STUDENTS’ SATISFACTION ON SCHOOLS’ FACILITIES

AND THEIR ACADEMIC PERFORMANCE

CLEOFE MAY B. SOBIACO

Acknowledgement
Abstract
 CHAPTER 1

The Problem and Its Scope

The primary purpose of education is to bring about desirable change in behaviour

through acquisition of skills, attitudes, competencies, critical and creative thinking. Teaching is

a complex and demanding task that requires highly specialized skills, knowledge and resources

to impact significantly on student learning. Availability and utilization of resources in an

organization is important in achievement of its goals and objectives. Students learning outcome

is influenced by appropriate utilization of school resources. Investing in educational resources

is the key to ensuring that schools become institutions where students‟ work together, learn

from each other and benefit from a supportive school environment, and consequently maximize

student learning so that all students achieve their full learning potential (United Nations

Scientific and Cultural Organization, (UNESCO), 2007).

Educational facilities are those materials that enhance teaching/learning processes. The

further stated that educational facilities refer to buildings as well as items such as machines,

laboratory equipment, chalkboard and learners' tools. They are those things which enable a

skillful teacher to achieve a level of instructional objectives that far exceeds what is possible

when they are not provided (Earthman, 2002; Adeipe, 2007; Fabiyi & Uloka, 2009).

The importance of school facilities in the development of effective educational system,

particularly at the secondary school level cannot be over emphasized. The utilization of the

goals and objectives of education require the provision, maximum utilization and appropriate

management of the school facilities. This point is aptly stated in the National Policy on
Education that: Education and training facilities shall continue to be expanded, to afford

response to societal needs and made progressively accessible to the individual a far more

diversified and flexible choice; (FRN 2004:13)

The physical, human and financial resources invested in schools influence not only the

education provided to students but also aspects of teachers and student motivation and conseq

-uently the educational outcomes. The Organization for Economic Co-operation and

Development (OECD) programme for International Student Assessment (PISA) shows that

resource shortages hinder instruction and lower student performance (OECD, 2007). In

addition, inequalities in student’s educational performance often reflect disparities in in the

resources invested in schools (OECD, 2008).

In some education systems, there are concerns that schools not only lack the resources

to meet the educational requirements of their students, but that schools may have fewer

resources with which to provide instruction to their students (OECD, 2008). In schools, there

are a wide variety of resources that are directly or indirectly related to educational outcomes.

According to Okorie (2001) student learning outcomes in schools is largely dependent

on availability and appropriate utilization of resources, because the students acquire skills using

these resources. These resources include buildings, furniture, playground, compound, toilet

facilities, lighting, books, and teaching materials, among others. These facilities play a pivotal

role in the actualization of the educational goals and objectives by satisfying the physical and

emotional needs of the staff and students.

Wenglinsky (2005) reports that research has consistently highlighted that appropriate

utilization of resources in schools as a key determinant of students‟ academic achievement. The

research asserts that, in order for learning to be effective, students need an enabling environment

that is both psychologically and physically friendly to the learners. Effective schools have

rigorous systems of accountability, a focus on teaching and learning, stimulating and secure

learning environments. Poor academic performance is connected with poor learning

environment created by a poor state of infrastructural facilities.

School facilities should be flexible enough to accommodate changing learning patterns

and methods. Ibe-Bassey (2002) agrees with this view and adds that several studies have shown

that a close relationship exists between the physical environment and the academic performance

of students. Reedy (2006) adds that the availability of physical facilities and the overall

atmosphere in which learning takes place bears direct relevance to the quality of education that

students receive in schools.

School can be viewed as an organized environment where educational curricular are

interpreted. It is a formal structured organization which serves as a transitional stage in life

between family and the society. School is a place where the child is prepared to function as an

adult, and through this transformation by way of teaching and learning process, whose purpose

is to bring about in the learner desirable positive and effective change in the behaviour through

critical thinking in a more conducive environment which is structured to facilitate learning.

School plant and facilities are the material resources provided for staff and students to

optimize their productivity in teaching and learning process. The realization that the transfer of

knowledge does not only take place in the four walls of the classroom from teacher to students

but rather that, learning takes place through discovery, exploration, interaction with the internal

and external environment has necessitated the creative and innovative development of teaching

and learning facilities that reflect these changes.(Asiabaka, 2008)

 Rationale of the Study

Schools facilities is one of the components to improve the academic performance of the student.

