Professional Documents
Culture Documents
THESIS
THESIS
A Thesis
Presented to the Faculty of Senior High School Department
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City
Introduction
things that students use including the most common things we see in classrooms
like white board,arm chairs, and the electric fans/ceiling fans. Academic
Performance refers to the students overall Academic Activities that they make in
in the world and the gifts that they have to offer it. It is where the student
develops what they want their future to look like, as well as knowledge of the
skills needed to reach that goal. With the classroom being such an important
If schools really do play a large role in teaching the next generation how to be
sure that the learning environment is one that helps students thrive. If not
schools although learning can take place in other venues. On this premise, it is
imperative that educators strive to make the classroom the best venue for
allows for students to meet their basic needs of physical and mental health.
Theoretical Framework
Student Learning that the classroom is a place where the students gain more
knowledge and it is the place they discover what they wanted to become in the
learn many things in their life. He also stated that in order for classroom to be
effective precaution should be taken to make sure that the learning environment
is the one helps the students thrive and if not approached correctly, the students
positive outlook are the best for students to be more productive in their school
performances. Schools who have positive out looking classrooms can help
students to be more comfortable, stable, feel safe, and can meet their basic
needs of physical and mental health rather than a negative out looking
classrooms that can make them feel uncomfortable feeling,can’t focus in their
Performance is the Dependent one. The relationship of the two is that, if the
affect the students’ performances inside the classroom and make the
children/students learn nothing or they will not gain enough and more knowledge.
CLASSROOM ACADEMIC
ENVIRONMENT
PERFORMANCE
To Teachers. They will be aware what kind of knowledge the students need
every day and will also make disciplinary actions towards the students.
To HUMSS-D Students. They will be aware how noise pollution affects their
classmates and how it will affect their performances inside the classroom. Also,
they will realize that a classroom environment is very important for all of the
students and will cause a good effect or not to them if they didn’t take actions for
this.
Future Researcher. This will serve as a reference for their study related to this
topic.
Scope and Delimitation
Magsaysay Memorial Colleges of General Santos City, this school year 2017-
2018.
Definition of Terms
classroom. For example is the noise that students make or the things they use in
their class.
This chapter deals with related literatures and studies that could give light
to the researchers
resources, learning aids and audio visual aids are aids that teachers use to assist
learning and also increase interest of learners in the learning process. Teachers
devices, which help the teacher to make a lesson much clearer to the learners.
effective ifthey look at objects, observe a process or watch people doing some
work. Yet for others sounds and feeling such as those from the radio, television,
will not ensure effective learner learning automatically. The teacher should learn
how to select material carefully, preview and use them effectively. In addition, the
materials should only be used when and where possible to realize performance
in the classroom. When resources are presented to the class they only be
ground and surrounding that have no aesthetic beauty can contribute to poor
performance, Fuller (1985) discovered that children who had use or two or more
books were almost three times better than those who had no textbooks in school
provided with a rich and suitableenvironment in the classroom where the child
such as books, charts, models, visual aids and play material have some bearing
in school performance. Schools that found having well and enough instructional
Wachieye (1990) says that the use of learning resources involves the use
of more than one of the human senses at the same time during learning process.
1%, touch 1.5%, smell3.5% and sight 83%. It is believed that 20% of what is
heard is retained while 50%of what is seen is retained and hence the need for
used there is greatopportunity for learners to move about, talk, love and interact
and this make learning interesting. Learners get the opportunity to handle and
saves energy and time because most of the concepts areeasily clarified and
see, hear, touch, taste, and smell as their experiences are direct andconcrete,
learning through the use of senses is the most natural and easiest way
oflearning.
affect the children’s academic performance in preschools has been minimal. This
could beattributed to the fact that instructional resources are not as widely used
in the preschools as in the upper classes. However, there is need to call for more
researchon how the usage of such a resources, as charts, abacus and beads
According to Whitaker (2004), the main factor in the classroom is not the
student, but the teacher. Great teachers have high expectations for their
students, but even higher expectations for themselves (2004). These teachers
recognize the importance of connecting with their students, that if they are unable
to connect with them emotionally then it is impossible to effect there mind (2004).
