LEARNING ENVIRONMENT: ITS EFFECT TO THE ACADEMIC

PERFORMANCE OF THE JUNIOR HIGH SCHOOL

STUDENTS OF SAINT MICHAEL

COLLEGE OF CARAGA

_____________________________________________________________

A Thesis Presented to

The Faculty of the College of Teacher Education

Saint Michael College of Caraga

Nasipit, Agusan del Norte

____________________________________________________

In Fulfillment

of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

Major in English

___________________________________

By:

KIMBERLY M. ACABO

LEORIFE T. DIONIO

CHUCKY P. MACAPALA

March 2020
 ii

APPROVAL SHEET

This Thesis entitled “LEARNING ENVIRONMENT: ITS EFFECT TO THE

ACADEMIC PERFORMANCE OF THE JUNIOR HIGH SCHOOL STUDENTS
OF SAINT MICHAEL COLLEGE OF CARAGA,” prepared and submitted by
KIMBERLY M. ACABO , LEORIFE T. DIONIO, CHUCKY P. MACAPALA in partial
fulfillment of the requirements for the Degree of BACHELOR OF SECONDARY
EDUCATION MAJOR IN ENGLISH, is hereby accepted and recommended for oral
examination.
KENNETH IAN B. BARRERA

Adviser

DENNIS P. MAUSISA, DODT, Ed. D-ISRM

Chairman

DANILO M. FELIAS, Ed. D GLYNDA L. BACONG,Ph.D

Member Member

BEVERLY D. JAMINAL, Ed. D-ISRM

Member

APPROVED by the tribunal at the Oral Examination with the Grade of _____________.

DANILO M. FELIAS, Ed. D GLYNDA L. BACONG, Ph.D

Member Member

BEVERLY D. JAMINAL, Ed.D ISRM KENNETH IAN B. BARRERA

Member Adviser

DENNIS P. MAUSISA, DODT, Ed. D-ISRM

Chairman

Accepted as fulfillment of the requirements for the Degree of BACHELOR OF

SECONDARY EDUCATION MAJOR IN ENGLISH.

GLYNDA L. BACONG, Ph. D

Dean of College Teacher Education
 iii

ACKNOWLEDGEMENT

The researchers would like to extend their heartfelt gratitude and appreciation to

the following persons who devoted their great time and effort and contributed in the

realization of the study:

The researchers sincerest thanks to Mr. Kenneth Ian B. Barrera, the researchers

adviser and to Ms. Perlyn Paredes, for guidance, untiring effort and patience and made a

great contribution for the completion of this study, and also for spending time and

critiquing our work; Dr. Dennis P. Mausisa, the researchers’ instructor, for sharing his

knowledge and expertise in the field of Research; Researchers’ beloved parents and

family, for giving their financial and moral support for the fulfillment of the study;

classmates and friends of the researchers, for their moral support; and above all, to the

Almighty God, for giving the courage and determination as well as good health to the

researchers, for without Him, this study may not be accomplished. Thank you and God

bless!

KIMBERLY M. ACABO

LEORIFE T. DIONIO

CHUCKY P. MACAPALA

Researchers
 iv

Thesis Abstract

TITLE : LEARNING ENVIRONMENT: ITS EFFECT

TO THE ACADEMIC PERFORMANCE OF

JUNIOR HIGH SCHOOL STUDENTS OF

SAINT MICHAEL COLLEGE OF CARAGA

AUTHORS : KIMBERLY M. ACABO

LEORIFE T. DIONIO

CHUCKY P. MACAPALA

DEGREE : BACHELOR OF SECONDARY EDUCATION

MAJOR IN ENGLISH

SCHOOL : SAINT MICHAEL COLLEGE OF CARAGA

CO-AUTHOR : KENNETH IAN B. BARRERA

PAGES :

DATE : MARCH 2020

KEYWORDS : ACADEMIC PERFORMANCE, LEARNING

ENVIRONMENT, PHYSICAL

ENVIRONMENT, PSYCHOLOGICAL

CLIMATE, SCHOOL CULTURE, TEACHING

AND LEARNING, DEVELOPMENT PLAN

 Learning environment is one of the most vital factors of the teaching and learning

process because it provides students to learn, in this study. It tells about how the

environment can affect the academic performance of the students. Physical environment,

Psychological climate, School culture and Teaching and learning are our mean point in

this study. The researchers, with permission to the owner used the research instrument for

this study, and were administered to 293 respondents. The data were tabulated and

analysed using percentage, weighted mean, Descriptive statistics and ANOVA. The

results of this study indicated that the four factors which is Physical environment,

Psychological climate, School culture and teaching and learning has a weighted mean of

Agree (High). It means that the respondents are Agree to the learning environment in

which they have experience now. The study also prove that there is a significant

difference on the perception of the learning environment talking about the six sections in

grade 9 students of Saint Michael College of Caraga. Also it was found out that the

learning environment affects the academic performance of the Grade 9 students. It was

then recommended that appropriate Developmental plan should be conducted to the

learning environment to succor the needs of the respondents. Learning environment

enhancement and academic fortification activities were conducted for a period of one

year.
 v

TABLE OF CONTENTS

PRELIMINARY PAGES Page No.

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract iv

Table of Contents v

List of Tables vi

List of Figures vii

Main Body

Chapter I: Introduction

Background of the Study 1

Rationale of the Study

Significant of the Study

Theoretical Framework 4

Schematic Diagram 5

Statement of the Problem 6

Hypothesis 6

Scope and Limitations of the Study 7

Definition of Terms 8
Chapter II: Review of Related Literature 9

Chapter III: Research Methodology 17

Research Design 18

Research Locale 18

Research Respondent 20

Research Instrument 21

Ethical Standard 22

Data Gathering Procedure 22

Statistical Treatment 23

IV. RESULTS AND DISCUSSIONS

V. CONCLUSIONS AND RECOMMENDATIONS

Conclusion

Recommendations

BIBLIOGRAPHY

APPENDICES

A - Letter of Approval

B - Instrument with inform consent

C - Map of the Research Locale

D - Curriculum Vitae

E - Documentations
 LIST OF TABLES

Table No. Title Page No.

1 Over-all population of the Respondents 20

2 Physical Environment 24

3 Psychological Climate 26

4 School culture 27

5 Teaching and Learning 29

6 Summary 31

7 Level of Academic Performance 33

8 ANOVA 35

9 Summary of Regression 36
 LIST OF FIGURES

Figure No. Title Page No.

1 Schematic Diagram 5

2 Developmental Plan 36

1.
 CHAPTER I

INTRODUCTION

Background of the Study

The learning environment is very important to the learning process of the learners.

The positive learning environment promotes good study habits to make students improve,

productive, and better in their study. Crede and Kunce, (2013).

According to the book Principles of teaching by Corpuz B. and Salandan G.

(2014) that the learning environment composed of factors, these factors include Physical

Environment, Psychological climate, School culture and Teaching and Learning. They

say that the students learn in their learning environment by the presence of those factors
2
in a positive way.