The improvement of the services provided by the school can be achieved by getting positive and negative

feedbacks from the students as a customer. The purpose of this study is to know if the facilities of the

school may affect the academic performance of the students of Our Lady of Fatima Academy of Davao

Inc. If the study can be proven true and effective,the following people shall benefit the said study.

Students.

Teachers.

Parents.

School Administrators.

Future Researchers.
 Review of Related Literature and Studies

This chapter is included to provide insight, as evidenced by a review of pertinent

literature, into the content of school facilities and their bearing on school improvement efforts.

The chapter opens with a description of the different terms and variables that are present in this

study. The review of literature then focuses on the role of school facilities in the professional

development of educators and on the establishment of community

Student Facility Satisfaction

Sweeney & Ingram (2001) defined satisfaction as “The perception of enjoyment and

accomplishment in the learning environment”. Education is one of the main keys of one country.

Student satisfaction is an important component in attracting and retaining high achievement.

Student satisfaction according to Edens (2012), it was a key factor in perseverance in a

course of action, as students who are satisfied with their experiences on campus tend to make

an effort to graduate.

Rad &Yarmohammadian (2006) defined student satisfaction as the willful

accomplishment which results in one’s contentment. The satisfaction plays a major role in the

determining the originality and accuracy of a system especially the educational system as higher

the level of satisfaction the higher will be the level of students’ grooming their skill

development, course knowledge and mentality.

Kotler and Clarke (1987) define satisfaction as the desirous outcome of a task or job

that pleases one’s esteem.

Teachers’ ability, excellence, coordination and reasonability greatly influence students’

class performance. The students are greatly influenced by the educational activities their teacher
or instructor coordinates for them. Shevlin et al (2000) stated that the teachers who teach with

punctuality, accuracy, reasonability and logical approach in a student friendly manner are more

popular. (Elliot and Shin 2002). Because students level of satisfaction increases by working

with those course instructors and lecturers who properly handle the assignments, projects,

exams and facilitate students’ logical reasoning and aptitude development (Dalton& Denson

2009).

According to Wachtel, (1998) the students’ rate their course instructors’ performance

and his methodology of teaching as the prime indicators in their educational development and

successful completion of their studies because higher the intellectual ability of the instructor the

better will be the students’ evaluation (Edstrom, 2008) and consequently more will be the

reliability on the teaching staff (Sproule, 2000).

According to the Advanced English Dictionary (Mcrosoft Corporation, 2014) the word

‘satisfaction’ means, “the contentment one feels when one has fulfilled a desire, need, or

expectation” or “state of being gratified or satisfied”

Therefore satisfaction can easily be understood as an act whereby there must be one

party that can give or has an obligation of giving the other party some kind of experience be it

from a service or some goods or combination of both. Or, as a phenomenon which individual

person experience in relation to his or her personal needs or expectations concerning the

realization of those needs or/and expectation. (Giese & Cote, 2002)

Providing a physical environment that supports educational process (Daigneau,2006).

The way academic facilities have been organized and established provide the place where the
whole academic process is being provided. The better the academic facilities lead to a better

education process and its overall quality.

Service quality may be stated as a form of attitude, evaluation on long term basis but the

service satisfaction is specific to a transaction (Parasuraman 1988). Due to this way of

definition, perceived service quality was said to be a global measure and satisfaction to service

quality was the direction of the causality. There is a need of measuring the existing relationship

between all the three factors, customers, service quality and ultimately the satisfaction at three

different levels of measurements. These levels are Cognitive, affective and behavioral (Oliver

1997, Parasuraman 1985).

School Facilities

Students, being the primary consumers and beneficiaries of all the academic facilities in

educational institutions should be given utmost consideration in satisfaction surveys amongst

other users of facilities (Usman, 2010; Arambewela and Hall, 2007; Khan, Ahmed and Nawaz,

2011; Marimuthu and Ismail, 2012). According to Aga and Safakli (2007) and Usman (2010),

satisfaction is a user's response on whether a product or service is providing a pleasurable level

of consumption-related fulfilment. It plays a major role in determining the originality and

accuracy of a system, especially the educational system. The higher the level of satisfaction, the

higher will be the level of students' skill development, course knowledge and mentality (Malik,

Danish and Usman, 2010)

School buildings are important educational facilities, which must be present for the

achievement of any learning activity and execution of any educational programme as it provides

accommodation and protection for human and material resources like educational equipment
and facilities. Learning activities cannot be effective without the essential buildings in the

school. School buildings include classroom, libraries, staffroom, laboratories, hostel, assembly

halls, the kitchen, toilet facilities, health centre and others for effective and conducive

teaching/learning environment (Agron, 2003). The building must be provided by the

government or in the case of private schools, the proprietor should provide standard structures,

they should be adequate and properly maintained (Okokoyo, Nwaham & Ikpeba, 2004).