“Good teachers put snags in the river of children passing by, and over time, they
teachers are the first most important point of contact in a student’s life. Despite
“There are really two ways to improve a school significantly: Get better teachers
revealed that for many primary grade level students, the classroom environment
and the teacher can effect a student’s desire to cheat academically, consider or
Teachers need to capitalize on the impact that their positive attitude plays
the keystone for all other aspects of classroom management” (Marzano, 2008).
person such as the teacher (Stipek, 2002). However, it is the teacher who plays
According to Freiberg and Stein (1999), “school climate is the heart and
culture, school organizational structure and the school social structure. The
organizational structure, which Stewart uses to describe school and class size,
both found to lead to positive behavioural and scholastic achievement. The third
element Stewart explored was the schools social structure, which includes
characteristics such as staff and student ethnicity, gender, socio- economic
their behavioural, social, and academic skills. The quality of the interactions that
students have with their teachers predicts later academic success (Pianta,
academic development Pianta, LaParo, Payne, Cox, & Bradley, 2002; Koth,
Bradshaw, & Leaf, 2008; Perry, Donohue, &Weinstein, 2007; Because these
shape student experiences in school. Beyond the traditional method and role of
roles and spend a large amount of time with students. This theory proposes
thatwhen 2 teachers have close and positive relationships with students, they are
more motivated tospend extra time and energy promoting student success. But
when teachers have do not agree andnegative relationships with students, they
more frequently attempt to control student behaviour and thus hinder efforts to
promote a positive school environment for them (Pianta et
that students react to theirrelationships with their teachers. When students feel
that they have close and positive relationswith teachers, they are more inclined to
trust and like those teachers and thus are more motivatedto succeed. In contrast,
when students feel that they have conflict and negative relationshipswith
teachers, they do not like or trust the teachers, are not motivated to succeed and
may bedefiant towards the teachers (Pianta et. al, 1995; Hamre&Pianta, 2001).
Many studies havereported that the quality of the relations between teachers and
exists on how people evaluate their environments, what elements they prefer,
how they interact with physical surroundings and many other related aspects.
developed by Apter (1982, 1984, 2014), who describes two types of motivation—
this state look for low arousal environments with an end state being relaxation.
On the other hand, paratelic motivation is focused on the activity itself and is
and people are motivated to seek highly arousing environments when in this
much rather prefer environments that facilitate experiencing a telic state. On the
understood that a myriad of theories and frameworks are available for creating
(Harik and Fattouh, 2010). However, here the focus will be how telic versus
Chiang and Lai (2008) investigated and identified some of the negative effects of
working in a noisy room, with a focus on young children. They claim that noise
influences not only learning outcomes, but also the health of the occupants. In
the case of young children, they have not yet developed enough executive skill in
language, and written and oral skills (Mills, 1975). Therefore, interference
children, and noise is far from the only possible kind of interference. Noise
performed (DiSarno et al., 2002). Chiang and Lai (2008) reviewed previous
outcomes were reported specifically in the context of a noisy room: getting tired
easily, leading to lower efficiency; increased heart rate; dyspepsia; poor appetite;
Zannin and Zwirtes (2009) carried out a study comparing schools built in
previous studies have found. Many classrooms are simply not comfortable places
interference. Zannin and Zwirtes (2009) show that even following standard best
practices for design, the results are sub-optimal for a learning environment. Most
importantly, the authors highlight that the relative position of schoolyards and
recreation spaces is often ill conceived with respect of the rest of the school. In
addition, the architectural design and material choices allow for voice and noise
noise levels for classrooms exist, but, for example, Brazil’s regulatory body has
well-controlled study of classroom noise levels revealed values over 40 dB(A) for
each of five tested classrooms with open and closed windows (Zannin and
Marcon, 2007). In the same study, the authors found that both students and
teachers pointed out that noise in the classroom was a major source of
disturbance for them. Interviews with 62 teachers and 462 students included
classrooms. These interviews indicated that bothersome noise came mostly from
spoke too loudly. The study reported that every objectively measured acoustic
showed clearly that classrooms were not a productive and comfortable place to
Zannin et al. (2012) and Zannin et al. (2013) recently found this pattern of
and well-documented effects, but less obvious is the case of light quality. Boray
et al. (1989) undertook a study evaluating how different types of lighting (warm
size, and pleasure of room. They found no significant differences among all
dependent variables with respect to the type of lighting used. The researchers
could only conclude that management prefers warm white or cool white over full-
spectrum light, chiefly because the first two are less costly to buy and maintain.
A natural assumption might be that more light always creates a better,
shows an upper limit to classroom lighting, above which the lighting has negative
One room was equipped with windows with light shelves; another was not.
Classrooms were on the same side of the building, and all other variables were
held constant. Interestingly, these studies showed that rooms both the with light
shelves and without light shelves condition had advantages and disadvantages.