The classroom is where the student gains an understanding of their place 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 place in the growth of a child it is important

to understand how to affect this environment to receive extreme effectiveness in

instruction. If schools do play a large role in teaching the next generation how to be

successful members of culture then every precaution should be taken to make sure that

the learning environment is one that helps students thrive. If not approached correctly, a

classroom can be set up in a way that suffocates creativity or does not promote a positive

learning environment. Hannah, (2013).The classroom remains to be the main learning

environment in the schools although learning can take place in other venues. On this

premise, teachers must strive to make the classroom the best venue for students to attain
their full potential in academic performance. Teachers are continually looking to create a

"positive" classroom climate in which students learning is maximized. It is having an

environment where students feel safe, nurtured, and intellectually stimulated. This type of

positive classroom climate allows for pupils to meet their basic needs of physical and

mental health. While there is no specific definition of what creates a bad classroom

climate, it is considered to be one in which pupils feel uncomfortable, whether physically,

emotionally, or academically, for any reason. Falsario (2014).

The researchers conducted this study to know the effect of Learning Environment

to the Academic Performance of the Junior High School Students of Saint Michael

College of Caraga, the researchers will also determine what factor of learning

environment really affects the academic performance of the Junior High School Students

of Saint Michael College of Caraga. The findings of the study will help the school

administrators, stakeholders, and affect the academic performance of the students.

The study investigated the connection of the learning environment and the

students in identifying the key areas to improve in the learning environment and how

vital it is in improving the quality of instruction.

Theoretical Framework

3
This study anchored on the Social Learning Theory of Albert Bandura,

emphasizes the importance of observing and modelling the behaviors, attitudes, and

emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly

laborious, not to mention hazardous, if people had to rely solely on the effects of their

own actions to inform them what to do. Fortunately, most human behavior is learned
observationally through modeling: from observing others a one forms on an idea of how

new behaviors are performed, and on later occasions this coded information serves as a

guide for action.” Social learning theory include attention, memory, motivation, spans

both cognitive and behavioral frameworks. Bandura’s theory improves upon the strictly

behavioral explanation of modeling provided by Miller & Dollard (1941). Social

learning theory also provides a broad-band understanding of the psychosocial influences

on learning, particularly with respect to peer, parenting, and other adult modeling for

risk-taking behaviors of the learners in the school. He suggested that learners acquire new

form of behavior by modeling. Modeling can inhibit or encourage behavior. Bandura

(1973) concluded that certain parents by behaving aggressively provide models for

children.

The goal of the social learning theory is to show that an individual can learn in

multiple ways. People make choices based on self-reflection, but mainly the environment

in which a person finds themselves influences the way they behave and learn. The

learners, and the persons who are at the center of this theory, processes different impulses

in different ways.

The study is also anchored to the “Humanistic Learning Theory” by Abraham

Maslow. He states that we have priority for human needs and interests. And he also

believes that it is necessary to study the person as a whole, especially as an individual

grows and develops over the lifespan.

Abraham Maslow is a humanistic theorist and explained that every person is born

with a set of basic needs as; biological and physiological, safety, belongingness or love,

self-esteem, and self-actualization needs. He believed that when lower needs are fulfilled,
the higher-level needs are emerged (Madsen and Wilson, 2006). Schools following this

theory should provide these needs of the learners. 4

Environment firstly should provide the biological and physiological needs like

clean air, comfortable temperature, good lighting and ventilations that would be safe

enough for the learners to feel physically and emotionally secured. Learners can feel

belonging to his/her class and in the school if he/she is allowed to personalize his

environment. That is why classrooms can allow maximum amount of independence to

realize this. Furthermore, learners can also work on different issues, in different groups at

the same time, observe what others doing, learn from one another, and make

interpersonal relationships.

The teacher's role, according to the humanistic theory, is to be a role model. The

teacher is to model appropriate behavior and make an effort not to replicate inappropriate

behavior. A teacher is also expected to provide a reason and motivation for each task,

teach general learning skills, foster group work, and if possible, given a choice of tasks to

the students (Huitt, 2001).

The theory used in the study since it presents how the learning environment

affects the academic performance of the junior high school learners of Saint Michael

College of Caraga. The theory also represents as evidence of why there’s a need to study

the learning environment and its effect to the academic performance of junior high school

students.

In our study which is the learning environment its effect to the academic

performance in Saint Michael College of Caraga. This study focuses to the environment
 that surrounds anything to the students, the main question is how the students improve

their academic performance through their learning environment? The answer to that

question found in the related literature as we go on in this study.

Schematic Diagram

Input Truput Output

1.Learning
Environment

1.1 Physical
Environment
ACADEMIC DEVELOPMENT
1.2 Psychological
Climate PERFORMANCE PLAN

1.3 School Culture

1.4Teaching and
Learning

Figure 1. The Schematic Diagram shows the interaction of the Input and the Thru put of

the study.
 6

Statement of the Problem

The study primarily aimed was to determine the effect of Learning Environment

through their Academic performance of the Junior High School students of Saint Michael

College of Caraga.

Specially, this study sought to answer the following questions:

1. What is the level of perception of the respondents to their learning environment

like:

1.1 physical environment;

1.2 psychological climate;

1.3 school culture; and

1.4 teaching and learning?

2. What is the level of academic performance among junior high school students?

3. Is there significant difference on the perception of the learning environment

among

respondents as to

3.1 physical environment;

3.2 psychological climate;

 3.3 school culture; and

3.4 teaching and learning?

4. What variable/s that significantly affect/s the academic performance?

5. What development plan can be designed after in the study conducted?

Null Hypothesis

Ho: There is no significant difference on the perception of the learning

environment

among respondents as to physical environment, psychological climate, school culture,

7
and teaching and learning

Scope and Limitation of the Study

The study focused on determining the Effect Learning Environment on its

Academic Performance of the Junior High School Students. The researchers’ respondents

are the Grade 9 Students.

The study indicated on the Learning environment needed by the learners for

today’s generation. Thus, it only focused on first, The Physical Facilities and Equipment

that includes School Site, Instructional Spaces, Classroom Furniture and equipment.

Psychological climate of the school also the school culture and Teaching and Learning

process

Definition of Terms

The following terms defined in concerning their use in the study to facilitate

understanding.
Academic Performance – refers to the average grade of Grade 9 students in second

grading period of school year 2019-2020 as reflected in their report card.

Learning Environment- refers to the diverse physical locations, contexts, and cultures

in which the respondents learn.

Physical Environment- refers to the level of upkeep, ambient noise, lighting, indoor air

quality and/or thermal comfort of the schools physical building and its location within the

community.

Psychological Climate- refers to the prevailing mood, attitudes standards, and tone that
8
your students feel when they are in your classroom.

School Culture- refers to the way teachers and other staff members work together and

the set of beliefs, values, and assumptions they share. A positive school climate

and school culture promote students' ability to learn.

Teaching and Learning- is a process that includes many variables. These variables

interact as learners work toward their goals and incorporate new knowledge, behaviors,

and skills that add to their range of learning experience.

Grade 9 Junior High School – They are the respondents of the study Learning

Environment: Its effect to the Academic Performance of the Junior High School students

of Saint Michael College of Caraga.