Facilities are products or services that support an organization to achieve its objectives.

Facilities generally form part of the properties in an organization to support occupants in

achieving business goals (Alexander, 1996). Within the context of education, such as school, it

is aimed to create supporting teaching and learning environment for students, teachers, and

other users around the school. Occupants of inadequate school facilities may fail to perceive a

clear focus on academic purposes, and the learning environment is less likely to be thought of

as orderly and serious (Uline and Moran, 2008). The other researcher emphasized that school

facilities affect learning. Spatial configurations, noise, heat, cold, light, and air quality

obviously bear on students' and teachers' ability to perform (Schneider, 2002).

According to O’Neill (2000), it is an instrument that rates facility conditions on such

factors as educational adequacy, environment for education, space flexibility, and cosmetic

condition.

Academic facilities is one of the most important elements in any student learning

environment and experience. It is very essential to have a knowledge of what constitute

academic facilities and their connection to student satisfaction. Successful teaching and learning

takes place in school buildings that are clean,quiet,safe, and healthy (Blagojevich,2006). This

means that, at one point, satisfaction can be categorized basing on whether it has originated
from either individual’s state of the emotion or individual’s mental response to a certain

experience.

According to Lakney (2002), the school facility is much more than a passive container

of the educational process: it is, rather, an integral component of the conditions of learning. The

layout and design of a facility contributes to the place experience of students, educators, and

community members. Depending on the quality of its design and management, the facility can

contribute to a sense of ownership, safety and security, personalization and control, privacy as

well as sociality, and spaciousness or crowdedness. When planning, designing, or managing the

school facility, these facets of place experience should, when possible, be taken into

consideration.

Facility appraisal should be one of the many roles assumed by educational leaders.

Maiden & Foreman ( 1998) claim that the school administrators should be “armed with a

general understanding of the relationship between various physical features of a facility and the

learning climate”. It stands to reason that facility evaluation would warrant equitable scrutiny

and effort to that of ventures into pedagogy and curriculum.

Academic Performance

Academic performance of students is challenging since their performances are a product

of socio-economic, psychological and environmental factors (Hijazi and Naqvi, 2006).

Mushtaq and Khan (2012) define academic performance as a direct linked to the social

and economic development of the country. It’s a challenging aspect of academic literature, and

science student performances are affected due to social, psychological, economic,

environmental and personal factors. These factors strongly influence on the student

performance, but these factors vary from person to person and country to country.

The students’ academic performance plays an important role in producing the best

quality graduates who will become great leader and manpower for the country thus responsible

for the country’s economic and social development (Ali et.al, 2009).

According to Gordon Cawelti (2004), student achievement could be improved through

positive behavioral reinforcement, goals and modeling was the intent of the study. Academic

achievement has been approached with several ways. In academic improvement, teacher

quality, class size and financial support were critical issues at educational organization. Schools

are graded annually and according to test results. Curriculum is aligned to test strategies. School

districts are constantly looking for new strategies and technology to increase academic

achievement.

Like any other level of education, secondary education can be regarded as open system

which receives inputs from the environment, convert or process them, afterwards discharges

the inputs to the environment where the inputs were obtained. However, if the inputs are

inadequate or poor, the conversion process would be defective, so also the outputs. On the other

hand, if the inputs are available, relevant, adequate and judiciously utilized, it is certain that the

outputs of the system will be at high standard. It can be stated at this juncture that just as the

system output is proportional to its input available for processing, so also is true that a school‟s

academic achievement is a function of the resources in different subject (Suleiman, 2007).

Jekayinfa, (2000) lends support to Suleiman and sees education as having two components,

“inputs and outputs” He lamented that, inputs consist of human and material resources and

outputs are the outcomes of educational process. He asserted that both the inputs and the outputs
form a dynamic organic whole and if one wants to investigate and assess the educational system

in order to improve its performance, effects of one component on the other must be examined.

Academic Performance on Student Facility Satisfaction

The relationship between students’ expectations and their satisfaction with the quality

of the services provided by an educational institution plays an important role in shaping the

academic performances of the students. Understanding and knowing the expectations of

students may constitute a source of information for higher education institutions, and these

could be involved in the creation of their strategy of developing their service quality and gaining

an advantage on the market of higher education (Sander et al., 2000).

