educational practice are profound. Educators

and school administrators must recognize the influence of environmental factors on student

learning and well-being. Practical strategies to mitigate the effects of heat index may include
implementing cooling measures in school facilities, adjusting schedules to avoid peak heat

hours, and providing support services to students experiencing heat-related challenges.

However, it is important to acknowledge the limitations of this study. The reliance on

self-reported data introduces the possibility of bias and measurement error, which may affect

the validity of the findings. Additionally, the study's focus on a specific population of

secondary school students may limit the generalizability of the results to other age groups or

educational settings. Moving forward, future research should employ longitudinal designs

and objective measures of academic performance to further elucidate the relationship

between heat index and academic outcomes across diverse populations and contexts.
CONCLUSION

In conclusion, this study provides valuable insights into the relationship between heat

index and academic performance among the grade 10 students in Bato National High School.

The findings indicate that high temperatures have a significant impact on various aspects of

students' academic experience, including concentration, focus, motivation, and overall

productivity. Through the administration of a Likert scale questionnaire and subsequent data

analysis, it became evident that students perceive heat index as a notable challenge to their

academic success.

The correlation analysis revealed a moderate negative correlation between heat index

and academic performance scores, suggesting that as heat index levels rise, academic

performance tends to decline. Moreover, regression analysis identified heat index as a

significant predictor of academic performance, even after controlling for other relevant

variables. This highlights the importance of considering environmental factors such as

temperature when assessing and addressing students' academic outcomes.

The implications of these findings are significant for educators, policymakers, and

school administrators. It underscores the need for proactive measures to mitigate the adverse

effects of heat index on student learning. Strategies such as implementing cooling measures

in school facilities, adjusting schedules during periods of extreme heat, and providing support

services to students experiencing heat-related challenges are crucial steps toward creating

conducive learning environments.

By addressing the effect of heat index on academic performance of students in Bato

National High School, educational institutions can better support the diverse needs of

students and foster environments conducive to learning and achievement.

RECOMMENDATIONS

Based on the findings of the study, the researchers would like to recommend to

address the effects of heat index on the academic performance of Grade 10 Students in Bato

National High School and promote student well-being:

1. Implementation of Cooling Measures: Educational institutions should prioritize the

implementation of cooling measures in school facilities to create comfortable learning

environments, especially during periods of high heat index. This may include the installation

of air conditioning systems, fans, or other cooling technologies in classrooms and common

areas.

2. Flexible Scheduling: Consideration should be given to adjusting school schedules

during days with extreme heat index to minimize the effect on students' academic

performance. This may involve rescheduling outdoor activities, adjusting class times, or

implementing flexible attendance policies to accommodate students who may be

disproportionately affected by heat-related challenges.

3. Student Support Services: Schools should provide support services to students

experiencing difficulties related to high heat index, such as fatigue, dehydration, or difficulty

concentrating. This may include access to hydration stations, designated cooling areas, or

counseling services to address any psychological or emotional effects of heat-related stress.

4. Teacher Training and Awareness: Educators should receive training and resources

to help them recognize and respond to the effects of heat index on student learning. Teachers

can incorporate strategies to mitigate the effect of heat on classroom instruction, such as

incorporating more frequent breaks, adjusting lesson plans, or providing alternative learning

activities during hot weather.

 5. Community Engagement: Collaboration with local communities, health

professionals, and environmental experts is essential to raise awareness of the effect of heat

index on academic performance and develop community-wide strategies to address this issue.

This may involve partnerships with local government agencies, non-profit organizations, and

community stakeholders to advocate for policies and initiatives aimed at creating healthier

and safer learning environments for students.

6. Further Research: Continued research is needed to explore additional factors

influencing the relationship between heat index and academic performance, as well as to

evaluate the effectiveness of interventions aimed at mitigating its effects. Longitudinal

studies examining the long-term effects of heat exposure on student learning outcomes and

academic achievement would provide valuable insights into the potential implications for

educational policy and practice.

 References

Reiner, D. M. et al. (2006). American Exceptionalism? Similarities and Differences in

National Attitudes Toward Energy Policy and Global Warming. American Chemical Society.

Laurent, J. et al. (2016). Reduced cognitive function during a heat wave among residents of

non-air-conditioned buildings: An observational study of young adults in the summer of

2016.