Development Plan – It is a plan that can enhance the school environment, including

teachers and students.

 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with related literature and studies that could give light to the

main thought of the study.

Related Literature

Learning environment encompasses all resources human and material, programs,

and opportunities, for students to use these resources creatively and imaginatively to

learn and develop their potentials. According to Oduwaye (2011), learning environment

refers to the context in which learning takes place. It is the surrounding circumstance

which effects learning. An environment in which learning occurs can be as wide as

particular society and it may be viewed as an educational institution. A learning

environment is the condition and influence which a learner comes in contact with,

resulting in a series of complex interactions and ensuring a permanent change in

behavior. This implies that an individual’s acquisition of skills, knowledge and

competencies would occur under certain conditions and influences Nwadiani (2013).
 Learning environment is one of the most important factors affecting student

learning. Simply put, students learn better when they view the learning environment as

positive and supportive Dorman et.al. (2015). A positive environment is one in which

students feel a sense of belonging, trust others, and feel encouraged to tackle challenges,

take risks, and ask questions Bucholz et.al.(2013).

Tsavga (2011) states that the learning environment plays a vital role in

determining how students perform or respond to circumstances and situations around

10
them. It also plays a crucial role in determining students’ success as it determines how a

student behaves and handles his learning tasks. Indeed, the environment in which one

finds himself tends to mold his behavior so as to meet the demands of learning.

Physical Environment

The physical environment is defined as the physical characteristics of the room.

The relationship between environment and design of the classroom from a theoretical

perspective. They found out that the physical environment of the classroom acts as a

“silent curriculum.” It means that classroom environmental design can facilitate and

improve the learning process like the overt curriculum.

School environment means the extent to which school settings promote student

safety and student health, which may include topics such as the physical plant, the

academic environment, available physical and mental health supports and services, and

the fairness and adequacy of disciplinary procedures, as supported by relevant research

and an assessment of validity. Mick Zais (2011).

The favorable school environment provides the necessary stimulus for learning

experiences. The children spend most of their time in school, and this school environment
is exerting influence on performance through curricular, teaching technique and

relationship (Arul Lawrence A.S. 2012).

According to Sunday, A.A. (2012) revealed that there is a significant relationship

between physical school environment and students’ academic performance in senior

secondary school physics. To him, the physical school environment has some influences

on students’ academic achievement in senior secondary school physics. The physical

facilities, human resources, and the relationship among them determine the physical

environment of the school. It was also discovered that poor facilities and inadequate
11
space, as well as the arrangement of items including seats in the classroom, library and

laboratory, would affect the organization of learning environment. Favorable school

climate gives room for students to work hard and enhance their academic achievement.

Physical environment can be defined as the physical characteristics of the room.

It refers to the different things i.e., size of the room, lighting, degree of temperature,

condition of classroom floor. Physical environment can affect students’ comfort and also

their ability to learn to some extent. Students who are comfortable are likely to get much

information as compared to those who are uncomfortable.

Umar (2015) reports that school environment manifested in classrooms design,

desks’ arrangement and books availability strongly correlate with good performance in

English among students in the Arab countries. The standard for many classrooms in the

past was to have a blackboard and a set of desks arranged in rows within the classroom.

This system of arrangement may not fit students in today’s schools. Some modern

educators claim that such traditional arrangements make students lose interest and create

a higher level of boredom in the classroom.

 The school environment is shaped by designers and as such how comfortable and

conducive the environment is, directly leaves an imprint on the performance of its users.

Arong&Ogbadu, (2010) and Chukwuemeka, (2013). If learners feel painful in classroom,

then they will neglect to achieve much knowledge from their instructors. (Suleman and

Hussain, 2014).

However, Dihaisat (2016) stated that there are many things that can affect this

environment. These may include physical elements such as wall art, arrangement of

desks, and other learning resources. Also, there are non-physical elements such as the
12
classroom regulations and rules, or even the sounds and light within the room. Each of

these can affect a student’s focus and hence his learning in the class. These elements can

also affect teacher’s attitude in the class as well.

The interaction between performance and room arrangement by stating that:

students’ motivation for learning determines concomitantly students’ seat choice and

school performance. Therefore, that displacing students to a frontal seat position in the

classroom to improve learning performance is probably not a desirable alternative;

instead, the teacher should consider raising the students’ motivation.

According to Asiyai (2014) the nature of the classroom environment has a

powerful influence on how well students achieve educational outcomes.

Psychological Climate

The social and emotional climate of a school can impact student engagement in

school activities; relationships with other students, staff, family, and community; and

academic performance. A positive social and emotional school climate is conducive to

effective teaching and learning. Such climates promote health, growth, and development

by providing a safe and supportive learning environment.

School climate, which can be described as the psychosocial effect of

organizational environment on the students and adults inside the school, includes the

school’s norms, goals, targets, values, relations, organizational structure and learning-

teaching methods. In this context, school climate is formed by different parts of the

school, such as the physical environment that provides an intimate and positive learning,

the social environment that encourages positive communication and interaction among

shareholders, the emotional environment that creates a sense of belonging especially

among students and the academic environment that develops a learning system

encouraging everyone towards achievement.

13

Byoung-suk, K. (2012) also stated that children need safe, healthy and stimulating

environment in which to grow and learn. The educational process of development occurs

in physical, social, cultural and psychological environment. A proper and adequate

environment is very much necessary for a fruitful learning of the child. The favorable

school environment provides the necessary stimulus for learning experiences.

The social emotional factors such as: child rearing practices, reinforcements and

punishments, scope for freedom in activities and decision making, recreational and study

facilities. Disorganization and discord among birth positions such as eldest or youngest

child has his definite influence on learning. Hall (2012).

Denial et.al. (2014) examined the impact of the school environment and peer

influence on the students’ academic performance. The study assessed school environment
factors and peer influence in term of the level of psychological impact they have on

learners.

Psychological climate is a place where the child grows up to function as a positive

member in the society. It includes the home, the school, the peer group, and the

classroom. It covers all that is related to the child’s upbringing including his /her spiritual

life, social requirements, and psychological needs.

According to Reynolds et al. (2017) in the school context, norms, values, and

beliefs of the “school” group are embodied in the school climate construct. A central goal

of the school as a group is often to have a strong academic emphasis, supportive staff-

student relations, and shared values and approach (factors which are conducive to

successful student learning).

School Culture

School culture involves administration, parents, teachers and students. School

14
culture contains their relationship between actions and communication. School culture

basically deals the teachers' performance and the school system. School culture describes

the principal standards, their beliefs, actions and communication among teachers and

school community. These beliefs are fundamental school goals, school objectives,

priorities, teaching learning process school outcomes.

According to Hinde (2014), school culture is an all-encompassing element of

schools, yet it is hard to find and difficult to define. However, Overseas Trained Teachers

Organization states that the use of the term ‘culture’ in the school context refers to the

basic assumptions, beliefs and practices that are shared by the members of a school

community.
Further mentions that school culture is not a stagnant body. It is constantly being built

and shaped through interactions with others and through reflections on life and the world

in general. Hinde (2014) concurs that school culture develops as members of staff interact

with each other, the students and the community.