Student satisfaction definitions have varied widely depending on the research approach

and focus. In this study, student satisfaction was examined from an educational perspective.

Elliott and Healy defined student satisfaction as a “short-term attitude resulting from an

evaluation of a student’s educational experience” and claimed that student satisfaction was

achieved when their actual experiences or performances met or exceeded their initial

expectations.

Each interest group in higher education (students, teaching staff, government, etc.) has

a special outlook on the quality depending on the specific needs of each individual group. The

economic literature on service quality is usually based on the comparison of consumer

expectations and their satisfaction with the services actually provided (Zeithmal et al., 1990).
 O’Neill and Palmer (2004) define service quality in higher education as the difference

between students’ expectations on what they will get from a higher education institution and

their satisfaction with the realized expectations.

From the students’ perspective, high quality education creates better opportunities in

terms of learning and knowledge, and they believe that the satisfaction or dissatisfaction

strongly influences students’ success or failure in learning (Aldridge, Rowley, 1998, retrieved

from Li Wei, 2005).

Howard & Sheth (1969) refer to it as a “buyer’s cognitive state”. In this category, the

satisfaction an individual receive comes from the fact that an individual buyer is aware of the

fact that he or she will be adequately or inadequately rewarded for the sacrifices he or she has

undergone in the process of attaining the satisfaction for his or her expectation or/ and needs.

Review of Related Studies

A study conducted by Muhammed Ehsan Malik, Rizwan Qaiser Danish, and Ali Usman

(Muhammed, et al. 2010) entitled “The Impact of Service Quality on Students’ Satisfaction in

Higher Education Institutes of Punjab” states that in today’s competitive environment, the

education has not only become a major industry and need of the day but it is also an investment

by the parents for their children. In public as well as in private sector the quality of education

is an important factor that is considered for attracting and retaining the students who want to

get higher education. The objective of the research is to analyze the impact of different quality

services on student satisfaction in higher educational institutes of a big division of Punjab

province of Pakistan. Both public and private sector institutes are included in the study. Data

was collected from 240 students of business courses either enrolled in master program or
graduation program in provincially chartered universities of the Gujranwala region. Sample

comprised of both male and female students in equal ratio. The results show that students are

overall satisfied with services of Tangibility, Assurance, Reliability and Empathy but not much

satisfied with parking facilities, computer laboratory, cafeteria services, and complaint handling

system. Recommendations and implications for policy makers are discussed and guidelines for

future research are also provided. The study also states that according to Zeithaml (1988)

satisfaction is the resultant outcome of an institution’s administrative as well as educational

system’s coherent performance. Because the students will be more satisfied and motivated for

completing their studies if the institution provides an environment which facilitates learning i.e.

the institution contains proper infrastructure for educational utility accumulated with essential

parameters of professional and academic development. (Rodie and Kleine 2000) posited a view

that the students will be more motivated, loyal and good performers if their institution holds

essential educational facilities with affective staff of teaching and training. The perceived

quality is defined as the ones’ justification about the excellence of a product or service (

Zammuto et al. 1996). According to Dyson et al., 1996 the service quality is so called the better

and standardized output delivered by a service. The service quality in the educational sector

particularly in the higher educational institutions is the fundamental aspect of educational

excellence. According to (Alridge and Rowley, 2001) when students perceive the institution’s

quality and standardized learning environment facilitated with intellectual faculty, appropriate

facilities of learning and infrastructure, their interest in their organization will explicitly be

retained. The students are motivated from the academic as well as the administrative efficiency

of their institution. (Spooreen, et. al (2007) posited a view that the organizational harmony,

teachers’ intellectual ability, professional development, transparency in students’ evaluation,

feedback and training are the important features that mentally develop the students . The

maintenance of other essentials of quality service in education i.e. well managed and updated

libraries, security systems, medical facilities, class decoration and facilitation with multimedia

and sitting arrangements along with administrative staff’s cooperation play a vital role in

educational support and developement (Dick and Basu 1994). According to Soutar and McNeil

(1996) both academic and administrative issues of an institution are extremely important in

determining the performance of students, development of organizational image and quality

assurance.