In late afternoon, windows with light shelves produced light below prescribed
values throughout the day, which can lead to gradual furniture and fixture
discomfort. This research shows that even such feature like light shelves might
intrigued scientists. Colour most certainly affects our experience of the world. For
pink,” which is purported to lower stress and anxiety levels, as well as affecting
1985; Profusek and Rainey, 1987; Bennett et al., 1991). As far back as 1988,
Gilliam and Unruh noted that the results of studies on baker-miller pink were
incongruent with each other. Therefore, Gilliam and Unruh (1988) investigated
the topic themselves, finding no significant differences between peoples’
experience of and reactions to ordinary white walls and the more unusual baker-
Elliot et al. (2007) exposed participants to the colour red, green, or black
before giving them a test; they found that exposure to red, even if participants
performance. The effect was found even when a number was written in red ink at
the top of a sheet of paper. Greater right frontal hemisphere EEG activation was
found when students were exposed to red, which is consistent with similar
findings of greater activation in right frontal relative to the left frontal cortex
Another argument for the negative effects of the colour red pertains to
findings by Gimbel (1997) and Pile (1997), which are summarized in a table as
part of their research paper (Gimbel, 1997; Pile, 1997 as cited in Fisher, 2005).
Notably, these authors suggest that the colour green is best for classrooms.
Gimbel (1997) and Pile’s (1997) table also suggests which colours might be
on math and reading tests did not vary among students who performed in
does exist, the most likely associations are red and yellow colours with
stimulation and blue and green colours with calming effects. Stone also found out
that colour did have an impact on qualitatively different tasks (math task versus
on more difficult tasks, i.e., the reading task. A further finding was that the lowest
likely we are to feel comfortable while performing a task. Probably the ideal
temperature is one that is hardly noticeable—neither too cold nor too hot.
performance. However, Douglas and Gifford’s (2001), at the outset of their study
modified a lens model to suit their needs. Students and professors in this study
judged how friendly the classroom was and how much they preferred it. Douglas
and Gifford (2001) explain how friendliness and overall preference was described
etc., the room makes you feel, in your own opinion.” Overall preference was
defined as “a global rating of all factors that you consider important to the
classroom environment” (p. 298). Each participant was shown two photos of 35
various classrooms, and she evaluated them on the scale just described.
and 57% of the variance in the evaluation of friendliness and overall preference
by both students and professors. In this study, both groups preferred socio-petal
chairs and tables in a way that it allows for a greater social interaction amongst
students and professors. Two other notable properties were a view of the
outdoors and comfortable seats. Not surprisingly, quality of seating was more
significant for students, as teachers tend to have comfortable seats owing to their
higher status. Douglas and Gifford (2001) pointed out that users of classrooms
did not rate highly such classroom properties as brightness, room size and
aesthetic complexity.
how these various classroom properties are related, nor if they individually or
Rosenfield et al. (1985) tested how desk and chair arrangement affected
The dependent variables mentioned above were clearly defined and measured
by trained evaluators. The possible desk arrangements were clusters, rows, and
circles. Results showed that students seated in circles showed the most on-task
arrangement, and the least effective was desks arranged in rows. As expected,
such variables as sex, age, and attitude toward studying affected students’
scoring, too.
important issues for the Chilean government and, while there has been a policy
of on-going reform for quite some time, in the early 1980s major changes were
had a strong bearing on the situation that unfolded during the first decade of this
century.
These changes did expand school coverage, but they failed to improve the
quality of education, which had been one of the goals of the reform.
Raczynski, 2007), while Beyer (2009) argues that it has been only partial, since,
although it is true that the schools are no longer administered by the central
government, the municipalities have not been endowed with the necessary
capacity to manage them properly. The associated debate concerning the quality
of the education provided by municipal schools has been heated, and there is an
The economic crisis that broke out in 1981 triggered a steep reduction in
funding for public schools. Between 1982 and 1990, government spending on
education was cut by 29%. Moreover, Chile had no system in place for assessing
the quality of education until 1988, when the Education Quality Measurement
System (since) was introduced. The since tests are still in use today. At first,
these test results were not made public, but they have been in the public domain
since 1995. In 1990, with the promulgation of the Teachers Statute, a wage floor
was set for teachers and their rightsas members of the teaching profession were
country’s 11,905 schools were run by the municipalities, 44% were government-
of Education, 2008a). The main tool used to measure the quality of education in
Chile is the simce test, which has yielded comparable results only since 1997.