The effect of school culture on students’ academic achievement was tested

through meta-analysis. Meta-analysis is a technique to find an effect size by combining

the findings of independent quantitative studies on a specific issue statistically.

The effect of culture on students’ achievement has been studied by a number of

researchers. Studies by Williams (2011) measured the achievement of students in schools

in which study participants identified their culture as positive or effective.

A study by Nagy (2011) identified the behaviors of the administrators in schools

with high achievement using Marzano’s (2003) Principal Leadership Responsibilities as a

framework for evaluation.

McCollum and Yoder (2011) studied the relationship between the culture of a

school, relationships with teachers, and the academic aspirations of middle school
15
students, and MacNeil, Prater and Busch (2009) similarly explored the associations

between positive school culture, motivated teachers and student achievement. Using

surveys, interviews, and questionnaires, the researchers have consistently found

correlations between school culture and student achievement.

Character Education Partnership (2010) states that because a positive school

culture is central to students’ success and holistic school transformation, all schools

should be aided to acquire the tools needed to develop and assess such cultures. Schools

must also be held accountable for 32 assessing the quality of their school cultures.
Teaching and Learning

Developing rapport with students is essential in creating a good classroom

environment. It can be difficult, though, to maintain authority if not handled well. There

are a few strategies that a teacher can use to establish a good relationship with their

students. The first one is how the teacher dresses. It is understandable that a teacher must

maintain a level of professionalism in their school attire.

Research confirms that teachers have substantial impacts on their students’

academic and life-long success. However, little is known about specific dimensions of

teaching practice that explain these relationships or whether these effects differ between

academic and “non-cognitive” outcomes. Chetty, Friedman, & Rockoff, (2014); Jackson,

(2012); Nye, Konstantopoulos, & Hedges,(2004).

Student-teacher relationships effectively work as a protective factor for school

adjustment including academic achievement as well as conduct and behavioral problems,

especially for adolescents transiting from middle school to high school. Longobardi et al.,

(2016). The school environment is an essential part of educational planning. The quality

of education does not only depend on the teachers as shown in the performance of their
16
duties, but also in the effective coordination of the school environment. Chuma (2012).

Students who perceive their teachers as more supportive have better achievement

outcomes. Skinner & Green, (2008); Spilt et.al.(2011); Rimm-Kaufman &Sandilos,

(2012); Gehlbach et.al. (2012).The most powerful weapon teachers have, when trying to

foster a favorable learning climate, is a positive relationship with their students. Boynton

& Boynton, (2005).

 A student’s perception of the teacher’s behavior impacts the relationship. Students

who feel their teacher is not supportive towards them have less interest in learning and

are less engaged in the classroom (Rimm-Kaufman &Sandilos, 2012).

In order for teachers to build and improve upon their practice, teachers need to

reflect and think about their teaching. Teacher thinking results in teacher learning.

Kennedy (2008) Teachers play important roles in children’s lives, teacher well-being, at

least indirectly, has significant effects on children’s socio-emotional adjustment and

academic performance the importance of positive teacher-student relationships extends to

both parties—teachers place value on the personal relationships they have with students

in their classes. Spilt et. al.(2011).

Maulana et al. (2013) states that good teacher-student relationships can positively

impact student behaviors in the classroom. The learning environment plays a significant

role in developing a student’s motivation to learn, and positive relationships can help

maintain student interest and active engagement in learning. Students who have positive

relationships with teachers are less likely to avoid school. Rimm-Kaufman & Sandilos,

(2012).

Maulana et al., (2013) concluded that when a teacher creates a welcoming

environment and considers the needs of the students, learning outcomes will be ideal—
17
students will effectively perform tasks they find personally important or interesting.

When teachers and students become more familiar with each other, it creates a sense of

community Brown, (2010).

 CHAPTER III

RESEARCH METHODOLOGY
 This chapter presented the research design, research locale, research, respondents,

the research instruments, data gathering procedure, statistical treatment and thee scoring

and quantification of the data. It is an organized pattern that represents the methodology

of the study.

Research Design

The study used descriptive method. In which, the researchers ask questions to

describe the level of academic performance of students in Saint Michael College of

Caraga through their learning environment. Wherein a survey questionnaire was

personally administered to the Grade 9 students. The result will be the basis to develop

the learning environment to have a positive effect to the academic performance of the

students.

Research Locale

The study conducted at the Basic Education Department of Saint Michael College

of Caraga started in June 1949, located at Atupan Street, Barangay 4, Nasipit, Agusan del

Norte, Caraga (Region XIII) near Saint Michael Parish and town plaza. The location is 29

kilometers away from Butuan City. Saint Michael College of Caraga is geographically

located in the Northern East part of Mindanao. As of now, the Junior High School

Department population is growing as well as the needs of the students are progressing,

particularly, the Grade 9 students where academic performance is highly necessary as

they are in the stage of preparing for the Senior High School with grade point average is a

requisite.

The DepEd is gearing up for the introduction of the new grades 7-10 (First Year

High School-Fourth Year High School) curricula in school year 2012-2013. According to
the DepEd plan K-12 is to represent a continum, would restructure the basic education
19
system with a required kindergarten, six years in the elementary (Grade 1-6), four years

of Junior High School (Grades 7-10) and two years of Senior High School (Grades 11-

12).

Research Respondents
In this study the respondents was the Junior High School students of Saint

Michael College of Caraga School year 2019-2020, the grade 9 students are covered

during the progress of the study.

Table 1

Overall Population of the Grade 9 students of Saint Michael College of

Caraga

N= 293

Section Male Female Total

F (%) F (%) F (%)

St. Bede 18 13.85 32 19.51 50 17.06

St. Bernard
24 18.46 26 15.85 50 17.07

St. Benedict
26 20 20 12.20 46 15.70

St. Cyril
13 10 41 25 54 18.43

St. Timothy
23 17.69 22 13.42 45 15.36

St. Thomas
26 20 23 14.02 48 16.38
Total 130 100 164 100 293 100

20

Research Instrument

The fundamental instrument of this study was the learning environment, which

was taken from the study of Faith Nwaobia from the University of Nigeria (2015). The

researchers send him a message through messenger to use the research instrument and

luckily, he agrees to use his questionnaire that fits in our study. The instrument is

composed of four factors: the physical environment, psychological climate, school

culture, teaching and learning.

In factors 1 and 2 there are 4 statements, and for factors 3 and 4there are 5

statements that the respondents needed to check. Rating scale are 4 3 2 1. In which 4 is

the Highly Agree the interpretation is Observed all the time, 3 is Agree – observed all the

time, 2 moderately agree- rarely observed and last is 1 highly Disagree- never observed.

The researchers conducted a reliability test of the said questionnaire last October

24, 2019 to the Grade 8 students of Saint Michael College of Caraga. The result of

reliability test had passed and need further revisions by the help of our research

statistician.

Ethical Standard

Researcher considered some ethical standard in the study. The respondents of the

study were adequately informed of the aims and the objective of the study. From the
starting point of research examination, there ought to a clear understanding between the

researcher and the respondents characterizes the duties of each other. The researchers

commit respect all guarantees and responsibilities of the agreement.