Also, a study was conducted by Mark Raguindin Limon which aims to determine the

effect of the adequacy of school facilities on student’s performance and achievement in

technology and Livelihood education. In his study, he stated that one crucial variable that

directly impacts the quality of learning achievement among learners is the adequacy or lack of

school facilities that aid in the reinforcement of knowledge and skills. The purpose of the study

was to establish a relationship between the quality of school facilities and student performance

and achievement, in relation to the field of Technology and Livelihood Education (TLE). Mixed

methods design was used in the study where questionnaires were administered to and interviews

were carried out with the respondents who were department heads and selected instructors in

the field. The findings in the study support the assumptions that insufficient school facilities

were negatively impacting student performance and achievement, and the administrators

concerned take no significant action in addressing this educational issue. Since the lack of

educational facilities was proven to pose serious ramifications on student performance and

achievement, stakeholders should closely look into procedures that focus on facility support

and management in the field of TLE. It is also stated in his study that student performance and
achievement depended upon the age, design, and condition of the school facility (Lyons, 2001).

Learning, according to Lyons, is a complex process that it depends on the students’

motivation and school’s physical conditions (Lyons, 2001). as well, school facility must be

equally viewed as an active contributor in this process. Thus, the school's administration must

be aware of the different ways by which the conditions of the school facilities make or break

the education of the students.

A study was also conducted by Hishamuddin Fitri Abu Hasan (Hasan, 2008)

which aims to examine the relationship between service quality and students satisfaction.

Furthermore, the study also aims to examine critical factors in service quality dimensions

(tangibility, responsiveness, reliability, assurance and empathy) that contributes to the

satisfaction of the students. The study wants to determine the relationship between service

quality dimensions and satisfaction among the students in two private higher institutions. In

addition, the researcher wants to determine the critical factors in service quality that

contributed most to the satisfaction of the students. The study was conducted using a set of

questionnaires to 200 bachelor degree students from two private higher education

institutions. The results of the study show that service quality has

significant positive relationship with the student satisfaction. Thus, it implies that any

improvement in service quality, may potentially improve the students' satisfaction. The

table shows how the researchers will go through the process. The following data will be

gathered: The grades of the Junior high school students during the 1st quarter S.Y 2017-2018

and the Satisfaction rate of the Junior high school students in the facilities of Our Lady of

Fatima Academy of Davao, Inc.

 Theoretical/Conceptual Framework

Independent Variable Dependent Variable

Students’ Satisfaction on Schools’

Facilities Academic Performance

Figure 1. Theoretical/Conceptual Framework of the Study

Locke's goal-setting theory

Locke's (1990) goal setting theory is an integrative model of motivation just like the

expectancy theory.

It emphasizes that setting specific, challenging performance goals and the commitment

to these goals are key determinants of motivation. Goals describe a desired future, and

these established goals can drive the behaviour. Achieving the goals, the goal

accomplishment further motivates individuals to perform.

We can distinguish goals according to specificity, difficulty and acceptance. A specific

goal can be measured and lead to higher performance than a very general goal like “Try to

do your best!” A difficult, but realistic goal can be more motivational than easy or
extremely difficult ones. The acceptance of the goal is very important as well, therefore

involvement in the goal setting is recommended.

For example, if I decide to pass a medium level language exam in German in six months –

this goal is specific and difficult enough – because I want to work in Germany – this goal

is very important for me, therefore the goal commitment is high – then I will be motivated

to learn, and to pass the exam.

The following guidelines have been useful in the goal-setting (Figure 7):

• Set challenging but attainable goals. Too easy or too difficult/unrealistic goals don’t

motivate us.

• Set specific and measurable goals. These can focus toward what you want, and can

measure the progress toward the goal.

• Goal commitment should be obtained. If people don’t commit to the goals, then they will

not put effort toward reaching the goals, even specific, or challenging ones. Strategies to

achieve this could include participation in the goal setting process, use of extrinsic rewards

(bonuses), and encouraging intrinsic motivation through providing workers with feedback

about goal attainment. Pressure to achieve goals is not useful because it can result in

dishonesty and superficial performance.

• Support elements should be provided. For example, encouragement, needed materials,

resources, and moral support.

• Knowledge of results is essential – so goals need to be quantifiable and there needs to be

feedback.

Goal-setting is a useful theory which can be applied in several fields, from sport to a wide

range of work settings. Sports psychology in particular has adopted its recommendations.