From that year on, test results were stable until 2010, when some improvement
body does not have the basic skills or knowledge expected of students in the
year of secondary school, i.e. tenth grade(15-year-olds, on average), they put the
figure at 33%. The 1999 since test scores indicate that 32% of the students in
fourth grade had not mastered the skills and knowledge that a second-grade
student should possess; 25% were at the third-grade level; another 25% had
aninitial level of proficiency for fourth grade; and only 11% had a satisfactory
Mathematics and Science Study (TIMSS),yield similar results. One out of every
more, the average score on this test for Chilean students from households
having high levels of educational attainment, who perform better than other
students in the country, is below the overall international average and is on a par
Federation, Belgium and others. In addition to the fact that, on average, the
students who attend private schools, 1 out of 2 score over 300 points on the
score at least 300 (Fontaine, 2002; Brunner and Cox, 1995; García andParedes,
2010).
The teachers.The assertion made by Barber and Mourshed (2008)that
“the quality of an education system cannot exceed the quality of its teachers” (p.
15) has prompted many governments to focus on their faculty and on making a
teaching career more attractive. In Chile, the situation is clear. Most of the
country’s teachers were not near the top of their class when they were in school,
top 10% of their graduating class (Claro, 2009). This is corroborated by Cabezas
and others (2013), who draw attention to the need to upgrade teacher
Chile had 176,472 practising teachers, of whom 46% were working at municipal
around 200% between 1990 and 2008, but that increase has not been pegged to
individual performance (Ministry of Education, 2008a). The idea that the quality of
instruction is the touchstone of learning was what underlay the decision in 2003,
negotiated, which might lead one to suspect that it would not provide an accurate
Manzi and Paredes (2008) found that the results of teacher evaluations correlate
relatively well with the learning outcomes of their students, which would appear
Ritter and Hancock,2007; Nie and Lau, 2009, and references). While
order intheir classrooms, engage their students and elicit their cooperation
(Emmer and Stough, 2001).Kennedy (2005) suggests that the need to manage
students in the classroom often interferes with teachers’ efforts to convey ideas
to them. She contends that, out of fear of losing their students’ interest, teachers
sacrifice intellectual content in order to keep the situation under control because,
if they present material that is too intellectually challenging, some students will
back off or become distracted and disruptive because they find that following the
critical factor in teachers’ work satisfaction. Time and again, teachers mention
school discipline as one of the greatest challenges that they face (Ritter and
Hancock, 2007). Discipline problems are also frequently cited as one of the main
reasons why some teachers decide to leave the profession (Morris Rothschild
and Brassard, 2006). Given how strongly the classroom environment influences
management styles and their effectiveness. Three main styles are identified in
the literature (Lewis and others, 2008). The first is associated with the idea that
teachers should closely control their classrooms and their students’ behaviour
Lee and Marlene Canter in 1970 (Malmgren, Trezekand Paul, 2005). This
approach calls for teachers to set out ground rules at the start of the school year
them and what types of consequences they can expect if they fail to comply.
During class, teachers are encouraged to reward and recognize good behaviour
and punish misbehaviour. Along these same lines, the “interventionist style” is
based on the idea that students learn to behave appropriately in the classroom
when good conduct is rewarded and bad conduct is punished and that teachers
should therefore maintain strict control over the students’ activities in the
the 1970s. This style is based on the idea that students’ self-control is key to their
conversations with them (Malmgren, Trezek and Paul, 2005). In this non-
behave more appropriately on their own (Ritter and Hancock, 2007). The third
Glasser, students should take responsibility for the behaviour of their classmates
and make sure that they conduct themselves properly. This style of
and to build consensus around them (Edwards and Mullis, 2003). In developing
METHODOLOGY
Research Design
The research method used in the study was the Descriptive Correlation
Method;this was used because this study mainly investigated the relationship
looking for variables that seem to interact with each other, so that when you can
see one changing, you have an idea of how the other will change. This is the
elements or variables.
Research Locale
The locale of the study will be the Ramon Magsaysay Memorial Colleges,
Corner, Lucban Street, Pioneer Avenue, General Santos City, school year 2017.
Colleges (RMMC) derived itsname from one of the most love Philippine
Presidents and was founded on August 3, 1978, it was the school’s late
President. It offers 13 courses in College Department and 4 Academic Tracks in
Research Instruments
informing them and letting them understand about the purpose of involving them
in the study.
When, they were informed, they gladly accepted the answering of the
questionnaire. The researcher set an appointment to each of them and let them
answer the questionnaire at their most convenient time; and immediately after
Sampling Technique
theSimple Random Sampling (SRS). The researchers use this considering that
the study is all about the random selection of respondents in HUMSS-D Senior
High School in Ramon Magsaysay Memorial Colleges to ensure that all members
the study.
Statistical Treatment
In analysis of the data of the study, the researchers will employ the
T-test. This will be used to test the significant difference between the 2 variables.
Name (Optional):
Indicators 4 3 2 1