To access records, the researcher’s responsibility to guarantee the mindful

specialist does have the member and that they bear some level of obligation in giving
21
such authorization. In agreeing to necessities information sharing researchers need to

precisely consider whether they have set of information which of consolidated dangers

abusing members’ namelessness.

The researchers should keep in certainly all data got about the research member.

The participants character ought to be concealed in composed and verbal reports of the

outcomes within a social context. It considers that people learn from one another,

including such concepts as observational learning, imitation and learning.

The researchers distributed a parents’ consent, to the parents of the respondents

that we will be going conduct. In order for them to be fully aware that their children will

be part of our study.

Data Gathering Procedure

The researchers observed the following processes in gathering the data needed for

this study. First, the researchers sent a letter addressed to the Principal of Basic Education

for his approval to conduct this study. Second, the researchers conducted an orientation

regarding the purpose, process, benefits, and participation as respondents. Subsequently,

the researchers distributed the informed consent form to the respondents together with the

survey questionnaire. Lastly, after all the respondents gave his/her responses, the
researchers collected/retrieved the survey questionnaire for tabulation, analysis, and

interpretation of the data collected.

22

Statistical Treatment

In order to thoroughly analyse the data collected, the researchers was utilized the

following statistical tools to aid the reliability and validity of the test results namely:

Frequency and Percentage – used to determine the percentage of the group to the total

number of respondents.

Weighted Mean – this tool will be used to answer problem #1, the level of perception of

the respondents to their learning environment.

ANOVA – this tool will be used to answer statement no.3, the significant difference on

the perception of the learning environment of the six sections.

Stepwise Regression Analysis– this tool will be used to answer statement no. 4, the

variable that significantly affects the academic performance.

 CHAPTER IV

RESULTS AND DISCUSSION

This chapter deals with the result and discussion of the data gathered to determine

the effect of learning environment to the academic performance of grade 9 students

which were computed, analysed and interpreted.

Problem 1: What is the level of perception of the respondents to their learning

environment like Physical Environment, Psychological Climate, School Culture and

Teaching and Learning?

As to; Physical Environment

Table 2

Respondents Perception on Physical Environment

Indicators Weighted Mean Verbal Rank

Description
1. The furniture is well-arrange.
Agree 1
3.33
 2. The students seat according to their seat
plan. 3.11 Agree 2
3. The classroom temperature is not too hot
Agree 4
and not too cold. 3.02

4.The fluorescent lamp is illuminated Agree

3.07
3

GENERAL WEIGHTED MEAN 3.13 Agree

The Table shows the weighted mean of the factor physical environment in which
24
there are four questions, the weighted mean of the first question, which is the furniture is

well-arrange 3.33% with the verbal interpretation of Agree and belong to rank 1, also in

the second question, the students seat according to their seat plan, the weighted mean is

3.11% with the verbal interpretation of Agree and in the rank 2, however the third

question the classroom temperature is not too hot and not too cold , the weighted mean is

3.02% with the verbal interpretation of Agree with rank 4 and lastly, the fourth question

which is the fluorescent lamp is illuminated, the weighted men is 3.07% with the verbal

interpretation of Agree and in the rank 2 So, the general weighted mean of Physical

environment is 3.13 with the verbal interpretation of Agree.

According to Sunday, A.A. (2012) revealed that there is a significant relationship

between physical school environment and students’ academic performance in senior

secondary school physics. To him, the physical school environment has some influences

on students’ academic achievement in senior secondary school physics. The physical

facilities, human resources, and the relationship among them determine the physical

environment of the school.

 25

As to; Psychological Climate

Table 3

Respondents Perception of Psychological Climate

Indicators Weighted Verbal

Mean Description Rank
1. The classroom has an emergency kit 1
for emergency purposes. 3.28 Agree
2. The classroom promotes social-
3
emotional well-being of the students. 3.16 Agree

3 The teacher develops harmonious

3.21 Agree
relationship towards the students. 2
4. The school takes the issues of bullying
seriously. 3.11 Agree 4

GENERAL WEIGHTED MEAN Agree

3.19

The Table 3 shows the weighted mean of the second factor of the learning

environment which is the psychological climate, there are also four questions in the

psychological climate, the weighted mean of the first question which is the classroom has an
emergency kit for emergency purposes is 3.28%, with the verbal interpretation of Agree and

in the rank 1, while in the second question the classroom promotes social-emotional well-

being of the students, the average mean is 3.16% with the verbal interpretation of Agree and

belong to rank 3, also in the third question the teacher develops harmonious relationship

towards the students the weighted mean is 3.21% with the verbal interpretation of Agree and

in the rank no. 2, and lastly the school takes the issues of bullying seriously, the weighted

mean is 3.11% with the verbal interpretation of Agree and in the rank 4 The General weighted

mean of the Psychological climate is 3.19% with the verbal interpretation of Agree. 26

Environment is a place where the child functions. This includes home, the school,

the peer group, the classroom, the totality of the child’s upbringing including his spiritual life,

tissue needs, social needs, psychological needs it is defined not to mean only the place in

which the child lives (physical) but also the people with which he comes in contrast with

(social). Akem, (2008).

As to; School Culture

Table 4
Respondents perception of School Culture

Weighted
Indicators Verbal Description Rank
Mean

1. The school and teachers respect student’s

diversity in the class. 3.29 Agree 4
2. The school is connected with the
3.34 Agree 3
stakeholders.
3. The school supports organized institutional
programs to the poorest of the poor in the 3.38 Agree 1.5
community.
4. The school provides workshop to enhance
the leadership ability of the students. 3.25 Agree 5

5. The school has a positive culture and values 3.38 Agree 1.5
 that promotes holistic development of
students.
GENERAL WEIGHTED MEAN 3.33 Agree

The table 4 shows the weighted mean of the third factor of the learning

environment which is School culture, there are five questions of the said factor as you

can see above, the first question the school and teachers respect student’s diversity in the

class, with the weighted mean of 3.29% and the verbal interpretation of Agree which in

the rank 4 and the second question the school is connected with the stakeholders, with

the weighted mean of 3.34% and the verbal interpretation of Agree and in the rank no. 3

in the third question the school supports organized institutional programs to the poorest 27

of the poor in the community, the weighted mean is 3.38% with the verbal interpretation

of Agree with rank of 1.5 , while in the fourth statement which is The school provides

workshop to enhance the leadership ability of the students, the weighted mean is 3.25%

with the verbal interpretation of Agree and the rank of 5 and in the final statement the

school has a positive culture and values that promotes holistic development of students,

the weighted mean is 3.38% with the verbal interpretation of Agree and a rank of 1.5.

General weighted mean of the School culture is 3.33% with the verbal interpretation of

Agree.

According to Lipsey et.al. (2001) the effect of school culture on students’ academic

achievement was tested through meta-analysis. Meta-analysis is a technique to find an

effect size by combining the findings of independent quantitative studies on a specific

issue statistically.
 The effect of culture on students’ achievement has been studied by a number of

researchers. Studies by Williams (2011), Mitchell (2008), and Pritchard, Morrow, and

Marshall (2005) measured the achievement of students in schools in which study

participants identified their culture as positive or effective.