The concept of goal-setting has been incorporated into a number of incentive programmes

and management by objectives (MBO) techniques in a number of work areas. Feedback

accompanying goal attainment may also enhance a worker’s job performance and ability

to become more innovative and creative on the job through a trial-and-error learning

process. Since goal-setting is a relatively simple motivational strategy, it has become

increasingly popular.
Figure 7. Process of motivation according to goal-setting theory (Source: Author's own
figure)
 Statement of the Problem

The study aims to determine if there is a relationship between the facility of the school

and the academic performances of students in Our Lady of Fatima Academy of Davao,

Incorporated.

1. What is the profile of the students?

2. What is the level of satisfaction of the student in using educational facilities of the

school?

3. What is the Academic Performance of the student?

4. Is there a significant relationship between the level of satisfaction of the students in

using educational facilities of the school to their Academic Performance?

 CHAPTER 2

Method

This section shows the methodology done throughout the study. It consists of the

Research Design, table where the types of data, Respondents of the Study, Tools to Gather

Data, Techniques to Analyse Data, and Output of the Study can be found, as well as the

Research Environment, Data Gathering Procedures, and Data Analysis.

Research Design

This table shows the design of the study. It presents the main idea of this study and

research process. It presents the types of data to gather, the respondents of the study, the tools

to gather and analyse data and the output of the study.

Types of Data Respondents of Tools to gather the Techniques to Output of the

to Gather the Study Data Analyze Data Study

Grades of the  80% of the  Survey  Weighted The effect of the

Junior high school population satisfaction rate of
questionnaire Mean
students during  Teachers’ record of  Percentage the students in the
the 1st quarter S.Y the 1st quarter of the  Pearson r school's facilities
2019-2020 general average of the correlation to the academic
Junior highschool test performance of
Satisfaction rate
students S.Y 2019- the students
of the junior high
2020
school students in
the school's
facilities

Table 1: Research Design

 This study used the descriptive-correlational method. Descriptive method describes

what appears to be happening and what is the important variables seem to be evident.

Correlational research determines the relations among two or more variables. Data are gathered

form multiple variables and correlational statistical techniques applied to the data (Lomax,

2013).

The table above shows the process that the researchers have gone through. In order to

conduct the study, the Grades of the junior highshool students SY. 2019-2018 during their 1st

quarter and the satisfaction rate of the junior highschool students in the school’s facilities were

gathered.

The respondents of the study were the 80% population of Our Lady of Fatima Academy

of Davao Incorporated. The data were extracted through the use of the survey questionnaire.

Gathered data were tabulated, analysed and interpreted by using weighted mean and percentage.

In addition, Pearson r correlation test was used in order to determine the correlation of the

School's facilities satisfaction rate and the academic performance of the students.

The results of the study illustrate the effect of the school's facilities satisfaction rate of

the students to their academic performance. The respondents were later classified as

dissatisfied, neither satisfied nor dissatisfied, satisfied, or very satisfied.

 Research Locale/Environment

The Our Lady of Fatima Academy of Davao Inc. is a school founded by the

Congregation of the Religious of the Virgin Mary (RVM) since 1949. It is located at Fatima

St., Barangay 24-C, Davao City. The school caters Primary and Secondary level of education

from Kinder 2 to Grade 12 students. Each level in Grade-school department has 2 sections,

each level in high school department has 3 section, and the senior high school has 1 section

each level. The students were expected to perform well in all aspects of excellences as they

carry the vision and mission of the school.

Respondents of the Study

In this study, the respondents will be junior high school students of Our lady of Fatima

Academy of Davao Inc. In choosing the respondents, the researchers will use the random

sampling method. There are 12 sections in the junior high school. The respondents will be

coming of Grade 7- Our Lady of Peace, Grade 7- Our Lady of the Holy Rosary Grade 7- Our

Lady of Lourdes, Grade 8- Our Lady of Guadalupe, Grade 8- Holy name of Mary, Grade 8-

Our Lady of Mediatrix of All Graces , Grade 9- Our Lady of Assumption, Grade 9- Our Lady

of Immaculate Concepcion, Grade 9- Our Lady of Mount Carmel, Grade 10- Our Lady of

Fatima, Grade 10- Our Lady of Mercy and Grade 10- Our Lady of Nativity.
 Data Analysis

The survey questionnaire and the first quarter grades of the respondents will be

interpreted to found the projected results of this study. The data collected from the respondents

will be analysed through using weighed mean and percentage. In addition, Pearson r correlation

test will also be used in order to find out the effect of the school facilities satisfaction rate to the

academic performance of the students. In the analysis of the data, there is a support of statistical

software.