28

As to; Teaching and Learning

Table 5

Respondents perception of Teaching and Learning

Indicators Verbal
Weighted Mean Description Rank
1. The teacher encourages the students to 3.39
actively participate in the class.
Agree 2
2. The different types of teaching 3.30 Agree
(lectures, tutorials, labs, and etc.)
5
supported each other well.
3. The teacher gives plenty of examples
and illustrations to help students grasp the 3.32 Agree 3
lesson better.
4. The teacher helps the students to
3.47 Agree 1
develop their understanding.
5. The teacher provides positive feedback
3.31 Agree 4
to the performance task of the students.
GENERAL WEIGHTED MEAN 3.36 Agree
 The table 5 shows the weighted mean of the fourth factor of the learning

environment which is the teaching and learning, also there are five statements as you can

see above, the first statement which is the teacher encourages the students to actively

participate in the class, the weighted mean of 3.39% with the verbal interpretation of

Agree belong to rank no. 2. In the second statement, the different types of teaching

(lectures, tutorials, labs, and etc.) supported each other well, the weighted mean is 3.30%

and the verbal interpretation of Agree and in the rank 5. Moreover, in the third statement

the teacher gives plenty of examples and illustrations to help students grasp the lesson
29
better, the weighted mean is 3.32% with the verbal interpretation of Agree belong to rank

3, also in the fourth statement which is the teacher helps the students to develop their

understanding, the weighted mean is 3.47% with the verbal interpretation of Agree and in

the highest rank 1, finally in the last statement which is the teacher provides positive

feedback to the performance task of the students, the weighted mean is 3.31% and the

verbal interpretation is Agree and in the rank 4. The General weighted mean of the

teaching and learning is 3.36%, with the verbal interpretation of Agree.

Research confirms that teachers have substantial impacts on their students’

academic and life-long success. However, little is known about specific dimensions of

teaching practice that explain these relationships or whether these effects differ between

academic and “non-cognitive” outcomes. Chetty, Friedman, & Rockoff, (2014); Jackson,

(2012).

A student’s perception of the teacher’s behavior impacts the relationship. Students

who feel their teacher is not supportive towards them have less interest in learning and

are less engaged in the classroom (Rimm-Kaufman &Sandilos, 2012).

 30

Table 6

Summary on the perception of Learning Environment

Factors
Weighted mean
Verbal Description Rank
Physical environment 3.13 Agree 4
Psychological climate 3.19 Agree 3
School Culture 3.33 Agree 2
Teaching – Learning 3.36 Agree 1
Over-all mean 3.26 Agree

The 4 factors of the learning environment are: the physical environment;

psychological climate; school culture and teaching and learning. The General weighted

mean of physical environment is 3.13% with the verbal interpretation of Agree, which is

in rank 4, and the General weighted mean of psychological climate is 3.19% with the

verbal interpretation of Agree the rank also of 3, while the General weighted mean of
School culture is 3.33% with the verbal interpretation of Agree which is in rank 2, And

lastly the General weighted mean of Teaching and learning is 3.36% with the verbal

interpretation Agree, which also is in the highest Rank 1. The over-all total average of

weighted mean is 3.26%, so the Grade 9 students of Saint Michael College of Caraga had

Agree to the questions and statements in the research questionnaire.

The learning environment is very important to the learning process of the

learners. The positive learning environment promotes good study habits to make students
31
improve, productive, and better in their study. Crede and Kunce, (2013).

If schools do play a large role in teaching the next generation how to be

successful members of culture then every precaution should be taken to make sure that

the learning environment is one that helps students thrive. If not approached correctly, a

classroom can be set up in a way that suffocates creativity or does not promote a positive

learning environment. Hannah (2013).

 32

Problem 2: What is the level of academic performance among junior high school

students?

Table 7

Descriptive Statistics

Academic F % Category Ran

Performance k

90% and above 42 14.34 Advanced

3
85%- 89% 140 47.78 Proficient 1
Approachin
80%-84% 93 g 2
31.74
Proficiency
75%-79% 18 6.14 Developing
4
74% and below 0 0 Beginning 5
Total 293 100
 The table 6 shows that respondents with an academic performance of 85%-89%

(Proficient) have a frequency of 140 that has an equivalent of 47.78% in the overall

percentage which ranked as 1. Whereas, respondents with an academic performance of

80%- 84(Approaching Proficiency) has a frequency of 93 equivalent of 31.74% ranked as

2, respondents with an academic performance of 90% and above (Advanced) has a

frequency of 42 that has an equivalent percentage of 14.34% ranked as 3, respondents

with an academic performance of 75%-79% (Developing) has a frequency of 18 with an

equivalent percentage of 6.14% ranked as 4. No respondent got an academic performance

of 74% and below.

Table also shows the academic performance of the students ranged from a

minimum of 75.00% to a maximum of 93.00% with the mean value of 85.57% which is
33
in Proficient level and standard deviation of 3.673. This means that 68% of the

participants academic performance is within 1 standard deviation from the mean which

would be 82% to 90% (Approaching Proficiency to Advanced level).

In the study of Fitzmaurice in 2015, she stated that students are being more

diverse as time passes by because more are having access to education, which is a great

thing. By that, having a faculty that has unending support helps a lot in serving the

students whenever there are behavioral outbursts in class or whenever mental health

issues are being raised.

 34

Problem 3: Is there significant difference on the perception of the learning environment

talking about the six sections?

Table 8

Difference on the Perception of the Learning Environment

vironment
Sum of Mean Decision Interpretation
Squares df Square F Sig.
Between Reject H 0 There is a significant
5.919 5 1.184 5.971 .000
Groups difference on the
Within Groups 56.894 287 .198 perception of the
Total learning environment
62.812 292 talking about the six

Table 7 shows the in determining the significant difference on the perception of

the learning environment talking about the six sections.
 The model statistically demonstrated the significant difference between groups as
determined (F=5.971, p=.000). It shows that the result is significant with the p-value <
0.05, which reject the null hypothesis.

The result indicates that there is a significant difference on the perception of the

learning environment talking about the six sections.

Orlu C. (2013) conducted a research among six hundred teachers and students

with the aim to find out environmental influence on the academic performance of

secondary school students, in Port Harcourt local government area of river state. The

result of that research indicated that the school environment has a significant influence on

academic performance.

35

Problem 4: What variable/s that significantly affect/s the academic performance?

Table 9

Model Summary
Std. Error of the
Model R R Square Adjusted R Square Estimate
2 .200b .040 .033 3.611
Predictors: (Constant), School Culture, Physical environment
Coefficients’
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
2 (Constant) 84.673 1.553 54.508 .000
School Culture 1.227 .401 .185 3.059 .002
Physical environment -.980 .393 -.150 -2.492 .013

Table shows 9 the model summary of regression analysis using all the predictor

variables and the students’ academic performance obtained as the outcome variable

resulted in a model that explained a simple correlation and is .200 which indicates a very

week degree of correlation and there is 4.0% of the variation in academic performance

which is very low.

The model statistically demonstrated the significance of the independent variables

i.e.

(1) School Culture ( p=.002 ¿ which is lesser than the significance∝=0.05, (2) Physical

Environment ( p=.013 ¿ which is lesser than the significance∝=0.05. It shows that the

model statistically demonstrated the predictive ability of the independent variables

mention above with the p-value < 0.05.

36

Variable/s (School Culture, Physical Environment) significantly affect/s the

academic performance. Excluded variables (Psychological Climate, Teaching and

Learning) do not significantly affect the academic performance.

According to Denial & Felix (2014) the teaching and learning process and

psychological climate does not affect the academic performance of the learners inside the

classroom. Regardless of the favored learning environment, the most essential thing to do
as a new or experienced teacher is to see your classroom and design your strategy to the

learners and the ways they best learn. By paying attention to an individual learners’

capability and areas that are in need of improvement, teachers can guarantee progress.

Problem 5. What developmental plan that can be used in the study?

Program Title: Learning Environment Development Plan

Program Description: The proposed plan created after having the result of this study.

Learning environment plan covered within its scope of action such as aspects as

establishing, organizing, developing, improving, maintaining, financing, evaluating and

etc., the classroom temperature, issues of bullying, school workshop, and teaching and

learning.

Program Objectives: To enhance and maintain the standard quality of physical facilities

of the school and to provide teaching materials and equipment needed by the teachers and

students.

37

Phase I is the Planning Phase wherein the design will be endorse by the School

Director for consideration and implementation. Phase II is the implementation phase

wherein the design plan will be now put into action. Phase III is the Evaluation Phase

wherein after the implementation of the plan would be evaluated.

PHASE 1 PHASE II. PHASE III.

Planning Implementation Evaluation Phase

Phase
  Presentation Implementation of Evaluation after the

 Approval Educational Facilities implementation of the

Development Plan plan.

Figure 2. Phase of Implementation Scheme

CHAPTER V
CONLUSIONS AND RECOMMENDATION

Conclusion

The results of this study indicated the Learning Environment: Its Effect to the

Academic Performance of the Junior High School Students of Saint Michael College of
Caraga should be noted that based on the data presented in this study, that the four factors

of the learning environment which is the, Physical environment, psychological climate,

School culture and Teaching learning must be present in the learning environment in

order for the students to learn thoroughly the lesson, because according to “Humanistic

Learning Theory” by Abraham Maslow. Environment firstly, should provide the

biological and physiological needs like clean air, comfortable temperature, good lighting

and ventilations that would be safe enough for the learners to feel physically and

emotionally secured. Learners can feel belonging to his/her class and in the school if

he/she is allowed to personalize his environment.

According to statistics using (ANOVA) Analysis of Variance which used to

know if there is a is there significant difference on the perception of the learning

environment talking about the six sections it is revealed that there is a significant

difference on the perception of the learning environment talking about the six section,

Furthermore, the study also presents the level of academic performance among junior

high school students, using Descriptive Analysis it was revealed that the academic

performance of the students ranged from a minimum of 75.00% to a maximum of 93.00%

with the mean value of 85.57% which is in Proficient level and standard deviation of

3.673. This means that 68% of the participants’ academic performance is within 1 45

standard deviation from the mean which would be 82% to 90% (Approaching Proficiency

to Advanced level).

Also in this study presented of what variable that significantly affects the

academic performance, using (ANOVA) Analysis of Variance it was revealed that

Variable/s (School Culture, Physical Environment) significantly affect/s the academic

performance. Excluded variables (Psychological Climate, Teaching and Learning) do not

significantly affect the academic performance.

Recommendations

Based on the preceding findings of the study the following were recommended for

the Learning Environment; it’s effect the academic performance of the junior high school

students of Saint Michael College of Caraga.

Primary Recommendations

The researchers recommended that the students should engage themselves not

just in Grade 9 Junior High School but also to the Grade 8 Junior High School students of

Saint Michael College of Caraga in developing the learning environment in order for

them to have a conducive learning environment that will help them enhance their

knowledge and skills.

Learning environment is a place where students are able to learn, schools or

institutions must have equipped of physical facilities, good school culture and

psychological climate and effective teaching and learning in order for the learners to be

comfortable with their learning environment, According to Crede and Kunce (2013),

positive learning environment promotes good study habits to make students improve,
46
productive, and better in their study.

If the school or institutions have only good physical facilities but the teaching and

learning process of the teacher is not effective, it means there is no learning that will

happen. According to Falsario (2014) there is no specific definition of what creates a bad
classroom climate, it is considered to be one in which learners feel uncomfortable,

whether physically, emotionally, or academically, for any reason.

Secondary Recommendations

To the Students

It is highly recommended that for them to improve their academic

performance and to be successful in the future:

 students should be responsible and be serious about their studies

 they should develop their study habits

 they should know how to adapt to their learning environment

According to Chavez (2001), the students must have initiative; they should

develop their study habits. They must learn to think creative an innovative especially

inside the classroom where the teaching-learning process takes place.

To the Teachers

The ultimate goal of teaching is to transfer learning. Since the

achievement and performance of the learners depends on the abilities and capability of

the teachers, it is important that:

 Teachers must continue to develop his or her profession

 Teachers should continuously engage themselves in attending training and

seminars to acquire and enhance teaching skills, techniques, strategies, methods,

47
and approaches to implement it in the classroom.

According to Enactment of Republic Act No. 7836, known as Philippine Teachers

Professionalization of 1994, that the professional teacher continually seeks self-

improvement. He or she grows and develops professionally by attending graduate studies

during Saturdays and summer classes, read professional journals, magazines, and books.

It is essential that the teacher should attend trainings and seminars to improve his or her

profession.

To the School Administrators

 School administrators should lead efforts to collectively monitor the teachers by

conducting a monthly evaluation to all teaching personnel of Saint Michael

College of Caraga so that the school Administration will know the performance of

every teaching personnel either Excellent or Poor.

Dettmer (2010) suggests that school principals should conduct surveys and

use observations to determine which topics are appropriate for professional

development. The topics selected should be meaningful and meet the identified

needs of the school campus. The goal of the teachers’ professional development is

to improve and enhance the good teaching practices that are already in place and

provide information about other effective learning strategies may be used.

To the Future Researchers

 The researchers of this study recommend the future researchers to pursue and

elaborate more about this research study to enhance more meanings and

techniques about the learning environment of Grade 8 students and its effect to

the academic performance of the students. Moreover, this study might be used as

a source of information for other relating studies.

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 Appendix

MAP OF THE RESEARCH LOCALE

Figure 2. The locale map of Nasipit, Agusan del Norte.

 DOCUMENTATION

Formulating Chapters 1-3.

During the distribution of our instruments.

After oral defense together with our adviser.

 APPENDIX D-2
CURRICULUM VITAE

Name: Leorife T. Dionio

Address: P-5, Abilan Buenavista Agusan del Norte
Contact #: 09081378532
E-mail Add:leorifedioniotaer123@gmail.com
______________________________________________________________________________

PERSONAL DETAILS
Birthdate: May 24, 1997
Gender : Female
Civil Status : Single
Nationality: Filipino
Height: 5’1
Weight: 101 lbs.
Guardians : Mr.&Mrs. Dionio
______________________________________________________________________________
EDUCATIONAL BACKGROUND
Tertiary: Saint Michael College of Caraga
2019 - 2020
Secondary: Buenavista National High School
2013 - 2014
Elementary: Abilan Elementary School
2009 – 2010
 APPENDIX D-1
CURRICULUM VITAE

Name: Kimberly M. Acabo

Address: D-3, Purok Cypress, Talisay, NasipitAgusandel Norte
Contact#: 09102484023/09953237180
Email Add: kimberlym.acabo@gmail.com
______________________________________________________________________________

PERSONAL DETAILS
Gender: Female
Civil Status: Single
Nationality: Filipino
Height: 5'2
Weight: 155 lbs.
Guardian: Mr. Cosme T. Acabo
______________________________________________________________________________

EDUCATIONAL BACKGROUND
Tertiary: Saint Michael College of Caraga
2019-2020
Secondary: Makinhas National High School
2011-2012
Elementary: Kambonggan Elementary School
2005-2006
 APPENDIX D-3
CURRICULUM VITAE

Name: Chucky P. Macapala

Address: BasaStreet, Brgy4 , Nasipit Agusan del Norte
Contact #: 09465938155
E-mail add: Chuckymacapala@yahoo.com
______________________________________________________________________________

PERSONAL DETAILS
Birthdate: May 25 1998
Gender: Male
Civil Status: Single
Nationality: Filipino
Height: 5’2
Weight: 143 lbs.
Guardian: Ms, Aurelia Gadia Ponteras
______________________________________________________________________________

EDUCATIONAL BACKGROUND
Tertiary: Saint Michael College of Caraga
2019-2020
Secondary: Sandingan National High School
2014-2015
Elementary: Calayugan Norte Elementary school
2009-2010
 SAIN T MICHAEL COLLEGE OF CARAGA
Atupan Street, Brgy. 4, Nasipit, Agusan del Norte, 8602; Philippines
Tel Nos, (085) 343-3251, 283-3113 Fax No. (085) 343-3607
Website: www.smccnasipit.edu.ph

Learning Environment: Its Effect to the Academic Performance of the Junior High
School Students of Saint Michael College of Caraga

This questionnaire is intended to provide information that will be used to improve

teaching and learning at this institution. The purpose of the descriptors is to help identify
specific ways in which the course may be improved. All responses are confidential and
will be reported only as part of group results.

Name (Optional): ___________________

Rating Scale Description

4- Highly Agree - observed all the time
3- Agree - observed most of the time
2- Disagree - rarely observed
1 - Highly Disagree - never observed

Ⓐ - Highly Agree Ⓒ - Disagree

Ⓑ - Agree Ⓓ - Highly Disagree

Indicators Highly Agree Disagree Highly

Agree Disagree
(4) (3) (2) (1)

Physical Environment
1. The furniture is well-arrange. Ⓐ Ⓑ Ⓒ Ⓓ
2. The students seat according to their seat plan. Ⓐ Ⓑ Ⓒ Ⓓ
3. The classroom temperature is not too hot and not
too cold.
Ⓐ Ⓑ Ⓒ Ⓓ
4.The fluorescent lamp is illuminated Ⓐ Ⓑ Ⓒ Ⓓ
 Psychological Climate

5. The classroom has an emergency kit for an

emergency purpose. Ⓐ Ⓑ Ⓒ Ⓓ
6. The classroom promotes social-emotional being
of the students. Ⓐ Ⓑ Ⓒ Ⓓ
7. The teacher develops harmonious relationship
towards the students. Ⓐ Ⓑ Ⓒ Ⓓ
8. The School takes the issues of bullying seriously. Ⓐ Ⓑ Ⓒ Ⓓ
School Culture
9. The school and teachers respect student’s
diversity in the class.
Ⓐ Ⓑ Ⓒ Ⓓ
10. The school is connected with the stakeholders. Ⓐ Ⓑ Ⓒ Ⓓ
11. The school supports organize institutional
programs to the poorest of the poor in the Ⓐ
community. Ⓑ Ⓒ Ⓓ
12. The school provides workshop to enhance the
leadership ability of the students. Ⓐ
Ⓑ Ⓒ Ⓓ
13. The school has a positive culture and values that Ⓐ
promotes holistic development of students.
Ⓑ Ⓒ Ⓓ

Teaching and Learning Process

14. The teacher encourages the students to actively
participate in the class. Ⓐ
Ⓑ Ⓒ Ⓓ
15. The different types of teaching (lectures,
tutorials, labs, and etc.) supported each other well. Ⓐ Ⓑ Ⓒ Ⓓ
16. The teacher gives us plenty of examples and
illustrations to help us grasp the lesson better. Ⓐ Ⓑ Ⓒ Ⓓ
17. The teacher helps the students to develop their Ⓐ
understanding.
Ⓑ Ⓒ Ⓓ
18. The teacher provides positive feedback to the
performance task of the students.
Ⓐ Ⓑ Ⓒ Ⓓ
 SAIN T MICHAEL COLLEGE OF CARAGA
Atupan Street, Brgy. 4, Nasipit, Agusan del Norte, 8602; Philippines
Tel Nos, (085) 343-3251, 283-3113 Fax No. (085) 343-3607
Website: www.smccnasipit.edu.ph

Ako si, _______________________________________, ______ anyos ang panu-igon,

nagpuyo sa ________________________________________________________
nagpahayag nga gipahibalo ako sa mga tigdukiduki bahin sa kinaiyahan ug katuyoan sa
ilang pagtuon, ang mga rason ngano nga gipili ako ingon nga tubag, mga benepisyo, ug
risgo sa akong pag-apil, ang akong katungod sa pagtapos sa akong pagkalambigit nga
walay pangutana, akong katungod sa pagpangutana ang akong pag-apil, sa pagtubag sa
mga pangutana nga gusto nakong tubagon ug sa pagdumili sa mga butang nga dili ko
gustong tubagon. Dugang pa, gipaniguro sa mga tigdukiduki nga ang akong mga tubag
huptan nga kompidensyal ug ang akong pagkatawo dili mailhan. Gipahibalo nila kanako
ang panginahanglan nga magrekord sa mga interbyu ug nga sila mohatag kanako og usa
ka giimprinta nga kopya sa maong transkrip aron masuta nako ang akong mga tubag,
kuhaon o idugang ang mga bahin sa akong pagpasabut. Gisultihan nila ako nga mahimo
kong pangutan-on sa ulahi aron balido ang mga resulta sa pagtuon ug paghimo og mga
sugyot aron mapalambo ang pipila nga mga kondisyon.

Tungod sa tanan niini nga mga kondisyon, mouyon ako nga moapil niini nga
pagtuon pinaagi sa pagpirma niini nga Porma sa Pagpahibalo sa Pag-uyon.